Classwide Peer Tutoring at Work

Fulk, Barbara M.; King, Kathy

doi:10.1177/004005990103400207

Cited by 30 publications

(25 citation statements)

References 4 publications

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“…These modules are also intended to enhance social acceptance and theory of mind (cf. Fulk & King, 2001; King-Sears, 2001; Maheady, Harper, & Mallette, 2001; Rogers, 2000) and remediate social avoidance (e.g., a preference for sitting alone during recess – a behavior that is often multiply determined by poor social skills, a rejecting social environment, as well as tertiary social anxiety). Two meetings are scheduled at the child's school to teach the social intervention techniques to relevant school providers (e.g., aides, teachers).…”

Section: Methodsmentioning

confidence: 99%

Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial

Wood

Drahota

Sze

et al. 2009

Child Psychology Psychiatry

552

501

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Background Children with autism spectrum disorders often present with comorbid anxiety disorders that cause significant functional impairment. This study tested a modular cognitive behavioral therapy (CBT) program for children with this profile. A standard CBT program was augmented with multiple treatment components designed to accommodate or remediate the social and adaptive skill deficits of children with ASD that could pose barriers to anxiety reduction. Method Forty children (7–11 years old) were randomly assigned to 16 sessions of CBT or a 3-month waitlist (36 completed treatment or waitlist). Therapists worked with individual families. The CBT model emphasized behavioral experimentation, parent-training, and school consultation. Independent evaluators blind to treatment condition conducted structured diagnostic interviews and parents and children completed anxiety symptom checklists at baseline and posttreatment/postwaitlist. Results In intent-to-treat analyses, 78.5% of the CBT group met Clinical Global Impressions-Improvement scale criteria for positive treatment response at posttreatment, as compared to only 8.7% of the waitlist group. CBT also out-performed the waitlist on diagnostic outcomes and parent reports of child anxiety, but not children's self-reports. Treatment gains were maintained at 3-month follow-up. Conclusions The CBT manual employed in this study is one of the first adaptations of an evidence-based treatment for children with autism spectrum disorders. Remission of anxiety disorders appears to be an achievable goal among high-functioning children with autism.

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Section: Methodsmentioning

confidence: 99%

Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial

Wood

Drahota

Sze

et al. 2009

Child Psychology Psychiatry

552

501

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“…Here the Success Tutors and their idea of the RSP community as a support mechanism to make students feel part of a wider group serve to substantiate the work of Karp (2011), Loots (2009) and Wilmer (2008. By involving students in the learning that takes place in tutorials, Success Tutors believe they are building their and the students' self-esteem, which can be related to the findings of Fulk and King (2001).…”

Section: Communitymentioning

confidence: 89%

“…Additionally, in instances where mentoring and support are included in the support programme, student motivation, selfconfidence, and engagement are improved and increased (Lotkowski, Robbins & Noeth, 2004;Rendon, 1994). Similarly, Fulk and King (2001) have found that class-wide peer-topeer tutoring techniques make it possible to actively involve all students in the learning process, which has the added advantage of improving self-esteem and social skills among participants. Subsequently, a flexible peer-mediated strategy where students serve as tutors and tutees known as 'peer tutoring' (Hott, Walker & Sahni, 2012) allows an older or higher performing student to be paired with students in need of support, to work on academic and/or behavioural concepts they find challenging.…”

Section: Literature and Contextmentioning

confidence: 96%

Paving the Road to Success: A Framework for Implementing the Success Tutoring Approach

Spark

Klerk

Maleswena

et al. 2017

JSAA

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“…Teachers can assist students by supporting the development of relevant, personal connections with problems and texts, and linking them with still other known problems and texts. Some effective strategies for disabled students include collaborative discussion teams (Salend, 2004), classwide peer tutoring (Fulk & King, 2001), book discussions (Berry & Englert, 1998;Martin, 1998), and jigsaws-a type of cooperative learning (Aronson, 1978).…”

Section: Differentiating Contentmentioning

confidence: 99%