A Proposal for Peer-Based Mentorship using Typical Developing Students as Mentors for Neurodivergent Students to Improve Social-Management and Self-Efficacy

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dc.contributor.authorTobin, Kari
dc.date.accessioned2023-03-16T22:17:22Z
dc.date.available2023-03-16T22:17:22Z
dc.date.issued2023
dc.description.abstractNeurodivergent or students with autism spectrum disorder (ASD) struggle in multiple ways in a general education classroom. Peer mentorship may afford a reliable educational tutor to help them learn social cues and appropriate responses for academic and social situations. This is an issue-focused design-based study specific to the learning context of the researcher. The study focused on improving self-efficacy and social management for neurodivergent students by using dependable peer mentorship. The guided inquiry method is proposed to give students the knowledge to help them to ask questions and find solutions. In this design, it is proposed to work with the Relationship Development Intervention (RDI) team to design criteria for mentor training. Through an analysis of the dilemma and a review of the literature, the researcher proposes that the students be paired with a dedicated older student as a mentor. This mentor will give peer support, friendship, academic tutor support with teacher guidance, and behavior modeling. The program's desired outcomes are to minimize negative external and internalizing behaviors on subsequent screening and to positive observations from students, paraeducators, and teachers working with the ASD student.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/2044
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectneurodivergent
dc.subjectneurodivergent students
dc.subjectautism spectrum disorder
dc.titleA Proposal for Peer-Based Mentorship using Typical Developing Students as Mentors for Neurodivergent Students to Improve Social-Management and Self-Efficacy
dc.typeCapstone
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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