Literaturnachweis - Detailanzeige
Autor/inn/en | Odom, Samuel L.; Watts, Emily |
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Titel | Reducing Teacher Prompts in Peer-Mediated Interventions for Young Children with Autism. |
Quelle | In: Journal of Special Education, 25 (1991) 1, S.26-43Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
Schlagwörter | Autism; Cues; Feedback; Interaction; Intervention; Mainstreaming; Peer Influence; Peer Relationship; Positive Reinforcement; Preschool Education; Prompting; Prosocial Behavior; Social Integration; Training Methods; Young Children |
Abstract | This study involving three autistic and four nondisabled preschool children found that a peer-initiation intervention produced increases in peer initiations and social interactions when the teacher verbally prompted, but not without verbal prompts. When a correspondence training/visual feedback package was implemented, peer initiations and social interactions increased substantially. (Author/PB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |