AdamsonL. B.BakemanR.DecknerD. F.RomskiM. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39, 84-96.
2.
BergenD. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4(1). Available online at http://ecrp.uiuc.edu/v4n1/bergen.html.
3.
BrownW. H.OdomS. L.ConroyM. A. (2001). An intervention hierarchy for promoting preschool children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21, 90-134.
4.
BrownellC. A.RamaniG. B.ZerwasS. (2006). Becoming a social partner with peers: Cooperation and social understanding in one- and two-year-olds. Child Development, 77, 803-821.
5.
BruinsmaY.KoegelR. L.KoegelL. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10, 169-175.
6.
CarpenterM.PenningtonB. F.RogersS. J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32, 91-106.
7.
CarpenterM.TomaselloM. (2000). Joint attention, cultural learning, and language acquisition: Implications for children with autism. In PrizantB. M. (Ed.), Autism spectrum disorders: A transactional developmental perspective (pp. 31-54). Baltimore, MD: Paul H. Brookes.
8.
CoppleC.BredekampS. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth though age 8. Washington, DC: National Association for the Education of Young Children (NAEYC).
9.
Craig-UnkeferL. A.KaiserA. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22, 3-13.
10.
Craig-UnkeferL. A.KaiserA. P. (2003). Increasing peer-directed social-communication skills of children enrolled in Head Start. Journal of Early Intervention, 25, 229-247.
11.
DenhamS. A.WeissbergR. P. (2004). Social emotional learning in early childhood: What we know and where to go from here. In BloomM.GullottaT. P. (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13-50). New York, NY: Kluwer Academic.
12.
DidowS. M.EckermanC. O. (2001). Toddler peers: From nonverbal coordinated action to verbal discourse. Social Development, 10, 170-188.
13.
DodgeD. T.ColkerL. J.HeromanC. (2002). The creative curriculum for preschool (4th ed.). Washington, DC: Teaching Strategies.
14.
DuncanG. J.DowsettC. J.ClaessensA.MagnusonK.HustonA. C.KlebanovP.. . . LapelC. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
15.
FeldmanR.EidelmanA. I. (2009). Biological and environmental initial conditions shape the trajectories of cognitive and social-emotional development across the first years of life. Developmental Science, 12, 194-200.
16.
GarfinkleA. N.SchwartzI. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26-38.
17.
GrusecJ. E.HastingsP. D. (Eds.). (2007). Handbook of socialization: Theory and research. New York, NY: Guilford.
18.
GuralnickM. J.HammondM. A.ConnorR. T. (2006). Nonsocial play patterns of young children with communication disorders: Implications for behavioral adaptation. Early Education and Development, 17, 204-228.
19.
GuralnickM. J.HammondM. A.ConnorR. T.NevilleB. (2006). Stability, change and correlates of the peer relationships of young children with mild developmental delays. Child Development, 77, 312-324.
20.
HalberstadtA. G.DenhamS. A.DunsmoreJ. C. (2001). Affective social competence. Social Development, 10, 79-119.
21.
HemmeterM. L.OstroskyM.SantosR. (2003, January). Classroom preventive practices. Paper presented at the Head Start Conference on Mentor Coaching, Washington, DC.
22.
Hirsh-PasekK.GolinkoffR. M.BerkL. E.SingerD. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford Press.
23.
HolmesE.WilloughbyT. (2005). Play behavior of children with autism spectrum disorders. Journal of Intellectual & Developmental Disability, 30, 156-164.
24.
HowesC.PhillipsenL. (1998). Continuity in children’s relations with peers. Social Development, 7, 340-349.
25.
JamisonK. R. (2010). Effects of a social communication intervention for promoting social competence through play in young children with disabilities. Dissertation Abstracts International: Section A, 72(4), Publication No. AAT 3445589.
26.
KatzL. C.ChardS. C. (2000). Engaging children’s minds: The project approach. Stamford, CT: Ablex.
27.
LaddG. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, CT: Yale University Press.
28.
LausheyK. M.HeflinL. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183-193.
29.
LeekamS. R.LópezB.MooreC. (2000). Attention and joint attention in preschool children with autism. Developmental Psychology, 36, 261-273.
