PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS

Journal of Applied Behavior Analysis

Volumn 19, Issue 2, 1986, Pages 209-214

  Goldstein, Howard ^a   Wickstrom, Susan ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

communicative interaction; peer mediated intervention; preschool children; teacher prompting

Indexed keywords

ARTICLE; BEHAVIOR DISORDER; DEVELOPMENTAL DISORDER; FEMALE; GROUP PSYCHOLOGY; HUMAN; HUMAN RELATION; LANGUAGE DISABILITY; MALE; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; REINFORCEMENT; VERBAL BEHAVIOR;

CHILD BEHAVIOR DISORDERS; CHILD, PRESCHOOL; DEVELOPMENTAL DISABILITIES; FEMALE; HUMAN; INTERPERSONAL RELATIONS; LANGUAGE DEVELOPMENT DISORDERS; MALE; PEER GROUP; REINFORCEMENT, SOCIAL; SUPPORT, U.S. GOV'T, NON-P.H.S.; VERBAL BEHAVIOR;

EID: 0022727683     PISSN: 00218855     EISSN: 19383703     Source Type: Journal    
DOI: 10.1901/jaba.1986.19-209     Document Type: Article

References (12)

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5. Increasing handicapped preschoolers' peer social interactions: Cross‐setting and component analysis
6. Peer‐mediated approaches for promoting children's social interaction: A review
7. An implicit technology of generalization
8. An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: Some training and generalization effects
9. Effects of peer social initiations on the behavior of withdrawn preschool children