Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers.

Kamps, Debra M.; And Others

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Peer reviewed

ERIC Number: EJ519801

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0198-7429

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Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers.

Kamps, Debra M.; And Others

Behavioral Disorders, v21 n1 p89-109 Nov 1995

A reversal design was used in two elementary classrooms to examine effects of cooperative learning groups (CLG) in reading instruction for three students with autism and their general education peers. Results demonstrated increased reading gains, academic engagement, and peer interaction during CLG conditions. Results also documented the peer-mediated strategy's viability as an instructional arrangement for integrating students with autism. (Author/PB)

Descriptors: Autism, Cooperative Learning, Elementary Education, Inclusive Schools, Instructional Effectiveness, Outcomes of Treatment, Peer Relationship, Reading Instruction, Social Integration, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special issue: Autism.