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

All the studies reviewed here were designed with a single-subject experimental model. A total of 15 students, 13 of whom were ASD students (n = 13 ASD), were included in the studies. Participants were between the ages of 4 and 11. These studies were carried out in inclusive environments, in preschool, primary, and secondary schools. A variety of behaviours were targeted for intervention. In one study (Cheng & Ye, 2010), the focus was on enhancing social competence in a collaborative virtual environment. Another study (Scott, 2019) delved into the hidden aspects of group work's curriculum, while Lee et al. (2021) concentrated on physical activities. Cheng and Ye (2010) focus on using a virtual learning environment to help the deficiencies of social competence for people with ASDs and to increase their social interaction. In particular, it provides a basic exploration of social competence within collaborative virtual learning environment (CVLE) systems and behavioural performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, with verbal and text communication. 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) evaluated the effects of cooperative physical activities on the social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. The generalization of interactions with peers was evaluated during free play. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and all three children in the free-play setting. Scott (2019) used Video-recorded observations. The observations were transcribed and coded according to the nature of each conversational attempt, which included prompted reciprocal communication, unprompted reciprocal communication, self-centric conversations, directives, clarification questions/ statements, and off-topic remarks. Results from this study indicate that when the four participants with ASD used a structured protocol that guided communication attempts (through explicit tasks) during cooperative academic group works, their interaction attempts increased, as did their (prompted and unprompted) reciprocal exchanges. b) Review of Strategy 2: Peer Tutoring and Peer Influences Peer-mediated instruction is implemented by pairing a child on the spectrum with another child without disabilities (Berman, 2019). Thus, rather than involving just a teacher or therapist through this strategy, one or more peers will take on a role in the teaching/learning process. This intervention can be used in small groups and classroom-wide intervention programs (Zhang et al.2022). Research has indicated that peer-mediated instruction and interventions are effective because they create more chances for individuals to practice proper social and communication skills during natural interactions with others (Schmidt & Stichter, 2012). If properly designed and implemented, peer support strategies can be a valuable method for providing academic and social support to students with disabilities (Bell & Carter, 2013). Peer support strategies refer to a wide variety of intervention approaches. The main three approaches are (a) classroom-wide peer tutoring, (b) peer support arrangements, and (c) lunch bunches. 47 Year 2023 Global Journal of Medical Research Volume XXIII Issue III Version I ( D ) A © 2023 Global Journals Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism to appropriate interactions decreased for two children in the PE setting and for all three children in the free-play setting Scott, 2019 3 boy, 1 girl with 5 fifth- grade peers 10-11 y ABA Hidden Curriculum of group work Results from this study indicate that when the four participants with ASD used a structured protocol that guided communication attempts (through explicit tasks) during cooperative academic group work their overall interaction attempts increased, as did their (prompted and unprompted) reciprocal exchanges.