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.
Original language | English |
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Pages (from-to) | 619-625 |
Number of pages | 7 |
Journal | Research in Autism Spectrum Disorders |
Volume | 4 |
Issue number | 4 |
DOIs | |
State | Published - Oct 2010 |
Keywords
- Autism
- Direct instruction
- Peer training
- Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
- Social skills