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ERIC Number: ED295401
Record Type: RIE
Publication Date: 1986
Pages: 162
Abstractor: N/A
Reference Count: N/A
Classroom Instructional Programs with Autistic Children: Group Structures and Tutoring Models. Final Report, 6/1/83-5/31/86.
Whorton, Debra M.; And Others
The project attempted to experimentally validate the use of tutoring and small group teaching formats as alternatives to one-to-one teaching procedures involving autistic children. Single-subject studies and experimental-control group designs were used to compare the effects of tutoring and small group teaching formats in public and private school classrooms for autistic and other developmentally disabled children. Results indicated that non-handicapped tutors can increase academic skills and manage attending behaviors in autistic peers. Results also indicated that higher functioning autistic students can be trained as effective tutors of lower functioning peers. Other research showed that small group instructional formats were superior to one-to-one instruction in terms of student performance across several curriculum areas. Small group instruction produced higher levels of teaching time, correct student responding, more teacher-to-student interactions and more student-to-student interaction than did one-to-one instruction. Furthermore, small group instruction maintained appropriate on task behavior and comparable levels of self-stimulation. Project results were disseminated in written teacher manuals, professional presentations, masters and doctoral theses, and professional journal articles. Six pages of references are provided. About half the document consists of appendices that include teacher materials, tables, and graphs. (DB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Bureau of Child Research.