monash131033The cross-age tutoring experience for students with and without disabilities.pdf (576.12 kB)
The cross-age tutoring experience for students with and without disabilities
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posted on 2016-11-01, 00:38 authored by Gillies, AnnThis qualitative study describes the experience of a cross-age tutoring intervention for three PreKindergarten/Kindergarten-aged students with autism and their fourth grade general education tutors. 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 behavior goals in the library. A single case multiple baseline across participants design offers descriptive statistics about the young students' performance outcomes from the tutoring intervention and a constant comparison analysis of qualitative data gathered from observations of all students, students' written work and a research journal contribute to a more comprehensive understanding of this tutoring experience from the perspective of the children involved. Quantitative data indicated a sharp increase in the occurrence of the desired behaviors in the young children with the tutors present and a maintenance probe indicated the lasting effects of this intervention. Qualitative data suggested the cross-age tutoring experience created positive and powerful personal effects for both tutors and tutees; students were happy, engaged, responsive to one another, committed to one another and strong friendships were established.
International Research in Early Childhood Education, vol. 4, no. 1, p. 105-126
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monash:1310331959.1/1048419Peer-mediated instructionAdaptive behaviorPrekindergarten/kindergartenAutismStudent experienceInsider perspectivecollection(s) Monash University Faculty of Education paperscollection(s) IRECE Journaltextjournal article1838-0689Early Childhood Education (excl. Maori)Teacher Education and Professional Development of EducatorsCurriculum and Pedagogy Theory and Development
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