Alig-CybriwskyC. A.WoleryM., & GastD. L. (1990). Use of a constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14, 99–116.
2.
ChandlerL. K. (1992). Promoting children's social/survival skills as a strategy for transition to mainstreamed kindergarten programs. In OdomS. L.McConnellS. R., & McEvoyM. A. (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 245–276). Baltimore: Paul H. Brookes.
3.
GoldsteinH.KaczmarekL.PenningtonR., & ShaferK. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.
4.
NiemeyerJ. A., & McEvoyM.A. (1989). Observational assessment of reciprocal social interaction: Social Interaction Code (SIC). Vanderbilt/Minnesota Social Interaction Project, Vanderbilt University and the University of Minnesota.
5.
OdomS. L.ChandlerL. K.OstroskyM.McConnellS. R., & ReaneyS. (1992). Fading teacher prompts from peer-initiation interventions for young children with disabilities. Journal of Applied Behavior Analysis, 25, 307–317.
6.
OdomS. L., & McEvoyM. A. (1988). Integration of young children with handicaps and normally developing children. In OdomS. L. & KarnesM. B. (Eds.), Early intervention for infants and children with handicaps. Baltimore: Paul H. Brookes.
7.
SpeltzM. L.ShimamuraJ. W., & McReynoldsW. T. (1982). Procedural variations in group contingencies: Effects on children's academic and social behaviors. Journal of Applied Behavior Analysis, 15, 533–544.
8.
StrainP. S., & KohlerF. W. (1988). Social skill intervention with young children with handicaps: Some new conceptualizations and directions. In OdomS. L. & KarnesM. B. (Eds.), Early intervention for infants and children with handicaps (pp. 129–150). Baltimore: Paul H. Brookes.