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This study is part of the Project PEERSolvers, which aims at conceptualization and designing an evidence-based intervention to promote young people’s capacities for constructive peer interaction and collaborative problem-solving. Previous research indicates that spontaneous peer interaction is often unproductive (Howe and Mercer, 2010). Thus, scholars (e.g. Dawes & Sams, 2004; Mercer et al., 2004; Wegerif & Scrimshaw, 1997) consider it is important to support young people to constructively participate in a dialogue during collaborative problem-solving. Although much is known about the process of peer dialogue (Howe & Abedin, 2013), the systematization of knowledge about characteristics of dialogue that make collaborative problem solving among peers productive or unproductive is lacking. Therefore, we will set out to determine such features in order to conceptualize the intervention model which will promote constructive dialogue and at the same time prevent the occurrence of undesirable ways of communication in teamwork. Furthermore, research findings suggest that adult scaffolding, especially teachers’ plays important role in building youngsters' capacities for constructive dialogue and that digital media could act as resources for effective collaborative problem-solving (e.g. Hathcock et al., 2015; Ratnasari et al., 2019; Sobko et al., 2020). Thus, we intend to systematically review the relevant body of literature not just to identify productive and unproductive dimensions of peer dialogue, but also to target adult scaffolding techniques and the role of digital media as the potential resources in collaborative problem-solving. (see also HYPOTHESES and STUDY TYPE).

This study is part of Project PEERSolvers, which aims at designing an evidence-based intervention to promote young people’s capacities for constructive peer interaction and collaborative problem solving. A major assumption of the Project is that group interaction and collaborative problem solving may be greatly enhanced if participants demonstrate the abilities, competencies and skills encompassed by the construct of emotional intelligence (EI; see e.g., Mayer & Salovey, 1997; Mestre et al., 2016). This assumption is based on prior research which has shown EI to contribute to the quality of social/interpersonal relations (Lopes et al., 2004, 2005; Song et al., 2010) and to play a significant role in teamwork (e.g., Cole et al., 2019; Farh et al., 2012). In the present study we intend to test this assumption and further examine the role of socio-emotional competencies in collaborative problem solving by systematically reviewing the relevant body of literature (see also HYPOTHESES and STUDY TYPE).

This study is part of Project PEERSolvers, which aims at designing an evidence-based intervention to develop young people’s capacities for constructive peer interaction and collaborative problem solving. Informed by several previous studies, the Project builds on the assumption that personality traits play a significant role in team processes and performance (e.g., Bell, 2007; Driskell et al., 2006; Morgeson et al., 2005; Peeters et al., 2006; van Vianen & De Dreu, 2001) and that team work may actually be facilitated by diversity in personality profiles (Hammer & Huszczo, 1996), especially if team members are taught to appreciate and take advantage of this diversity (Clinebell & Stecher, 2003). To establish a firm ground for designing the planned intervention, the present study will systematically review the evidence pertaining to the above assumptions and synthesize available findings on the role of personality differences in collaborative problem solving (see also HYPOTHESES and STUDY TYPE). Bell, S. T. (2007). Deep-Level composition variables as predictors of team performance: A meta-analysis. Journal of Applied Psychology, 92, 595–615. doi: https://doi.org/10.1037/0021-9010.92.3.595 Clinebell, S., & Stecher, M. (2003). Teaching teams to be teams: An exercise using the Myers-Briggs Type Indicator and the Five-Factor personality traits. Journal of Management Education, 27, 362–383. doi: https://doi.org/10.1177/1052562903027003006 Driskell, J. E., Goodwin, G. F., Salas, E., & O’Shea, P.G. (2006). What makes a good team player? Personality and team effectiveness. Group Dynamics Theory Research and Practice, 10, 249–271. doi: https://doi.org/10.1037/1089-2699.10.4.249 Hammer, A. L., & Huszczo, G. E. (1996). Teams. In A. L. Hammer (Eds.), MBTI applications: A decade of research on the Myers-Briggs Type Indicator (pp. 81–103). Palo Alto, CA: Consulting Psychologists Press, Inc. Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005). Selecting individuals in team settings: The importance of social skills, personality characteristics, and teamwork knowledge. Personnel Psychology, 58, 583–611. doi: https://doi.org/10.1111/j.1744-6570.2005.655.x Peeters, M. A. G., Van Tuijl, H. F. J. M., Rutte, C. G., & Reymen, I. M. M. J. (2006). Personality and team performance: A meta-analysis. European Journal of Personality, 20, 377–396. doi: https://doi.org/10.1002/per.588 van Vianen, A. E. M., & De Dreu, C. K. W. (2001). Personality in teams: Its relationship to social cohesion, task cohesion, and team performance. European Journal of Work and Organizational Psychology, 10, 97-120. doi: https://doi.org/10.1080/13594320143000573

WOS: 000466168300011, Autism spectrum disorder (ASD) is a neurobiological disorder characterized by significant difficulties in social interaction and communication, restricted range of behavior and limited areas of interest and stereotypic behaviors. Literature involves a rich variety of studies utilizing an array of effective methods to teach different skills to individuals with ASD. One of these methods has been video modeling which involves watching the video recording of model performing a target behavior. This method has received considerably empirical support. The present study intended to examine the effectiveness of teaching skills to individuals with ASD how to follow signs in finding the restroom in a public setting by utilizing video modeling in which the model is a peer with an ASD. Participants of the study were three male students whose age ranged between 10 and 13. Results of the study showed that video modeling was effective in acquiring, maintaining and generalizing targeted skills. Findings, limitations of the study and its implications for future research as well as practitioners were discussed.