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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on January 1, 2002. The length of the article is 7254 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on January 1, 2002. The length of the article is 7254 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: There is increasing evidence that peer-mediated interventions for students with autism are effective in increasing participation in natural settings. Still unknown are the contributions peers make to the generalization of social behaviors. Results from two investigations of this issue are reported. In Study 1, social interaction with peers increased during interventions compared to controls; however, students in cooperative learning control groups showed higher levels of generalization than those in social groups. In Study 2, videotaped probes of 34 students indicated greater generalization of skills from groups with trained peers, and less from groups with untrained and stranger peers. Implications are discussed regarding the value of ongoing peer training and structured groups to establish relationships and generalization of skills over time.

Citation Details
Title: Peer training to facilitate social interaction for elementary students with autism and their peers.(Statistical Data Included)
Author: Debra Kamps
Publication: Exceptional Children (Refereed)
Date: January 1, 2002
Publisher: Council for Exceptional Children
Volume: 68 Issue: 2 Page: 173(15)

Article Type: Statistical Data Included

Distributed by Thomson Gale

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