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Peer reviewed Peer reviewed
ERIC Number: EJ429953
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Reducing Teacher Prompts in Peer-Mediated Interventions for Young Children with Autism.
Odom, Samuel L.; Watts, Emily
Journal of Special Education, v25 n1 p26-43 Spr 1991
This study involving three autistic and four nondisabled preschool children found that a peer-initiation intervention produced increases in peer initiations and social interactions when the teacher verbally prompted, but not without verbal prompts. When a correspondence training/visual feedback package was implemented, peer initiations and social interactions increased substantially. (Author/PB)
Descriptors: Autism, Cues, Feedback, Interaction, Intervention, Mainstreaming, Peer Influence, Peer Relationship, Positive Reinforcement, Preschool Education, Prompting, Prosocial Behavior, Social Behavior, Social Integration, Training Methods, Young Children
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A