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ERIC Number: EJ1150967
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1838-0689
The Cross-Age Tutoring Experience for Students with and without Disabilities
Gillies, Ann
International Research in Early Childhood Education, v4 n1 p105-126 2013
This 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.
Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A