Degree Granting Department
Adaptive Behavior, Autism, Insider Perspectives, Low Incidence Disabilities, Peer-Mediated Instruction, PreKindergarten/Kindergarten
This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and a constant comparison analysis of qualitative data gathered from observations of students, students' written work, and a research journal. Quantitative results indicated all three young students performed the target behavior in the library with support from their cross-age tutors and this behavior maintained one month after intervention ended as evident through a maintenance probe; all three students made progress on the achievement of adaptive behavior goals in an inclusive environment from this intervention. Qualitative results indicated the cross-age tutoring experience was positive and powerful for all six participants involved as evident through the construction of six themes that emerged from the qualitative data.
Scholar Commons Citation
Gillies, Ann Elizabeth, "A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students" (2012). Graduate Theses and Dissertations.