The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Social play skill enhancement of children with autism using peers and siblings as therapists
Abstract
Peer‐mediated approaches represent the largest and most empirically supported type of social intervention for children with autism. In this article, we discuss peer‐initiation strategies, the peer‐mediated intervention that has been most used to teach typically developing peers or siblings to improve the social play skills of children with autism. Also discussed are additional intervention strategies that have preliminary research support including: integrated play groups, peer buddy systems, and group oriented contingencies. Practical information regarding how to apply peer‐initiation strategies and peer buddy systems in the school setting is also provided. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 727–735, 2007.
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Cites
AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1
Stokes, T. F., & Baer, D. M. (1977) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1977.10-349 · Cited by 3,351
Jordan, R. (2003) · Autism · doi:10.1177/1362361303007004002 · Cited by 248
Metadata
- Authors
- Bass, J. D., & Mulick, J. A.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2007-08-27
- Volume
- 44
- Issue
- 7
- Pages
- 727-735
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2170393982
- Cited by
- 162
- References
- 2
- FWCI
- 2.47
- Type
- journal article
- Language
- en
- Open access
- closed
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- Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools. https://doi.org/10.1002/pits.20261
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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