Peer-Mediated Instruction and Activity Schedules: Tools for Providing Academic Support for Students With ASD

Mahoney, Michael W.

doi:10.1177/0040059919835816

Cited by 10 publications

(11 citation statements)

References 34 publications

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“…The benefits of peer tutoring have been documented for different subjects and at different educational levels. These benefits are not restricted to competent or proficient students, as struggling, learning disabled, and at-risk learners have also been found to benefit from peer tutoring (Huber and Carter, 2019;Mahoney, 2019;Sarid et al, 2020). Although most of the research in the field has been carried out at the primary and secondary education levels, several recent studies have focused on peer tutoring in higher and continued education (Struk et al, 2019;Ellis and Gershenson, 2020).…”

Section: Peer Tutoring: Conceptual Frameworkmentioning

confidence: 99%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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In this research the effects of reciprocal peer tutoring on students' mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge's g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students' mathematics anxiety, regardless of their gender or grade.

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Section: Peer Tutoring: Conceptual Frameworkmentioning

confidence: 99%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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Section: Adapting the B-d-a Modelmentioning

confidence: 99%

“…Students with ASD who move between classrooms can sometimes have difficulty remembering and tracking different teachers’ expectations and requirements (Mahoney, 2019). This can result in students with ASD relying on teacher-initiated instructions and in a lack of independence in the students themselves (Mahoney, 2019). Instead, researchers recommend the use of activity schedules, which evidence-based research has shown promotes consistency and structure for students with ASD (Mahoney, 2019).…”

Section: Adapting the B-d-a Modelmentioning

confidence: 99%

“…This can result in students with ASD relying on teacher-initiated instructions and in a lack of independence in the students themselves (Mahoney, 2019). Instead, researchers recommend the use of activity schedules, which evidence-based research has shown promotes consistency and structure for students with ASD (Mahoney, 2019). However, activity schedules, when using a combination of text and images, also promote content literacy through the reinforcement of vocabulary words and discipline-specific processes.…”

Section: Adapting the B-d-a Modelmentioning

confidence: 99%

“…This may be due to the content area teacher’s lack of specified and continued training in research-based literacy approaches for students with disabilities. It is the responsibility of special educators to collaborate with general educators to plan for and implement appropriate instruction in general education settings (Mahoney, 2019). Therefore, it is essential for art educators, and other content teachers, to work closely with special educators to ensure successful student learning.…”

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confidence: 99%

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