FADING TEACHER PROMPTS PROM PEER‐INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

Journal of Applied Behavior Analysis

Volumn 25, Issue 2, 1992, Pages 307-317

  Odom, Samuel L ^a   Chandler, Lynette K ^b   Ostrosky, Michaelene ^c   McConnell, Scott R ^d   Reaney, Susan ^d  

^a VANDERBILT UNIVERSITY   (United States)

^b SOUTHERN ILLINOIS UNIVERSITY   (United States)

^c UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^d UNIVERSITY OF MINNESOTA   (United States)

Author keywords

preschool children; social interaction; teacher prompts

Indexed keywords

ARTICLE; BEHAVIOR THERAPY; CURRICULUM; DISABLED PERSON; EDUCATION; FEMALE; GROUP PSYCHOLOGY; HUMAN; HUMAN RELATION; MALE; METHODOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; RECREATION; REINFORCEMENT; SOCIAL BEHAVIOR; SOCIAL ENVIRONMENT;

BEHAVIOR THERAPY; CHILD, PRESCHOOL; DISABLED PERSONS; EDUCATION OF MENTALLY RETARDED; FEMALE; HUMAN; INTERPERSONAL RELATIONS; MAINSTREAMING (EDUCATION); MALE; PEER GROUP; PLAY AND PLAYTHINGS; REINFORCEMENT, VERBAL; SOCIAL BEHAVIOR; SOCIAL ENVIRONMENT; SUPPORT, U.S. GOV'T, NON-P.H.S.;

EID: 0026881717     PISSN: 00218855     EISSN: 19383703     Source Type: Journal    
DOI: 10.1901/jaba.1992.25-307     Document Type: Article

References (33)

1. The entry into natural communities of reinforcement
2. An analysis of the effects of multiple setting events on the social behavior of preschool children with special needs
3. Role reversal: An analysis of therapeutic effects achieved with disruptive boys during appointments as peer monitors
4. Maintaining social initiations of withdrawn handicapped and nonhandicapped preschoolers through a response‐dependent fading tactic
5. Augmenting communicative interaction between handicapped and non‐handicapped children
6. Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers
7. Social competence and early intervention
8. Assessing the dependability of observational data
9. Functional effects of peer social initiations on the interactions of behaviorally handicapped children
10. Promoting positive and supportive interactions between preschoolers: An analysis of group‐oriented contingencies
11. Peer‐mediated interventions promoting social skills for children and youth with behavior disorders
12. Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavior disorders
13. Strategies for promoting peer social competence of young children with disabilities
14. Social interaction skills interventions for young children with disabilities in integrated settings
15. Increasing handicapped preschoolers' peer social interactions: Cross‐setting and component analysis
16. Classroom‐based social skills instruction for severely handicapped preschool children
17. A comparison of peer‐initiation and teacher‐antecedent interventions for promoting reciprocal social interaction of autistic preschoolers
18. Using single and multiple peers to promote social interaction of young children with behavioral handicaps
19. Reducing teacher prompts in, peer‐initiation interventions through visual feedback and correspondence training
20. Effects of self‐evaluation on preschool children's use of social interaction strategies with their classmates with autism
21. An experimental analysis of peer social initiation on the behavior of withdrawn preschool children: Some training and generalization effects
22. LRE for preschool children with handicaps: What we know, what we should be doing
23. Peers as behavior change agents for withdrawn classmates
24. Effective intervention for social skill development of exceptional children
25. Effects of peer social initiations on the behavior of withdrawn preschool children
26. Effects of systematic, response dependent fading and thinning procedures on the maintenance of child‐child interaction