Peer tutoring produced statistically significant post-test gains in non-verbal communication for children with ASD relative to a control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At post measurement, the experimental group's mean scores on the non-verbal communication scale significantly exceeded the control group's (Z = 2.635, p = 0.008). → Alshurman and Alsreaa 2015

Evidence¶

Alshurman and Alsreaa 2015¶

Wael Alshurman, Ihsani Alsreaa. (2015). The Efficiency of Peer Teaching of Developing Non Verbal Communication to Children with Autism Spectrum Disorder (ASD). Journal of Education and Practice, Vol.6, No.29. https://eric.ed.gov/?id=EJ1081260

q2 · i? · causal · r1

Quasi-experiment with 10 children with ASD (5 per group) at a qualification center; Mann Whitney and Wilcoxon tests compared groups at post-test. The result was "in favor of experimental group", with Z = 2.635 and Sig 0.008 printed in Table (2).

"Table (2) showed statistically significant differen ces between mean scores of experimental and control group at post measurement on non – verbal communica tion scale and in favor of experimental group, sugg est ing the efficiency of training in peer tutoring for experimental group."

Discussion¶

Related Claims¶

• Non-verbal communication gains persisted at a two-month follow-up, with no statistically significant decline from post-test — a narrower finding that bears on this claim