Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder

Frontiers in Pediatrics

Volumn 2, Issue OCT, 2014, Pages

  Corbett, Blythe A ^a,b   Qualls, Lydia R ^a,b   Valencia, Blythe ^c   Fecteau, Stéphanie M ^a,b   Swain, Deanna M ^d  

^a VANDERBILT UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY MEDICAL CENTER   (United States)

^c VANDERBILT UNIVERSITY   (United States)

^d VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

Author keywords

Active learning; Autism; Context; Peer mediation; Social skills; Theatre

Indexed keywords

EID: 85019449632     PISSN: None     EISSN: 22962360     Source Type: Journal    
DOI: 10.3389/fped.2014.00110     Document Type: Review

References (115)

1. APA. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association (2013)
2. CDC. Autism and Developmental Disabilities Monitoring (ADDM) Network. (2014). Available from: http://www.cdc.gov/ncbddd/autism/research.html
3. Chevallier C, Kohls G, Troiani V, Brodkin ES, Schultz RT. The social motivation theory of autism. Trends Cogn Sci (2012) 16(4):231-9. doi: 10.1016/j.tics.2012.02.007
4. Dawson G, Carver L, Meltzoff AN, Panagiotides H, McPartland J, Webb SJ. Neural correlates of face and object recognition in young children with autism spectrum disorder, developmental delay, and typical development. Child Dev (2002) 73(3):700-17. doi:10.1111/1467-8624.00411
5. Wing L, Gould J. Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification. J Autism Dev Disor (1979) 9(1):11-29. doi:10.1007/BF01531288
6. Esbensen AJ, Seltzer MM, Lam KS, Bodfish JW. Age-related differences in restricted repetitive behaviors in autism spectrum disorders. J Autism Dev Disord (2009) 39(1):57-66. doi:10.1007/s10803-008-0599-x
7. Dunn W. The sensations of everyday life: empirical, theoretical, and pragmatic considerations. Am J Occup Ther (2001) 55(6):608-20. doi:10.5014/ajot.55.6.608
8. Etcoff NL. The neuropsychology of emotional expression. Adv Clin Neuropsychol (1986) 3:127-79. doi:10.1007/978-1-4613-2211-5_5
9. Celani G, Battacchi MW, Arcidiacono L. The understanding of the emotional meaning of facial expressions in people with autism. J Autism Dev Disord (1999) 29(1):57-66. doi:10.1023/A:1025970600181
10. Macdonald H, Rutter M, Howlin P, Rios P, Le Conteur A, Evered C, et al. Recognition and expression of emotional cues by autistic and normal adults. J Child Psychol Psychiatry (1989) 30(6):865-77. doi:10.1111/j.1469-7610.1989.tb00288.x
11. Adolphs R, Sears L, Piven J. Abnormal processing of social information from faces in autism. J Cogn Neurosci (2001) 13(2):232-40. doi:10.1162/089892901564289
12. Ashwin C, Wheelwright S, Baron-Cohen S. Finding a face in the crowd: testing the anger superiority effect in Asperger syndrome. Brain Cogn (2006) 61(1):78-95. doi:10.1016/j.bandc.2005.12.008
13. Baron-Cohen S, Ring HA, Wheelwright S, Bullmore ET, Brammer MJ, Simmons A, et al. Social intelligence in the normal and autistic brain: an fMRI study. Eur J Neurosci (1999) 11(6):1891-8. doi:10.1046/j.1460-9568.1999.00621.x
14. Critchley HD, Daly EM, Bullmore ET, Williams SC, Van Amelsvoort T, Robertson DM, et al. The functional neuroanatomy of social behaviour: changes in cerebral blood flow when people with autistic disorder process facial expressions. Brain (2000) 123(Pt 11):2203-12. doi:10.1093/brain/123.11.2203
15. Dalton KM, Nacewicz BM, Johnstone T, Schaefer HS, Gernsbacher MA, Goldsmith HH, et al. Gaze fixation and the neural circuitry of face processing in autism. Nat Neurosci (2005) 8(4):519-26. doi:10.1038/nn1421
