Employing intensive teaching triads to enhance the impact of a peer-mediated social skills program-Reference-Cited by-同舟云学术

Employing intensive teaching triads to enhance the impact of a peer-mediated social skills program

Published:2022-08-29 Issue: Volume: Page:1-19
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Maich Kimberly¹^ORCID,van Rhijn Tricia²^ORCID,Hall Carmen³,Mallabar Sheri⁴,Vause Tricia⁴,Squires Kimberly⁵,Hatt Aislynn⁶,Ahi Mina⁶

Affiliation:

1. Faculty of Education, Memorial University, St. John’s, Canada

2. Department of Family Relations & Applied Nutrition, Macdonald Institute 215, University of Guelph, Guelph, Canada

3. Fanshawe College, London, Canada

4. Faculty of Education, Brock University, St Catharines, ON, Canada

5. Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Canada

6. Centre for Applied Disability Studies, Brock University, St Catharines, ON, Canada

Funder

Vera O’Coin Memorial Bursary

Fanshawe College Research Fund

Brock University’s Michael Kompf Graduate Student Travel Scholarship

Memorial University’s SSHRC Travel Grant

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2022.2115155

Reference55 articles.

1. Diagnostic and Statistical Manual of Mental Disorders

2. Loneliness and Friendship in High-Functioning Children with Autism

3. Self-Regulation and Affective Expression During Play in Children with Autism or Down Syndrome: A Short-Term Longitudinal Study

4. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council. 2018. “Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans.”

5. Setting generality of peer modeling in children with autism