30.
LillvistA.SandbergA.Björck-ÅkessonE.GranlundM. (2009). The construct of social competence: How preschool teachers define social competence in young children. International Journal of Early Childhood, 41, 51-68.
31.
LuckeyA. J.FabesR. A. (2005). Understanding nonsocial play in early childhood. Early Childhood Education Journal, 33, 67-72.
32.
MooreC. (2007). Show me the theory! British Journal of Developmental Psychology, 25, 39-43.
33.
MundyP.FoxN.CardJ. (2003). EEG coherence, joint attention and language development in the second year. Developmental Science, 6, 48-54.
34.
MundyP.StellaJ. (2000). Joint attention, social orienting, and nonverbal communication in autism. In PrizantB. M. (Ed.), Autism spectrum disorders: A transactional developmental perspective (pp. 55-77). Baltimore, MD: Paul H. Brookes.
35.
National Center for Education Statistics. (2002). The condition of education 2002, Indicator 1 enrollment in early childhood programs (NCES Publication No. 2002–025). Washington, DC: U.S. Government Printing Office.
36.
National Research, C. (2001). Educating young children with autism. Washington, DC: National Academy Press, p.5.
37.
National Research Council and Institute of Medicine. (2000). In ShonkoffJ. P.PhillipsD. A. (Eds.), From neurons to neighborhoods: The science of early child development (Executive Summary, pp. 1-15.). Washington, DC: National Academy Press.
38.
OdomS. L.McConnellS. R.BrownW. H. (2008). Social competence of young children: Conceptualization, assessment, and influences. In BrownW. H.OdomS. L.McConnellS. R. (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 3-29). Baltimore, MD: Paul H. Brookes.
39.
PartenM. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27, 243-269.
40.
RaverC. C.JonesS. M.Li-GriningC. P.MetzgerM.ChampionK. M.SardinL. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10–26.
41.
RepettiR.TaylorS. E.SaxbeD. (2007). The influence of early socialization experiences on the development of biological systems. In HastingsP. D. (Ed.), Handbook of socialization: Theory and research (pp. 124-152). New York, NY: Guilford.
SchertzH. H.OdomS. L. (2004). Joint attention and early intervention with autism: A conceptual framework and promising approaches. Journal of Early Intervention, 27, 42-54.
44.
SchertzH. H.OdomS. L. (2007). Promoting joint attention in young children with autism: A parent-mediated developmental model. Journal of Autism and Developmental Disorders, 37, 1562-1575.
45.
SchweinhartL. J. (2006). The HighScope approach: Evidence that participatory learning in early childhood contributes to human development. In WattNFAyoubC.BradleyRHPumaJ.LeBoeufWA (Eds.), The crisis in youth mental health: Critical issues and effective programs: Early intervention programs and policies (Vol. 4, pp. 207-227). Westport, CT: Praeger Press.
46.
SigafoosJ.Roberts-PennellD.GravesD. (1999). Longitudinal assessment of play and adaptive behavior in young children with developmental disabilities. Research in Developmental Disabilities, 20, 147-162.
47.
Stanton-ChapmanT. L.DenningC. B.JamisonK. R. (2008). Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities. Psychology in the Schools, 45, 644-664.
48.
Stanton-ChapmanT. L.JamisonK. R.DenningC. B. (2008). Building school communication skills in young children with disabilities: An intervention to promote peer social interactions in preschool settings. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 2, 225-251.
49.
TurnbullJ.JenveyV. B. (2006). Criteria used by adults and children to categorize subtypes of play. Early Child Development and Care, 176, 539-551.
50.
Van HeckeA. V.MundyP. C.AcraC. F.BlockJ. J.DelgadoC. E.ParladeM. V.. . . PomaresY. B. (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78, 53-69.
51.
VolkmarF. R.LordC.BaileyA.SchultzR. T.KlinA. (2004). Autism and pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 45, 135-170.
52.
WernerE.DawsonG. (2005). Validation of the phenomenon of autistic regression using home videotapes. Archives of General Psychiatry, 62, 889-895.