Maintaining social initiations of withdrawn handicapped and nonhandicapped preschoolers through a response-dependent fading tactic

Author:

Fox James,Shores Richard,Lindeman David,Strain Phillip

Publisher

Springer Science and Business Media LLC

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Reference15 articles.

1. Day, R. M., Fox, J. J., Shores, R. E., Lindeman, D. P., & Stowitschek, J. J. (1982). The Social Competence Intervention Project: Developing educational procedures for teaching social interaction skills to handicapped children.Behavior Disorders, 8, 120?127.

2. Goetz, E. M., Thomson, C. L., & Etzel, B. C. (1975). An analysis of direct and indirect teacher attention and primes in the modification of child social behavior.Merrill-Palmer Quarterly, 21, 55?65.

3. Hendrickson, J. M., Strain, P. S., Tremblay, A., & Shores, R. E. (1981). Functional effects of peer social initiations on the interactions of behaviorally handicapped children.Behavior Modification, 6, 323?353.

4. Hops, H. (1982). Social skills training for socially withdrawn/isolate children. In P. Karoly & J. Steffen (Eds.),Improving children's competence: Advances in child behavior analysis and therapy (Vol. 1). Lexington, Massachusetts: D.C. Heath.

5. Keeley, S. M., Shemberg, K. M., & Carbonell, J. (1976). Operant clinical intervention: Behavior management or beyond? Where are the data?Behavior Therapy, 7, 292?305.

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