Effects of peer tutoring on behaviors of a young girl with autism in a school context
DOI:
https://doi.org/10.5902/1984686X89497Keywords:
Special Education, Autism Spectrum Disorder, Peer TutoringAbstract
Autism spectrum disorder (ASD) is characterized by persistent deficits in communication and social interaction that can impair the development of children in a social environment, especially school, since peers have little or no adequate repertoire to deal with behaviors that differ from those observed in most individuals. This study sought to evaluate the effects of the use of structured social interaction situations with the support of peer tutoring on the appropriate and inappropriate social behaviors of a girl diagnosed with ASD. The participants were thirteen typical students who played the role of individual tutors and a student with ASD, all enrolled in the 1st year of elementary school in a regular school. There was pre-training of tutoring with the peers to direct the interactions between them. Using the ABAB reversal design, 21 sessions were held, and field diaries and tables were used to record the dependent variables. The results showed an increase in the social and proper responses of the target child in the classroom, but these improvements were not fully generalized to outdoor environments. It is concluded that structured situations of social interaction with the support of peer tutoring are a promising strategy for improving the social behaviors of students with ASD.
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