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

concept of collaboration and include Positive Interdependence, Direct Interaction, Individual Accountability, Group Handling, and Interpersonal and Small Group Skills. All of these give teachers the power to get involved and participate in the educational process. Each of the five components of co-learning theory articulates the social context of collaborative teaching in the classroom and the expected role of all group members. Studies conducted in this field concerning ASD students since 2010 are summarized in Table 4. Table 4: Collaborative teaching articles Author(s), year Sample Age Design Intervention Findings Becevic., et all., 2021 490 students with ASD ? Cross- sectional post- virtual clinic surveys Virtual Collaborating Participants reported an increase in self-efficacy in identifying ASD symptoms in children, assessing medical comorbidities, and learning new information. Huskens., et al., 2014 3 boys with ASD and their siblings 5-13 y Multiple baseline design across three child siblings’ pairs Robot- mediated intervention on improving collaborative behaviours The robot intervention resulted in no statistically significant changes in the collaborative behaviours of the children with ASD. Despite the limited effectiveness of the intervention, this study provides several practical implications and directions for future research. Lehane., and Senior., 2020 3 boys with ASD 9-10 y Mixed- methods design Collaborative teaching Based on these preliminary results, co-teaching appears to be an effective mode of instruction for meeting the needs of pupils with, and without, SEN in mainstream settings. Upon review of the studies, it is evident that a cumulative total of 496 individuals with autism were participants in these research endeavours. When the gender characteristics of the participants are examined, it is seen that 6 of them are boys, and the gender of 490 individuals with autism was not specified. The age ranges vary between 5 and 13 years old. Different types of designs were used in these studies. Becevic et al. (2021) employed a cross- sectional post-virtual clinic survey design, Huskens, et al. (2014) utilized a multiple baseline design, and Lehane and Senior, (2019) incorporated a mixed- methods approach. Upon evaluation of the interventions, it is apparent that all of them were based on collaborative learning and teaching methods. All the interventions evaluated used different programs such as virtual collaboration (Becevic, et al., 2021), robot-mediated intervention (Huskens, et al., 2014), and collaborative teaching (Lehane & Senior, 2020). IV. C onclusion This review has shown that cooperative learning strategies enable students with disabilities to share their skills and weaknesses with their peers who are typically developing (Corbett et al., 2013). According to studies on cooperative learning, it helps general education students with impairments feel more accepted by their peers. (Gilles, 2007). Cooperative and collaborative learning proponents, as shown in the reviewed studies, hold that cooperative learning is a particularly useful strategy for children with autism. Collaborative work among students, aimed at achieving a common goal, often leads to increased success and productivity compared to individual efforts. Creating learning environments that foster positive interdependence is generally more favorable than those emphasizing independence. It's widely recognized that student cooperation within groups can be challenging, and it's important to establish groups in a way that makes the five essential elements of successful collaboration clear. These elements include promoting productive interactions among group members, ensuring individual accountability, explicitly teaching necessary social skills, and encouraging groups to reflect on both task management and interpersonal interactions. When these key components are integrated into group work, students are more likely to feel motivated to work together to attain both their individual and the group's objectives. They become more inclined to take personal responsibility for their contributions to the group and their interactions with fellow group members. They also tend to show greater respect for the contributions of others and are committed to resolving disagreements democratically. Moreover, they actively 53 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