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

Classroom-Wide Tutoring consists of dividing the class into diverse small learning groups. Teams should include at least one high-performing student, an average student, and an underperforming student with a disability (Lundblom & Woods, 2012). Thus, while there is heterogeneity within groups, groups are similar across the class, allowing the educator to capitalize on the groups’ complementary knowledge and achieve higher- level, collaborative objectives. The teacher conveys to students that every team collectively bears the responsibility of aiding all its members in comprehending the material taught earlier. Teammates should have the chance to collaborate in problem- solving or grasping the content, with each potentially taking on the role of the designated "tutor" within the group (Lundblom & Woods, 2012). Peer Support Arrangements involve equipping one or more general education students in an inclusive classroom to provide academic and social support to students with disabilities (Corbett et al., 2013). Broad descriptions of individualized educational objectives, participation objectives, and social interaction objectives for the student with a disability are shared with the peers. Educators with expertise in special education or paraprofessionals offer comprehensive support to facilitate the peer counseling process and assist students in achieving their established objectives (Corbett et al., 2013). Lunch Bunches relates a student with a disability to a group of students without similar disabilities or students without disabilities to join them for lunch, focusing on social interaction during that lunchtime (Fan et al., 2021). Prior to becoming part of the group, typical education students undergo social skills training. This training encompasses demonstrations of the social skills that the strategy will highlight, role-playing, and explicit instruction in those skills. Alongside engaging in asking and answering questions with one another, students can also take turns discussing various topics of interest to the group. Studies conducted in this field since 2010 are summarized in Table 2. Table 2: Peer tutoring and Peer influence articles Author(s), year Sample Age Design Intervention Findings Banda., and Hart., 2010 2 girls with ASD 8 y Multiple baseline designs across participants Peer-to-peer social skills through direct instruction Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Berman., 2019 2 boys with ASD and 5 peers of the same ages 4 y ABAB model Group Affection Activities (GAA) on social interaction The findings agree with those reported by previously conducted studies, however, the maintenance and generalization of improved interaction skills remain to be of great concern. It is suggested that in order to address this important issue, an intervention program combining Group Affection Activities with peer training should be systematically integrated into the early childhood curriculum and implemented for all to benefit. Collet- Klingenberg., Neitzel., and LaBerge., 2012 3 boys, 1 girl with ASD, and 18 peers 12-13 y Pre-test Post-test Power-PALS (Peer Assisting,Leading, Supporting) Implementing a peer-mediated intervention Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. 48 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