Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children with Pervasive Developmental Disorder

Journal of Speech, Language, and Hearing Research

Volumn 47, Issue 1, 2004, Pages 126-144

  Thiemann, Kathy S ^a,c   Goldstein, Howard ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF KANSAS   (United States)

Author keywords

Autism pervasive developmental disorder (PDD); Peer training; Social communication; Treatment; Written text cues

Indexed keywords

ARTICLE; AUTISM; CLINICAL ARTICLE; COMMUNICATION DISORDER; CONTROLLED STUDY; DEVELOPMENTAL DISORDER; FRIEND; GROUP PSYCHOLOGY; HUMAN; HUMAN RELATION; INTERPERSONAL COMMUNICATION; MALE; PRIMARY SCHOOL; SCHOOL CHILD; SOCIAL ADAPTATION; SOCIAL INTERACTION; STUDENT; TEACHER; TRAINING; WRITING;

ASPERGER SYNDROME; AUTISTIC DISORDER; BEHAVIOR THERAPY; CHILD; FEMALE; HUMANS; INTERPERSONAL RELATIONS; LANGUAGE DEVELOPMENT DISORDERS; MALE; PEER GROUP; REPRODUCIBILITY OF RESULTS; TREATMENT OUTCOME;

EID: 1542408619     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2004/012)     Document Type: Article

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