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The Use of Prompting as an Evidence-Based Strategy to Support Children with ASD in School Settings in New Zealand
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Hayes, Dervla – Kairaranga, 2013
This article examines the use of prompting as an evidence-based strategy to support children with autism to develop their language, communication and social interactions skills. The literature is reviewed using a three-ringed, evidence-based practice model to support evaluation of the use of prompting. The article outlines considerations about the…
Descriptors: Prompting, Teaching Methods, Pervasive Developmental Disorders, Autism