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Introduction
Chapter 1: Effectiveness of Peer-Mediated Interventions for Students with Autism Spectrum Disorders
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms
Chapter 2: Literature Review
2.1 Overview of Autism Spectrum Disorders
2.2 Peer-Mediated Interventions
2.3 Previous Studies on Peer-Mediated Interventions for Students with ASD
2.4 Benefits of Peer-Mediated Interventions
2.5 Challenges of Implementing Peer-Mediated Interventions
2.6 Best Practices for Peer-Mediated Interventions
2.7 Theoretical Frameworks for Peer-Mediated Interventions
2.8 Role of Peers in Supporting Students with ASD
2.9 Current Trends in Peer-Mediated Interventions
2.10 Conclusion
Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis Techniques
3.5 Ethical Considerations
3.6 Pilot Study
3.7 Data Validity and Reliability
3.8 Limitations of the Research Methodology
Chapter 4: Discussion of Findings
4.1 Overview of Study Results
4.2 Effectiveness of Peer-Mediated Interventions for Students with ASD
4.3 Factors Contributing to the Success of Peer-Mediated Interventions
4.4 Comparison of Peer-Mediated Interventions with Other Intervention Approaches
4.5 Implications for Practice
4.6 Recommendations for Future Research
Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Policy and Practice
5.3 Limitations of the Study
5.4 Future Directions
5.5 Conclusion
Thesis Overview:
The effectiveness of peer-mediated interventions for students with autism spectrum disorders (ASD) is a topic of growing interest and importance in the field of special education. Peer-mediated interventions involve the use of typically developing peers to provide support and assistance to students with ASD in educational settings. This thesis aims to explore the impact of peer-mediated interventions on the social and academic outcomes of students with ASD.
Chapter 1 provides an introduction to the study, including background information on ASD, the problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of terms. Chapter 2 reviews the existing literature on peer-mediated interventions, including their benefits, challenges, best practices, theoretical frameworks, and current trends.
Chapter 3 outlines the research methodology, including the research design, participants, data collection methods, analysis techniques, ethical considerations, pilot study, and data validity and reliability. Chapter 4 discusses the findings of the study, including the effectiveness of peer-mediated interventions, factors contributing to success, comparisons with other interventions, implications for practice, and recommendations for future research.
Chapter 5 concludes the thesis with a summary of findings, implications for policy and practice, limitations of the study, future directions, and a final conclusion. Overall, this thesis aims to contribute to the existing body of knowledge on peer-mediated interventions for students with ASD and provide insights for educators, practitioners, and researchers in the field of special education.
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