Global Journal of Medical Research, A: Neurology & Nervous System, Volume 23 Issue 3

inclusion. Springer returned 18 papers, and one qualified for review. Education Database produced 49 papers, two qualifying for inclusion. All abstracts were read, and 29 articles were selected for review. b) Inclusion and Exclusion Criteria For inclusion in this extensive review, each article underwent evaluation based on several criteria. Initially, the article needed to detail the application of an evidence-based intervention for at least one participant with ASD. Secondly, the articles were required to incorporate a minimum of one cooperative learning strategy. Thirdly, the research was mandated to have been conducted within an inclusive setting. Lastly, the reviewed articles were expected to have been published in the year 2010 or later. III. R esults a) Review of Strategy 1: Cooperative group teaching Cooperative learning is one of the methods that enable students with disabilities to reveal their strengths and weaknesses together with their typically developing peers (Corbett et al., 2013). Studies on cooperative learning have shown that it positively affects the social acceptance of students with disabilities in general education classes (Gilles, 2007). Supporters of the cooperative learning model believe that learning consists of various components. Cooperative learning is a very beneficial model for children with autism. Corbett et al., (2013) emphasized that Student Team Learning (STL) has three bases. These are team rewards, individual responsibility, and equal opportunities for success. Using STL techniques, teams earn certificates or other team rewards if they exceed a designated criterion. Personal accountability implies that the team's overall success relies on the individual learning efforts of all team members. This redirects the team members' actions towards elucidating concepts to their peers and ensuring that everyone in the team is adequately prepared for quizzes or assessments, which they must undertake independently, without reliance on their teammates. Equal opportunities for success mean that students contribute to their teams by improving over their past performances. This ensures that high, average, and low achievers are equally challenged to do their best and that the contributions of all team members will be valued. Cooperative learning is a method that can foster success for future generations. The SENSE Theatre project, a peer-mediated initiative immersed in play and focused on performance, is introduced by Corbett et al. (2013). Through the programme, actors of a similar age who are ordinarily developing are paired with individuals who have Autism Spectrum Disorder (ASD) to serve as co-actors and peer models in a play. The severity of each participant's symptom profile and their prior interaction with the ASD community are taken into consideration during the matching process. Ten main goals are the emphasis of the SENSE Theatre approach. These goals are communicated, exemplified, and integrated through direct instruction, bolstered by a variety of case studies and ongoing, supervised experience. These ten main goals are clearly explained to peers and are intended to improve different facets of autism symptomology. The primary goals and desired behaviours include: (1) giving social support to establish trust and lower stress levels; (2) making an enjoyable environment to promote social play; (3) modeling warm social interaction to encourage reciprocal engagement with peers; (4) increasing motivation to boost social initiation; (5) using directed communication to improve verbal back-and-forth conversation; (6) using nonverbal communication to enhance gestures, eye contact, and facial expressions; (7) playing imaginatively to cultivate creativity; (8) using empathic responding to foster empathy; 9) supporting active learning to promote novelty and participation; and (10) advancing individual learning by combining social learning with behaviour. Studies on this subject are summarized in Table 1. Table 1: Cooperative Learning articles, empirical studies 46 Year 2023 Global Journal of Medical Research Volume XXIII Issue III Version I ( DD ) A © 2023 Global Journals Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism Author(s), year Sample Age Design Intervention Findings Cheng and Ye, 2010 1 girl, 2 boys 7-8 y Multiple probe design across participants Social competence in a collaborative virtual environment The results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning. Lee, et al., 2021 3 boys ASD 4-5y Multiple probe design across participants Physical Activities Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative