Increasing social engagement in an inclusive environment

Education and Training in Autism and Developmental Disabilities

Volumn 50, Issue 3, 2015, Pages 264-277

  Hartzell, Rebecca ^c   Liaupsin, Carl ^c   Gann, Candace ^a   Clem, Sarah ^b  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b Marana Unified School District   (United States)

^c UNIVERSITY OF ARIZONA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84994795164     PISSN: 21541647     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (26)

1. Ault, M. J., & Griffen, A. K. (2013). Teaching with system of least prompts: An easy method for monitoring progress. Teaching Exceptional Children, 45(3), 46-53.
2. Bass, J., & Mulick, J. (2007). A social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44, 727-735.
3. Bauminger, N., Shulman, C., & Galit, A. (2003). Peer interaction and loneliness in high functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489-507.
4. Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism & Developmental Disorders, 38, 1211-1229.
5. Craig-Unkefer, L. A., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22, 3-13.
6. Demchak, M. (1990). Response prompting and fading methods: A review. American Journal on Mental Retardation, 94, 603- 615.
7. Girli, A. (2013). An examination of the relationships between the social skills levels, self concepts and aggressive behavior of students with special needs in the process of inclusion education. Cu-kurova University Faculty of Education Journal, 42(1), 23-38.
8. Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.
9. Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: AGS.
10. Gresham, F., Sugai, G., & Horner, R. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344.
11. Hauck, M., Fein, D., Waterhouse, L., & Feinstein, C. (1995). Social initiations by autistic children to adults and other children. Journal of Autism and Developmental Disorders, 25, 578-593.
12. Humphreys, T., Polick, A., Howk, L., Thaxton, J., & Ivancic, A. (2013). An evaluation of repeating the discriminative stimulus when using least-to-most prompting to teach intraverbal behavior to children with autism. Journal of Applied Behavior Analysis, 46, 534-538.
13. Kauffman, J. M., & Hallahan, D. P. (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Austin, Tex: Pro-Ed.
14. Kazdin, A. E. (1982). Single-case research designs. New York, NY: Oxford University Press.
15. Kohler F., Anthony, L., Steighner, S., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool. Topics in Early Childhood Special Education, 21, 93-103.
16. Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16, 191-198.
17. McIntosh, K., & MacKay, L.D. (2008). Enhancing generalization of social skills: Making social skills curricula effective after the lesson. Beyond Behavior, 18, 18-25.
18. Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81.
19. Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories. Focus On Autism and Other Developmental Disabilities, 21, 211-222.
20. Schnorr, R. (1990). Peter? He comes and goes . . . first grader's perspective on a part-time mainstream student. Journal of Association for Persons with Severe Handicaps, 15, 231-240.
21. Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, downs syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1, Serial No. 256).
22. Strain, P. S., Kerr, M. M., & Ragland, E. U. (1979). Effect of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism and Developmental Disorders, 9, 41-54.
23. Stanton-Chapman, T., Kaiser, A., & Wolery, M. (2006). Building social communication skills in head start children using storybooks: The effects of prompting on social interactions. Journal of Early Intervention, 28, 197-212.
24. Sturmey, P. (1997). Introductory remarks: Long-term follow-up of behavioral interventions for challenging behaviors in persons with developmental disabilities. Behavioral Interventions, 12, 157-162.
25. Thomas, B. R., Lafasakis, M., & Sturmey, P. (2010). The effects of prompting, fading, and differential reinforcement on vocal mands in non-verbal preschool children with autism spectrum disorders. Behavioral Interventions, 25, 157-168.
26. Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, 785-802.