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Introduction

Social communication disorders are characterized by difficulties in using verbal and nonverbal communication skills in social interactions. These difficulties can significantly impact an individual’s ability to form relationships, participate in group activities, and succeed academically. Peer-mediated interventions have been identified as a promising approach to supporting students with social communication disorders by providing opportunities for social skill development and peer interaction. This thesis examines the effectiveness of peer-mediated interventions for students with social communication disorders, with a focus on understanding the impact of these interventions on social skills development, peer relationships, and academic outcomes.

Chapter 1: Introduction
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 Social Communication Disorders
2.2 Peer-Mediated Interventions
2.3 Social Skill Development
2.4 Peer Relationships
2.5 Academic Outcomes
2.6 Effectiveness of Peer-Mediated Interventions
2.7 Peer Support Models
2.8 Challenges and Barriers
2.9 Best Practices
2.10 Summary of Literature Review

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Validity and Reliability
3.7 Limitations of the Study
3.8 Future Research Directions

Chapter 4: Discussion of Findings
4.1 Social Skills Development
4.2 Peer Relationships
4.3 Academic Outcomes
4.4 Comparison with Existing Literature
4.5 Implications for Practice
4.6 Recommendations for Further Research
4.7 Strengths and Limitations of the Study

Chapter 5: Conclusion
5.1 Summary of Findings
5.2 Contributions to the Field
5.3 Practical Implications
5.4 Challenges and Recommendations
5.5 Conclusion

Thesis Overview:

The Effectiveness of Peer-Mediated Interventions for Students with Social Communication Disorders is a study that aims to explore the impact of peer-mediated interventions on social skills development, peer relationships, and academic outcomes for students with social communication disorders. Through a comprehensive literature review, research methodology, and discussion of findings, this thesis seeks to provide insights into the effectiveness of peer-mediated interventions and offer recommendations for educators and practitioners working with students with social communication disorders. With a focus on enhancing social communication skills and promoting positive peer interactions, this thesis contributes to the growing body of knowledge on interventions for individuals with social communication disorders.

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