Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom

Education and Training in Mental Retardation and Developmental Disabilities

Volumn 35, Issue 3, 2000, Pages 326-335

  Massey, N Gayle ^b   Wheeler, John J ^a  

^a TENNESSEE TECHNOLOGICAL UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012645244     PISSN: 10793917     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (9)

1. th ed.). Washington, D.C.: Author.
2. Hall, L. J., Krantz, P. J., & McClannahan, L. E. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217.
3. Hodgdon, L. A. (1995). Visual strategies for improving communication. Troy, MI: Quirk Roberts Publishing.
4. Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents' use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137-138.
5. MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
6. Mesibov, G. B., Shopler, E., & Hearsey, K. A. (1994). Structured teaching. In E. B. Shopler and G. B. Mesibov (Eds.) Behavioral issues in autism (pp.195-207). New York: Plenum.
7. Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.
8. Quill, K. A. (1995). Visually cued instruction for children with autism and pervasive developmental disorder. Focus on Autistic Behavior, 10, 10-20.
9. Symons, F., & Davis, M. (1994). Instructional conditions and stereotyped behavior: The function of prompts. Journal of Behavior Therapy and Experimental Psychiatry, 25, 317-324.