Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
http://link.springer.com/article/10.1007/s10803-017-3435-3/fulltext.html
Reference10 articles.
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3. Asmus, J. M., Carter, E. W., Moss, C. K., Biggs, E. E., Bolt, D., Bottema-Beutel, K., Brock, M. E., & Weir, K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122, 118–137. https://doi.org/10.1352/1944-7558-122.2.118 .
4. Harper, C. B., Symon, J. B., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826. https://doi.org/10.1007/s10803-007-0449-2 .
5. Koegel, R. L., Kim, S., & Koegel, L. K. (2014). Training paraprofessionals to improve socialization in students with ASD. Journal of Autism and Developmental Disorders, 44, 2197–2208. https://doi.org/10.1007/s10803-014-2094-x .
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