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Co‐operative learning for Children with an Autistic Spectrum disorder (ASD) in mainstream and special class settings

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dc.contributor.author Grey, Ian M.
dc.contributor.author Bruton, Cora
dc.contributor.author Honan, Rita
dc.contributor.author McGuinness, Roisin
dc.contributor.author Daly, Micheal
dc.date.accessioned 2019-03-14T08:51:39Z
dc.date.available 2019-03-14T08:51:39Z
dc.date.copyright 2007 en_US
dc.identifier.issn 1469-5839 en_US
dc.identifier.uri http://hdl.handle.net/10725/10204
dc.description.abstract The purpose of this study was to determine the effects of a cooperative learning (CL) intervention on the levels of social and task engagement of a child with autistic spectrum disorder (ASD) conducted in a mainstream class setting and a child with ASD implemented in a special needs class setting. The target children were two 8‐year‐old boys diagnosed with high functioning autism. Both children were placed in CL groups which included three typically developing peers, one male and two females. Four baseline sessions taught in a traditional teaching format and seven CL intervention sessions based on a “learning together/conceptual approach” took place. All sessions were recorded for video analysis. CL was found to be successful in substantially increasing the level of social engagement for both the child in the special needs class and the child in the mainstream class. CL was not found to facilitate task engagement. Active task engagement was found to remain relatively stable and passive task engagement was found to decrease for one child and remain stable for the other. Teacher concerns and issues relating to the practical implementation of CL in both settings are discussed. en_US
dc.language.iso en en_US
dc.title Co‐operative learning for Children with an Autistic Spectrum disorder (ASD) in mainstream and special class settings en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle an exploratory study en_US
dc.author.school SAS en_US
dc.author.idnumber 201806288 en_US
dc.author.department Social Sciences en_US
dc.description.embargo N/A en_US
dc.relation.journal Educational Psychology in Practice en_US
dc.journal.volume 23 en_US
dc.journal.issue 4 en_US
dc.article.pages 317-327 en_US
dc.identifier.doi https://doi.org/10.1080/02667360701660936 en_US
dc.identifier.ctation Grey, I. M., Bruton, C., Honan, R., McGuinness, R., & Daly, M. (2007). Co‐operative Learning for Children with an Autistic Spectrum Disorder (ASD) in Mainstream and Special Class Settings: An exploratory study. Educational Psychology in Practice, 23(4), 317-327. en_US
dc.author.email ian.grey@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://www.tandfonline.com/doi/abs/10.1080/02667360701660936 en_US
dc.author.affiliation Lebanese American University en_US


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