{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1293"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1293","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Peer-assisted learning strategies and their impact on the math fluency and social skills of students with autism","abstract":"The purpose of this study was to determine if peer-assisted learning strategies (PALS) could increase students with autism's math fluency skills as well as enhance their social skills. All students involved in the study began their math fluency at a basic addition subtraction level 1 on the Morningside Math Fluency program. Also at the beginning of the study the students completed a How I Feel Toward Others survey and it was determined that they were either indifferent toward others or disengaged. The eight students involved in the study were engaged in PALS a minimum of three times per week over a ten week time period. The independent variables were the use of PALS. The dependent variable was the measure of the student's math fluency skills and feelings toward others. Overall, the study showed that peer-assisted learning strategies could be an effective intervention to increase students with autisms' math fluency skills. It did however show no significant impact on enhancing these students' social skills. PALS provides explicit instruction to enhance student learning and allows them to work in small groups with students who share similar skills.","abstract_html":"The purpose of this study was to determine if peer-assisted learning strategies (PALS) could increase students with autism's math fluency skills as well as enhance their social skills. All students involved in the study began their math fluency at a basic addition subtraction level 1 on the Morningside Math Fluency program. Also at the beginning of the study the students completed a How I Feel Toward Others survey and it was determined that they were either indifferent toward others or disengaged. The eight students involved in the study were engaged in PALS a minimum of three times per week over a ten week time period. The independent variables were the use of PALS. The dependent variable was the measure of the student's math fluency skills and feelings toward others. Overall, the study showed that peer-assisted learning strategies could be an effective intervention to increase students with autisms' math fluency skills. It did however show no significant impact on enhancing these students' social skills. PALS provides explicit instruction to enhance student learning and allows them to work in small groups with students who share similar skills.","abstract_has_math":false,"creators":["Woodward, Melissa"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Kuder, S. Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-06-29T07:00:00Z","date_published":"2014-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Autistic children; Mathematics--Study and teaching","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/294","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S. 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All students involved in the study began their math fluency at a basic addition subtraction level 1 on the Morningside Math Fluency program. Also at the beginning of the study the students completed a How I Feel Toward Others survey and it was determined that they were either indifferent toward others or disengaged. The eight students involved in the study were engaged in PALS a minimum of three times per week over a ten week time period. The independent variables were the use of PALS. The dependent variable was the measure of the student's math fluency skills and feelings toward others. Overall, the study showed that peer-assisted learning strategies could be an effective intervention to increase students with autisms' math fluency skills. It did however show no significant impact on enhancing these students' social skills. PALS provides explicit instruction to enhance student learning and allows them to work in small groups with students who share similar skills."]},{"key":"dc:title","label":"Title","values":["Peer-assisted learning strategies and their impact on the math fluency and social skills of students with autism"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S. Jay"],"dc:creator":["Woodward, Melissa"],"dc:date.available":["2020-03-03T19:58:56Z"],"dc:description.abstract":["The purpose of this study was to determine if peer-assisted learning strategies (PALS) could increase students with autism's math fluency skills as well as enhance their social skills. All students involved in the study began their math fluency at a basic addition subtraction level 1 on the Morningside Math Fluency program. Also at the beginning of the study the students completed a How I Feel Toward Others survey and it was determined that they were either indifferent toward others or disengaged. The eight students involved in the study were engaged in PALS a minimum of three times per week over a ten week time period. The independent variables were the use of PALS. The dependent variable was the measure of the student's math fluency skills and feelings toward others. Overall, the study showed that peer-assisted learning strategies could be an effective intervention to increase students with autisms' math fluency skills. It did however show no significant impact on enhancing these students' social skills. PALS provides explicit instruction to enhance student learning and allows them to work in small groups with students who share similar skills."],"dc:identifier":["https://rdw.rowan.edu/etd/294"],"dc:subject":["Autistic children; Mathematics--Study and teaching","Special Education and Teaching"],"dc:title":["Peer-assisted learning strategies and their impact on the math fluency and social skills of students with autism"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:03Z"}