Using a series of reversal designs, interventions to improve the active engagement and the peer social skills of five preschool boys with autism were investigated. In contrast to intervention for engagement, peer social skill intervention resulted in a number of “free effects” for all the participants. Specifically, children's engagement with peers increased, as did their exposure to nondisabled children when the peer social skill intervention was in effect.
Get full access to this article
View all access options for this article.
References
1.
Durand, V. M. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777–794.
2.
Guess, D., Sailor, W., & Baer, D. M. (1974). To teach language to retarded children. In R. L. Schiefilbusch & L. L. Lloyd (Eds.), Language perspectives–Acquisition, retardation, and intervention (pp. 529–564). Baltimore: University Park Press.
3.
Guralnick, M. J. (1986). The peer relations of young handicapped and nonhandicapped children. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 93–140). New York: Academic Press.
4.
Kaufman, A. S., & Kaufman, N. L. (1977). Clinical evaluation of young children with
