Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 4/2015

01-04-2015 | Original Paper

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

Auteurs: Laci Watkins, Mark O’Reilly, Michelle Kuhn, Cindy Gevarter, Giulio E. Lancioni, Jeff Sigafoos, Russell Lang

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.
Literatuur
go back to reference Banda, D. R., & Hart, S. L. (2010). Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Education Needs, 10, 124–132.CrossRef Banda, D. R., & Hart, S. L. (2010). Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Education Needs, 10, 124–132.CrossRef
go back to reference *Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.CrossRef *Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.CrossRef
go back to reference Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162.CrossRef Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162.CrossRef
go back to reference Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of autism and developmental disorders, 1–21. Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of autism and developmental disorders, 1–21.
go back to reference Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20(1), 45–59.CrossRefPubMed Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20(1), 45–59.CrossRefPubMed
go back to reference Carter, E. W., Sisco, L. G., Chung, Y., & Stanton-Chapman, T. L. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research & Practice for Persons with Severe Disabilities, 35, 36–79.CrossRef Carter, E. W., Sisco, L. G., Chung, Y., & Stanton-Chapman, T. L. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research & Practice for Persons with Severe Disabilities, 35, 36–79.CrossRef
go back to reference Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.CrossRefPubMed Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.CrossRefPubMed
go back to reference Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.CrossRef Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.CrossRef
go back to reference Cicchetti, D. V. (2011). On the reliability and accuracy of the Evaluative Method for identifying evidence-based practices in autism. In Evidence-based practices and treatments for children with autism (pp. 41–51). New York: Springer. Cicchetti, D. V. (2011). On the reliability and accuracy of the Evaluative Method for identifying evidence-based practices in autism. In Evidence-based practices and treatments for children with autism (pp. 41–51). New York: Springer.
go back to reference DiSalvo, C. A., & Oswald, D. P. (2002). Peer mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disorders, 17, 198–207.CrossRef DiSalvo, C. A., & Oswald, D. P. (2002). Peer mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disorders, 17, 198–207.CrossRef
go back to reference Fey, M. E. (1986). Language intervention with young children. San Diego, CA: College-Hill Press. Fey, M. E. (1986). Language intervention with young children. San Diego, CA: College-Hill Press.
go back to reference *Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders, 38(5), 926–940.CrossRefPubMed *Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders, 38(5), 926–940.CrossRefPubMed
go back to reference Ganz, J. B., Heath, A. K., Lund, E. M., Camargo, S. P., Rispoli, M. J., Boles, M., et al. (2012). Effects of peer-mediated implementation of visual scripts in middle school. Behavior Modification, 36(3), 378–398.CrossRefPubMed Ganz, J. B., Heath, A. K., Lund, E. M., Camargo, S. P., Rispoli, M. J., Boles, M., et al. (2012). Effects of peer-mediated implementation of visual scripts in middle school. Behavior Modification, 36(3), 378–398.CrossRefPubMed
go back to reference Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.CrossRef Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.CrossRef
go back to reference *Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826.CrossRefPubMed *Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826.CrossRefPubMed
go back to reference Hemmeter, M. L. (2000). Classroom-based interventions evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56–61.CrossRef Hemmeter, M. L. (2000). Classroom-based interventions evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56–61.CrossRef
go back to reference *Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills interventions among high school students with intellectual disabilities and autism and their general education peers. Research & Practice for Persons with Severe Disabilities, 36, 46–61.CrossRef *Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills interventions among high school students with intellectual disabilities and autism and their general education peers. Research & Practice for Persons with Severe Disabilities, 36, 46–61.CrossRef
go back to reference *Hughes, C., Harvey, M., Cosgriff, J., Reilly, C., Heilingoetter, J., Brigham, N., et al. (2013). A peer-delivered social interaction intervention for high school students with autism. Research & Practice for Persons with Severe Disabilities, 38, 1–16.CrossRef *Hughes, C., Harvey, M., Cosgriff, J., Reilly, C., Heilingoetter, J., Brigham, N., et al. (2013). A peer-delivered social interaction intervention for high school students with autism. Research & Practice for Persons with Severe Disabilities, 38, 1–16.CrossRef
go back to reference Hughes, C., Rung, L., Wehmeyer, M., Agran, M., Copeland, S., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons With Severe Handicaps, 25, 153–166.CrossRef Hughes, C., Rung, L., Wehmeyer, M., Agran, M., Copeland, S., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons With Severe Handicaps, 25, 153–166.CrossRef
go back to reference Individuals with Disabilities Education Improvement Act of 2(K)4. PL 108-446. 20 U.S.C, §§ 1400 et seq. Individuals with Disabilities Education Improvement Act of 2(K)4. PL 108-446. 20 U.S.C, §§ 1400 et seq.
go back to reference *Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request sequences to increase social interactions in young children with autism. Journal of Early Intervention, 30(3), 163–187.CrossRef *Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request sequences to increase social interactions in young children with autism. Journal of Early Intervention, 30(3), 163–187.CrossRef
go back to reference *Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education, 33(3), 133–143.CrossRef *Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education, 33(3), 133–143.CrossRef
go back to reference Kennedy, C. H. (2002). The maintenance of behavior change as an indicator of social validity. Behavior Modification, 26, 594–604.CrossRefPubMed Kennedy, C. H. (2002). The maintenance of behavior change as an indicator of social validity. Behavior Modification, 26, 594–604.CrossRefPubMed
go back to reference Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn and Bacon. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn and Bacon.
go back to reference *Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. K. (2012a). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133–141.CrossRefPubMedCentralPubMed *Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. K. (2012a). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133–141.CrossRefPubMedCentralPubMed
go back to reference *Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43, 2121–2134.CrossRefPubMedCentralPubMed *Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43, 2121–2134.CrossRefPubMedCentralPubMed
go back to reference Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008). Naturalistic behavioral approaches to treatment. Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment, 207–242. Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008). Naturalistic behavioral approaches to treatment. Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment, 207–242.
go back to reference Koegel, L. K., Kuriakose, S., Singh, A. K., & Koegel, R. L. (2012b). Improving generalization of peer socialization gains in inclusive school settings using initiations training. Behavior modification, 0145445512445609. Koegel, L. K., Kuriakose, S., Singh, A. K., & Koegel, R. L. (2012b). Improving generalization of peer socialization gains in inclusive school settings using initiations training. Behavior modification, 0145445512445609.
go back to reference Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012c). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19, 401–412.CrossRef Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012c). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19, 401–412.CrossRef
go back to reference *Koegel, L., Vernon, T., Koegel, R. L., Koegel, B., & Paullin, A. W. (2012d). Improving socialization between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavioral Intervention, 14(4), 220–227.CrossRef *Koegel, L., Vernon, T., Koegel, R. L., Koegel, B., & Paullin, A. W. (2012d). Improving socialization between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavioral Intervention, 14(4), 220–227.CrossRef
go back to reference Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism an examination of structural and child behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12(4), 196–206.CrossRef Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism an examination of structural and child behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12(4), 196–206.CrossRef
go back to reference Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2012). Single-case intervention research design standards. Remedial and Special Education, 0741932512452794. Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2012). Single-case intervention research design standards. Remedial and Special Education, 0741932512452794.
go back to reference Krebs, M. L., McDaniel, D. M., & Neeley, R. A. (2010). The effects of peer training on the social interactions of children with autism spectrum disorders. Education, 131(2), 393–403. Krebs, M. L., McDaniel, D. M., & Neeley, R. A. (2010). The effects of peer training on the social interactions of children with autism spectrum disorders. Education, 131(2), 393–403.
go back to reference Kuhn, L. R., Bodkin, A. E., Devlin, S. D., & Doggett, R. A. (2008). Using pivotal response training with peers in special education to facilitate play in two children with autism. Education and Training in Developmental Disabilities, 43(1), 37. Kuhn, L. R., Bodkin, A. E., Devlin, S. D., & Doggett, R. A. (2008). Using pivotal response training with peers in special education to facilitate play in two children with autism. Education and Training in Developmental Disabilities, 43(1), 37.