16. Davies S, Bishop D, Manstead AS, Tantam D. Face perception in children with autism and Asperger's syndrome. J Child Psychol Psychiatry (1994) 35(6):1033-57. doi:10.1111/j.1469-7610.1994.tb01808.x
17. Schultz RT, Gauthier I, Klin A, Fulbright RK, Anderson AW, Volkmar F, et al. Abnormal ventral temporal cortical activity during face discrimination among individuals with autism and Asperger syndrome. Arch Gen Psychiatry (2000) 57(4):331-40. doi:10.1001/archpsyc.57.4.331
18. Baron-Cohen S, Leslie AM, Frith U. Does the autistic child have a "theory of mind"? Cognition (1985) 21(1):37-46. doi:10.1016/0010-0277(85)90022-8
19. Frith U, Frith CD. Development and neurophysiology of mentalizing. Philos Trans R Soc Lond B Biol Sci (2003) 358(1431):459-73. doi:10.1098/rstb.2002.1218
20. Happe F, Frith U. Theory of Mind in Autism. New York: Plenum Press (1995)
21. Corbett BA, Schupp CW, Levine S, Mendoza S. Comparing cortisol, stress and sensory sensitivity in children with autism. Autism Res (2009) 2:32-9. doi:10.1002/aur.64
22. Corbett BA, Schupp CW, Simon D, Ryan N, Mendoza S. Elevated cortisol during play is associated with age and social engagement in children with autism. Mol Autism (2010) 1(1):13. doi:10.1186/2040-2392-1-13
23. Corbett BA, Swain DM, Newsom C, Wang L, Song Y, Edgerton D. Biobehavioral profiles of arousal and social motivation in autism spectrum disorders. J Child Psychol Psychiatry (2013) 55(8):924-34. doi:10.1111/jcpp.12184
24. Lopata C, Volker MA, Putnam SK, Thomeer ML, Nida RE. Effect of social familiarity on salivary cortisol and self-reports of social anxiety and stress in children with high functioning autism spectrum disorders. J Autism Dev Disord (2008) 38(10):1866-77. doi:10.1007/s10803-008-0575-5
25. Gillott A, Furniss F, Walter A. Anxiety in high-functioning children with autism. Autism (2001) 5(3):277-86. doi:10.1177/1362361301005003005
26. Kuusikko S, Pollock-Wurman R, Jussila K, Carter AS, Mattila ML, Ebeling H, et al. Social anxiety in high-functioning children and adolescents with autism and Asperger syndrome. J Autism Dev Disord (2008) 38(9):1697-709. doi:10.1007/s10803-008-0555-9
27. Schupp CW, Simon D, Corbett BA. Cortisol responsivity differences in children with autism spectrum disorders during free and cooperative play. J Autism Dev Disord (2013) 43(10):2405-17. doi:10.1007/s10803-013-1790-2
28. Corbett BA, Gunther JR, Comins D, Price J, Ryan N, Simon D, et al. Brief report: theatre as therapy for children with autism spectrum disorder. J Autism Dev Disord (2011) 41(4):505-11. doi:10.1007/s10803-010-1064-1
29. Corbett BA, Swain DM, Coke C, Simon D, Newsom C, Houchins-Juarez N, et al. Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Res (2014) 7:4-16. doi:10.1002/aur.1341
30. Charlop-Christy MH, Le L, Freeman KA. A comparison of video modeling with in vivo modeling for teaching children with autism. J Autism Dev Disord (2000) 30(6):537-52. doi:10.1023/A:1005635326276
31. Corbett BA. Video modeling: a window into the world of autism. Behav Analyst Today (2003) 4(3):367-77
32. Kamps D, Royer J, Dugan E, Kravits T, Gonzalez-Lopez A, Garcia J, et al. Peer training to facilitate social interaction for elementary students with autism and their peers. Except Child (2002) 68(2):173-87
33. Solomon M, Goodlin-Jones BL, Anders TF. A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS. J Autism Dev Disord (2004) 34(6):649-68. doi:10.1007/s10803-004-5286-y
34. Strain PS, Schwartz I. ABA and the development of meaningful social relations for young children with autism. Focus Autism Relat Disord (2001) 16:120-8. doi:10.1177/108835760101600208
35. Zanolli K, Daggett J, Adams T. Teaching preschool age autistic children to make spontaneous initiations to peers using priming. J Autism Dev Disord (1996) 26(4):407-22. doi:10.1007/BF02172826
36. Reichow B, Volkmar FR, Cicchetti DV. Development of the evaluative method for evaluating and determining evidence-based practices in autism. J Autism Dev Disord (2008) 38(7):1311-9. doi:10.1007/s10803-007-0517-7
37. Chan JM, Lang R, Rispoli M, O'Reilly MF, Sigafoos J, Cole H. Use of peer-mediated interventions in the treatment of autism spectrum disorders: a systematic review. Res Autism Spectr Disord (2009) 3:876-89. doi:10.1016/j.rasd.2009.04.003
38. White SW, Keonig K, Scahill L. Social skills development in children with autism spectrum disorders: a review of the intervention research. J Autism Dev Disord (2007) 37(10):1858-68. doi:10.1007/s10803-006-0320-x
39. Camargo SP, Rispoli M, Ganz J, Hong ER, Davis H, Mason R. A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. J Autism Dev Disord (2014) 44(9):2096-116. doi:10.1007/s10803-014-2060-7
40. Kasari C, Patterson S. Interventions addressing social impairment in autism. Curr Psychiatry Rep (2012) 14(6):713-25. doi:10.1007/s11920-012-0317-4
41. Reichow B, Steiner AM, Volkmar F. Cochrane review: social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evid Based Child Health (2013) 8(2):266-315. doi:10.1002/ebch.1903
42. Bellini S, Peters JK. Social skills training for youth with autism spectrum disorders. Child Adolesc Psychiatr Clin N Am (2008) 17(4):857-73. doi:10.1016/j.chc.2008.06.008
43. Mesibov GB. Social skills training with verbal autistic adolescents and adults: a program model. J Autism Dev Disord (1984) 14(4):395-404. doi:10.1007/BF02409830
44. Chin HY, Bernard-Opitz V. Teaching conversational skills to children with autism: effect on the development of a theory of mind. J Autism Dev Disord (2000) 30(6):569-83. doi:10.1023/A:1005639427185
45. Feng H, Lo Y, Tsai S, Cartledge G. The effects of theory-of-mind and social skills training on the social competence of a sixth-grade student with autism. J Posit Behav Intervent (2008) 10(4):228-42. doi:10.1177/1098300708319906
46. Bellini S, Akullian J, Hopf A. Increasing social engagement in young children with autism spectrum disorders use video self-modeling. School Psych Rev (2007) 16:80-90
47. Qian N, Lipkin RM. A learning-style theory for understanding autistic behaviors. Front Hum Neurosci (2011) 5:77. doi:10.3389/fnhum.2011.00077
48. Barry TD, Klinger LG, Lee JM, Palardy N, Gilmore T, Bodin SD. Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. J Autism Dev Disord (2003) 33(6):685-701. doi:10.1023/B:JADD.0000006004.86556.e0
49. Egel AL, Richman GS, Koegel RL. Normal peer models and autistic children's learning. J Appl Behav Anal (1981) 14(1):3-12. doi:10.1901/jaba.1981.14-3
50. Odom SL, Strain PS. Peer-mediated approaches to promoting children's social interaction: a review. Am J Orthopsychiatry (1984) 54(4):544-57. doi:10.1111/j.1939-0025.1984.tb01525.x
51. Kasari C, Rotheram-Fuller E, Locke J, Gulsrud A. Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. J Child Psychol Psychiatry (2012) 53(4):431-9. doi:10.1111/j.1469-7610.2011.02493.x
52. DiSalvo C, Oswald D. Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus Autism Dev Disabil (2002) 17(4):198-207. doi:10.1177/10883576020170040201
53. Kamps D, Leonard B, Vernon S, Dugan E, Delquadri J, Gershon B, et al. Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. J Appl Behav Anal (1992) 25:281-8. doi:10.1901/jaba.1992.25-281
54. Prendeville JA, Prelock PA, Unwin G. Peer play interventions to support the social competence of children with autism spectrum disorders. Semin Speech Lang (2006) 27(1):32-46. doi:10.1055/s-2006-932437
55. McConnell SR. Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational intervention and future research. J Autism Dev Disord (2002) 32(5):351-72. doi:10.1023/A:1020537805154
56. Banda DR, Copple KS, Koul RK, Sancibrian SL, Bogschutz RJ. Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: a preliminary investigation. Disabil Rehabil (2010) 32(16):1364-72. doi:10.3109/09638280903551525
57. Lang R, Kuriakose S, Lyons G, Mulloy A, Boutot A, Britt C, et al. Use of school recess time in the education and treatment of children with autism spectrum disorders: a systematic review. Res Autism Spectr Disord (2011) 5(4):1296-305. doi:10.1016/j.rasd.2011.02.012
58. Zhang J, Wheeler JJ. A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Educ Train Autism Dev Disabil (2011) 46(1):62-77
59. Hunt P, Goetz L. Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. J Spec Educ (1997) 31(1):3-29. doi:10.1177/002246699703100102
60. Ferraioli SJ, Harris SL. Effective educational inclusion of students on the autism spectrum. J Contemp Psychother (2011) 41(1):19-28. doi:10.1007/s10879-010-9156-y
61. Banda DR, Hart SL, Liu-Gitz L. Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Res Autism Spectr Disord (2010) 4(4):619-25. doi:10.1016/j.rasd.2009.12.005
62. Mason R, Kamps D, Turcotte A, Cox S, Feldmiller S, Miller T. Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Res Autism Spectr Disord (2014) 8:334-44. doi:10.1016/j.rasd.2013.12.014
63. Schmidt C, Stichter JP. The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger's syndrome. Exceptionality (2012) 20(2):94-113. doi:10.1080/09362835.2012.669303
64. Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall (1986)
65. Davies RR, Rogers ES. Social skills training with persons who are mentally retarded. Ment Retard (1985) 23(4):186-96
66. Falloon IR, Lindley P, McDonald R, Marks IM. Social skills training of out-patient groups. A controlled study of rehearsal and homework. Br J Psychiatry (1977) 131:599-609. doi:10.1192/bjp.131.6.599
67. Laugeson EA, Park MN. Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: the PEERS® method. J Rat Emot Cogn Behav Ther (2014) 32(1):84-97. doi:10.1007/s10942-014-0181-8
68. Senatore V, Matson JL, Kazdin AE. A comparison of behavioral methods to train social skills to mentally retarded adults. Behav Ther (1982) 13(3):313-24. doi:10.1016/S0005-7894(82)80040-3
69. Rogers SJ, Hepburn SL, Stackhouse T, Wehner E. Imitation performance in toddlers with autism and those with other developmental disorders. J Child Psychol Psychiatry (2003) 44(5):763-81. doi:10.1111/1469-7610.00162
70. Vivanti G, Rogers SJ. Autism and the mirror neuron system: insights from learning and teaching. Philos Trans R Soc Lond B Biol Sci (2014) 369(1644):20130184. doi:10.1098/rstb.2013.0184
71. McIntosh DN, Reichmann-Decker A, Winkielman P, Wilbarger JL. When the social mirror breaks: deficits in automatic, but not voluntary, mimicry of emotional facial expressions in autism. Dev Sci (2006) 9(3):295-302. doi:10.1111/j.1467-7687.2006.00492.x
72. Butterworth G. Neonatal imitation: existence, mechanisms and motives. In: Butterworth JNG, editor. Imitation in Infancy. Cambridge, England: Cambridge University Press (1999). p. 63-88
73. Corbett BA, Abdullah M. Video modeling: why does it work for children with autism? J Early Inten Behav Intervent (2005) 2(1):2-8
