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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2013
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1150967 |
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| _version_ | 1867181562305445888 |
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| author | Gillies, Ann |
| author_facet | Gillies, Ann Gillies, Ann |
| collection | Education Resources Information Center |
| contents | The Cross-Age Tutoring Experience for Students with and without Disabilities Gillies, Ann Qualitative Research Tutoring Autism Kindergarten Preschool Children Grade 4 Elementary School Students Prompting School Libraries Program Effectiveness Comparative Analysis Observation Journal Writing Writing Assignments Behavior Modification Cross Age Teaching Maintenance Intervention Coding 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1150967 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | The Cross-Age Tutoring Experience for Students with and without Disabilities Gillies, Ann Qualitative Research Tutoring Autism Kindergarten Preschool Children Grade 4 Elementary School Students Prompting School Libraries Program Effectiveness Comparative Analysis Observation Journal Writing Writing Assignments Behavior Modification Cross Age Teaching Maintenance Intervention Coding The Cross-Age Tutoring Experience for Students with and without Disabilities Gillies, Ann Qualitative Research Tutoring Autism Kindergarten Preschool Children Grade 4 Elementary School Students Prompting School Libraries Program Effectiveness Comparative Analysis Observation Journal Writing Writing Assignments Behavior Modification Cross Age Teaching Maintenance Intervention Coding 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. |
| title | The Cross-Age Tutoring Experience for Students with and without Disabilities |
| topic | Qualitative Research Tutoring Autism Kindergarten Preschool Children Grade 4 Elementary School Students Prompting School Libraries Program Effectiveness Comparative Analysis Observation Journal Writing Writing Assignments Behavior Modification Cross Age Teaching Maintenance Intervention Coding |
| url | https://eric.ed.gov/?id=EJ1150967 |