Joseph C. Delquadri

TL;DR: In this article, les effets de l'organisation ecologique de la classe, en particulier du CWPT (Classwide peer tutoring, which consiste a apparier les eleves en "tuteur-pupille", sur les performances scolaires, sont analyses aupres de 416 eleves (âge moyen 6, 7 ans), dans une etude longitudinale portant sur quatre annees and prenant en compte les caracteristiques socio-economiques.

TL;DR: In this paper, the authors discuss classwide peer tutoring as an effective instructional procedure and present a review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes.

TL;DR: Examination of the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms demonstrated that classwidepeer tutoring increased reading fluency and correct responses to reading comprehension questions for students with Autism and their peers.

TL;DR: This investigation investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom and demonstrated increases in the frequency of, time engaged in, and duration of social interactions.

TL;DR: Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content.