The proposed study examines whether the academic achievement of a sample of 10 to 13 year old, autistic children can be significantly improved through cooperative learning techniques. Three cooperative teaching strategies are to be tested and compared against one another. Further, the achievement gains, if any, will be compared for males and females in order to see if the cooperative learning strategies differ as a function of gender.
The studyÆs conceptual foundation is that of Cooperative Learning Theory and the factors that make it a strong contributor to the achievement levels of both regular and special education students. These factors, according to Vaughn, Bos, and Schumm (2002) include: positive interdependence, accountability, and the use of diverse methods, materials and group structures.
The current research on cooperative learning indicates that it has been highly successful in increasing the academic success and achievement of both regular and special education students (Vaughn, Bos & Schumm, 20002). However, there has been no research into the effects of cooperative learning strategies on the achievement levels of autistic children. Of the studies that have been conducted with autistic children and cooperative learning strategies on non-achievement variables, positive outcomes have been observed (see: Bedrosian, Lasker, Speidel & Politsch, 2003; Cheek, Logan, Sprecher & Streitmatter, 1997; Cushing, Kennedy, Shukla, Davis & Meyer, 1997; Kristen, 2002; Sasso, Mundschenk, Melloy & Casey, 1998).
The study is a quantitative 2 x 2 factorial design with two independent factors: (1) Cooperative Teaching Strategies with three levels: Cooperative Teaching Strategy A, Cooperative Teaching Strategy B, and Cooperative Teaching Strategy C; and (2) Gender with two levels, male and female. The dependent measure will be a measure of academic achievement appropriate for use with autistic children 10 to 13 years of age.
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