A Comparison of the Effects of Organismic and Setting Variables on the Social Interaction Behavior of Children with Developmental Disabilities and Autism.

Autor/inn/en	Sasso, Gary M.; Mundschenk, Nancy A.; Melloy, Kristine J.; Casey, Sean D.
Titel	A Comparison of the Effects of Organismic and Setting Variables on the Social Interaction Behavior of Children with Developmental Disabilities and Autism.
Quelle	In: Focus on Autism and Other Developmental Disabilities, 13 (1998) 1, S.2-16Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Autism; Classroom Environment; Cooperative Learning; Developmental Disabilities; Elementary Education; Instructional Effectiveness; Interpersonal Competence; Intervention; Peer Influence; Peer Relationship; Social Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Autismus; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Entwicklungsstörung; Elementarunterricht; Unterrichtserfolg; Interpersonale Kompetenz; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Two studies examined effects of four setting events and two organismic variables on the social behavior of children (ages 9 and 10) with developmental disabilities and autism. Results indicated that peer dyads; cooperative peer intervention; and triads, which included two high-status nondisabled peers, were most effective in promoting positive social interactions for the children with disabilities. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01