74. Jones J, Lerman DC, Lechago S. Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism. J Appl Behav Anal (2014) 47(1):37-50. doi:10.1002/jaba.81
75. Charlop MH, Milstein JP. Teaching autistic children conversational speech using video modeling. J Appl Behav Anal (1989) 22(3):275-85. doi:10.1901/jaba.1989.22-275
76. LeBlanc LA, Coates AM, Daneshvar S, Charlop-Christy MH, Morris C, Lancaster BM. Using video modeling and reinforcement to teach perspective-taking skills to children with autism. J Appl Behav Anal (2003) 36(2):253-7. doi:10.1901/jaba.2003.36-253
77. Haring TG, Kennedy CH, Adams MJ, Pitts-Conway V. Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. J Appl Behav Anal (1987) 20(1):89-96. doi:10.1901/jaba.1987.20-89
78. MacDonald R, Sacramone S, Mansfield R, Wiltz K, Ahearn WH. Using video modeling to teach reciprocal pretend play to children with autism. J Appl Behav Anal (2009) 42(1):43-55. doi:10.1901/jaba.2009.42-43
79. Maione L, Mirenda P. Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. J Posit Behav Intervent (2006) 8:106-18. doi:10.1177/10983007060080020201
80. Nikopoulos CK, Keenan M. Using video modeling to teach complex social sequences to children with autism. J Autism Dev Disord (2007) 37(4):678-93. doi:10.1007/s10803-006-0195-x
81. Odluyurt S. A comparison of the effects of direct modeling and video modeling provided by peers to students with autism who are attending in rural play teaching in an inclusive setting. Kuram Uygul Egit Bil (2013) 13(1):536-40
82. Stokes TF, Baer DM. An implicit technology of generalization. J Appl Behav Anal (1977) 10(2):349-67. doi:10.1901/jaba.1977.10-349
83. Vygotsky LS. Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press (1978)
84. Pintrich PR, De Groot EV. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol (1990) 82:33-40. doi:10.1037/0022-0663.82.1.33
85. Ryan AM, Patrick H. The classroom social environment and changes in adolescents' motivation and engagement during middle school. Am Educ Res J (2001) 38(2):437-60. doi:10.3102/00028312038002437
86. Gresham FM, Sugai G, Horner RH. Interpreting outcomes of social skills training for students with high-incidence disabilities. Except Child (2001) 67(3):331-44
87. Harper CB, Symon JB, Frea WD. Recess is time-in: using peers to improve social skills of children with autism. J Autism Dev Disord (2008) 38(5):815-26. doi:10.1007/s10803-007-0449-2
88. Owen-DeSchryver JS, Carr EG, Cale SI, Blakeley-Smith A. Prompting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus Autism Dev Disabil (2008) 23(1):15-28. doi:10.1177/1088357608314370
89. Fuchs LS, Fuchs D. Treatment validity: a unifying concept for ceconceptualizing the identification of learning disabilities. Learn Disabil Res Pract (1998) 13:204-19
90. Fuchs D, Fuchs LS. Peer-assisted learning strategies: promoting word recognition, fluency, and reading comprehension in young children. J Spec Educ (2005) 39(1):34-44. doi:10.1177/00224669050390010401
91. Kasari C, Smith T. Interventions in schools for children with autism spectrum disorder: methods and recommendations. Autism (2013) 17(3):254-67. doi:10.1177/1362361312470496
92. Sansosti FJ. Teaching social skills to children with autism spectrum disorders using tiers of support: a guide for school-based professionals. Psychol Sch (2010) 47(3):257-81. doi:10.1002/pits.20469
93. Dingfelder HE, Mandell DS. Bridging the research-to-practice gap in autism intervention: an application of diffusion of innovation theory. J Autism Dev Disord (2011) 41(5):597-609. doi:10.1007/s10803-010-1081-0
94. Goldstein H, Cisar CL. Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. J Appl Behav Anal (1992) 25(2):265-80. doi:10.1901/jaba.1992.25-265
95. Goldstein TR. Correlations among social-cognitive skills in adolescents involved in acting or arts classes. Mind Brain Edu (2011) 5:97-103. doi:10.1111/j.1751-228X.2011.01115.x
96. Lerner MD, Mikami AY, Levine K. Socio-dramatic affective-relational intervention for adolescents with Asperger syndrome & high functioning autism: pilot study. Autism (2011) 15(1):21-42. doi:10.1177/1362361309353613
97. Webb BJ, Miller SP, Pierce TB, Strawser S, Jones PS. Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus Autism Dev Disabil (2004) 19(1):53-62. doi:10.1177/10883576040190010701
98. Williams TI. A social skills group for autistic children. J Autism Dev Disord (1989) 19(1):143-55. doi:10.1007/BF02212726
99. Wolfberg PJ. Peer Play and the Autism Spectrum: The Art of Guiding Children's Socialization and Imagination. Shawnee Mission, KS: Autism Asperger Publishing Co (2003)
100. Yang TR, Wolfberg PJ, Wu SC, Hwu PY. Supporting children on the autism spectrum in peer play at home and school: piloting the integrated play groups model in Taiwan. Autism (2003) 7(4):437-53. doi:10.1177/1362361303007004009
101. Zetou E, Tzetzis G, Vernadakis N, Kioumourtzoglou E. Modeling in learning two volleyball skills. Percept Mot Skills (2002) 94(3 Pt 2):1131-42. doi:10.2466/pms.2002.94.3c.1131
102. Goldstein TR, Winner E. Enhancing empathy and theory of mind. J Cogn Dev (2012) 13(1):19-37. doi:10.1080/15248372.2011.573514
103. Jolliffe D, Farrington DP. Development and validation of the basic empathy scale. J Adolesc (2006) 29(4):589-611. doi:10.1016/j.adolescence.2005.08.010
104. Brown L, Alexander J. Self-Esteem Index. Austin, TX: Pro-Ed Inc (1991)
105. Ory MG, Jordan PJ, Bazzarre T. The behavior change consortium: setting the stage for a new century of health behavior-change research. Health Educ Res (2002) 17(5):500-11. doi:10.1093/her/17.5.500
106. Stichter JP, Laffey J, Galyen K, Herzog M. iSocial: delivering the social competence intervention for adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism. J Autism Dev Disord (2014) 44(2):417-30. doi:10.1007/s10803-013-1881-0
107. Logan GD. Toward an instance theory of automatization. Psychol Rev (1988) 95(4):492-527. doi:10.1037/0033-295X.95.4.492
108. Laushey KM, Heflin LJ. Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. J Autism Dev Disord (2000) 30(3):183-93. doi:10.1023/A:1005558101038
109. Korkman M, Kirk U, Kemp S. NEPSY 2nd Edition. San Antonio, TX: Harcourt Assessment (2007)
110. Constantino JN, Gruber CP. Social Responsiveness Scale. Los Angeles: Western Psychological Services (2005)
111. Harrison PL. Adaptive Behavior Assessment System. San Antonio, TX: Psychological Corporation (2000)
112. Nikopoulos CK, Keenan M. Effects of video modeling on social initiations by children with autism. J Appl Behav Anal (2004) 37(1):93-6. doi:10.1901/jaba.2004.37-93
113. Sherer M, Pierce KL, Paredes S, Kisacky KL, Ingersoll B, Schreibman L. Enhancing conversation skills in children with autism via video technology. Which is better, "self" or "other" as a model? Behav Modif (2001) 25(1):140-58. doi:10.1177/0145445501251008
114. Guli LA. The effects of creative drama based intervention for children with deficits in social perception [dissertation]. (2004). p. 1-174
115. March J, Silva S, Vitiello B, Team T. The treatment for adolescents with depression study (TADS): methods and message at 12 weeks. J Am Acad Child Adolesc Psychiatry (2006) 45(12):1393-403. doi:10.1097/01.chi.0000237709.35637.c0