Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
370730 | Research in Autism Spectrum Disorders | 2010 | 7 Pages |
Abstract
This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed.
Related Topics
Life Sciences
Neuroscience
Behavioral Neuroscience
Authors
Devender R. Banda, Stephanie L. Hart, Lan Liu-Gitz,