{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,22]],"date-time":"2026-05-22T01:25:16Z","timestamp":1779413116330,"version":"3.53.1"},"reference-count":39,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T00:00:00Z","timestamp":1778803200000},"content-version":"vor","delay-in-days":14,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J of Devlp Neuroscience"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>This study explored the dual effects\u2014both academic and social\u2014of a peer tutoring framework where a twice\u2010exceptional student with autism spectrum disorder (2e\u2010ASD) served as a tutor for three students with learning disabilities (LDs). The goal was to assess whether peer\u2010mediated instruction could improve tutees' reading accuracy while fostering tutors' social development. Using a multiple baseline design across participants, with a numerous probe structure, ensured rigorous methodology and intervention fidelity. Reading accuracy was systematically monitored across phases, and social validity feedback from parents and educators offered insights into perceived academic and social outcomes.<\/jats:p>\n                  <jats:p>The results showed significant, sustained improvements in reading accuracy for all students with LD following the peer tutoring intervention. At the same time, qualitative feedback highlighted notable enhancements in the tutor's social engagement, communication and self\u2010confidence. Stakeholders observed that the tutoring structure promoted positive peer relationships and increased classroom participation. These findings highlight the mutual benefits of peer tutoring, especially when the strengths of twice\u2010exceptional learners are deliberately incorporated into instructional design. The research adds to growing evidence supporting inclusive, strength\u2010based peer learning models. By demonstrating that peer tutoring can enhance multidimensional learning outcomes, this study presents a scalable instructional approach with practical implications for special education, collaborative learning and teacher training. The findings encourage wider adoption of peer\u2010mediated frameworks that acknowledge and utilize diverse learner profiles.<\/jats:p>","DOI":"10.1002\/jdn.70139","type":"journal-article","created":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T08:52:08Z","timestamp":1778835128000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Redefining Peer Tutoring: Academic and Social Gains Through Twice\u2010Exceptional Student Leadership"],"prefix":"10.1002","volume":"86","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1300-7397","authenticated-orcid":false,"given":"Gul","family":"Kahveci","sequence":"first","affiliation":[{"name":"Department of Special Education Teaching, Faculty of Education European University of Lefke  Mersin 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