MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS
محفوظ في:
PIERCE, K., SCHREIBMAN, L., MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 30, no. 1 (1997), p. 157-160.
Ref.
65951
الموقع:
SIIS R.946
Palabras clave:
Autismo, Compañeros, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Inclusión educativa, Socialización, Terapia cognitiva, Trastornos del espectro autista
Autismo, Compañeros, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Inclusión educativa, Socialización, Terapia cognitiva, Trastornos del espectro autista
مواد مشابهة: MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS
- INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER-IMPLEMENTED PIVOTAL RESPONSE TRAINING
- ENHANCING SOCIAL SKILLS OF KINDERGARTEN CHILDREN WITH AUTISM THROUGH THE TRAINING OF MULTIPLE PEERS AS TUTORS
- PEER-MEDIATED INTERVENTIONS TO INCREASE THE SOCIAL INTERACTION OF CHILDREN WITH AUTISM: CONSIDERATION OF PEER EXPECTANCIES
- PEER TRAINING TO FACILITATE SOCIAL INTERACTION FOR ELEMENTARY STUDENTS WITH AUTISM AND THEIR PEERS
- TEAHCING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM
- TEACHING SYMBOLIC PLAY SKILLS TO CHILDREN WITH AUTISM USING PIVOTAL RESPONSE TRAINING