go back to reference Lang, R., Regester, A., Rispoli, M., Pimentel, S., & Camargo, S. H. (2010). Rehabilitation issues for children with Autism Spectrum Disorders. Developmental Neurorehabilitation, 13, 153–155.CrossRefPubMed Lang, R., Regester, A., Rispoli, M., Pimentel, S., & Camargo, S. H. (2010). Rehabilitation issues for children with Autism Spectrum Disorders. Developmental Neurorehabilitation, 13, 153–155.CrossRefPubMed
go back to reference *Loftin, R. L., Odom, S. L., & Lantz, J. F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124–1135.CrossRefPubMed *Loftin, R. L., Odom, S. L., & Lantz, J. F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124–1135.CrossRefPubMed
go back to reference *Mason, R., et al. (2013). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2013.12.014. *Mason, R., et al. (2013). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders. doi:10.​1016/​j.​rasd.​2013.​12.​014.
go back to reference Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26(3), 337–346.CrossRefPubMed Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26(3), 337–346.CrossRefPubMed
go back to reference Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166–175.CrossRef Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166–175.CrossRef
go back to reference Odom, S. L., & Strain, P. S. (1984). Peer mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54, 544–557.CrossRefPubMed Odom, S. L., & Strain, P. S. (1984). Peer mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54, 544–557.CrossRefPubMed
go back to reference Owen-DeSchryver, J. S., Carr, E. G., Calle, S. I., & Blakely-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disorders, 23, 15–28.CrossRef Owen-DeSchryver, J. S., Carr, E. G., Calle, S. I., & Blakely-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disorders, 23, 15–28.CrossRef
go back to reference Pierce, K., & Schreibman, L. (1997). 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, 30(1), 157–160.CrossRefPubMedCentralPubMed Pierce, K., & Schreibman, L. (1997). 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, 30(1), 157–160.CrossRefPubMedCentralPubMed
go back to reference Pituch, K. A., Green, V. A., Didden, R., Lang, R., O’Reilly, M. F., Lancioni, G. E., et al. (2011). Parent reported treatment priorities for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 135–143.CrossRef Pituch, K. A., Green, V. A., Didden, R., Lang, R., O’Reilly, M. F., Lancioni, G. E., et al. (2011). Parent reported treatment priorities for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 135–143.CrossRef
go back to reference Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149–166.CrossRefPubMed Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149–166.CrossRefPubMed
go back to reference Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319.CrossRefPubMed Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319.CrossRefPubMed
go back to reference Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.). (2009). Handbook of peer interactions, relationships, and groups. New York, NY: Guilford Press. Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.). (2009). Handbook of peer interactions, relationships, and groups. New York, NY: Guilford Press.
go back to reference Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s syndrome. Exceptionality, 20(2), 94–113.CrossRef Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s syndrome. Exceptionality, 20(2), 94–113.CrossRef
go back to reference Strain, P. S., & Kohler, F. (1998). Peer-mediated social intervention for young children with autism. In Seminars in speech and language (Vol. 19, No. 04, pp. 391–405). © 1998 by Thieme Medical Publishers, Inc. Strain, P. S., & Kohler, F. (1998). Peer-mediated social intervention for young children with autism. In Seminars in speech and language (Vol. 19, No. 04, pp. 391–405). © 1998 by Thieme Medical Publishers, Inc.
go back to reference Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual and Developmental Disability, 34(2), 173–186.CrossRefPubMed Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual and Developmental Disability, 34(2), 173–186.CrossRefPubMed
go back to reference U.S. Department of Education, National Center for Education Statistics. (2012). Digest of education statistics, 2011 (NCES 2012-001), Chapter 2. U.S. Department of Education, National Center for Education Statistics. (2012). Digest of education statistics, 2011 (NCES 2012-001), Chapter 2.
go back to reference White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.CrossRef White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.CrossRef
go back to reference Wolery, M., Busick, M., Reichow, B., & Barton, E. E. (2010). Comparison of overlap methods for quantitatively synthesizing single-subject data. The Journal of Special Education, 44(1), 18–28.CrossRef Wolery, M., Busick, M., Reichow, B., & Barton, E. E. (2010). Comparison of overlap methods for quantitatively synthesizing single-subject data. The Journal of Special Education, 44(1), 18–28.CrossRef
go back to reference Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28(4), 389–404.CrossRef Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28(4), 389–404.CrossRef
Metagegevens
Titel
A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings
Auteurs
Laci Watkins
Mark O’Reilly
Michelle Kuhn
Cindy Gevarter
Giulio E. Lancioni
Jeff Sigafoos
Russell Lang
Publicatiedatum
01-04-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2264-x

Andere artikelen Uitgave 4/2015

Journal of Autism and Developmental Disorders 4/2015 Naar de uitgave