855
Views
10
CrossRef citations to date
0
Altmetric
Research Article

An examination of interactions among children with autism and their typically developing peers

, &
Pages 327-338 | Received 19 Dec 2012, Accepted 18 Feb 2013, Published online: 19 Jul 2013

References

  • Chen XY. Culture, peer interaction, and socioemotional development. Child Development Perspectives 2012;6:27–34
  • Jamison KR, Forston LD, Stanton-Chapman TL. Encouraging social skill development through play in early childhood special education classrooms. Young Exceptional Children 2012;15:3–19
  • Clifford S, Hudry K, Brown L, Pasco G, Charman T. The modified-classroom observation schedule to measure intentional communication (M-COSMIC): Evaluation of reliability and validity. Research in Autism Spectrum Disorders 2010;4:509–525
  • Trembath D, Balandin S, Togher L, Stancliffe RJ. Peer-mediated teaching, augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability 2009;34:173–186
  • Anderson A, Moore DW, Godfrey R, Fletcher-Flinn CM. Social skills assessment of children with autism in free-play situations. Autism: The International Journal of Research and Practice 2004;8:369–385
  • Goldstein H, Schneider N, Thiemann K. Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders 2007;27:182–199
  • Sperry L, Neitzel J, Engelhardt-Wells K. Peer-mediated instruction and intervention strategies for students with Autism Spectrum Disorders. Preventing School Failure: Alternative Education for Children and Youth 2010;54:256–264
  • Tsao LL, Odom SL, Buysse V, Skinner M, West T, Vitztum-Komanecki J. Social participation of children with disabilities in inclusive preschool programs: Program typology and ecological features. Exceptionality 2008;16:125–140
  • Hauser-Cram P, Bronson MB, Upshur C. The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities. Early Childhood Research Quarterly 1993;8:479–497
  • Schoger KD. Reverse inclusion: Providing peer social interaction opportunities to students placed in self-contained special education classrooms. Teaching Exceptional Children Plus 2006;2(6): Article 3. Retrieved from: http://escholarship.bc.edu/education/tecplus/vol2/iss6/art3 [last accessed 30 Oct 2012]
  • Rafferty Y, Boettcher C, Griffin KW. Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. Journal of Early Intervention 2001;24:266–286
  • Boyd BA, Conroy MA, Asmus JM, McKenney ELW, Mancil GR. Descriptive analysis of classroom setting events on the social behaviors of children with Autism Spectrum Disorder. Education and Training in Developmental Disabilities 2008;43:186–197
  • Reszka SS, Odom SL, Hume KA. Ecological features of preschools and the social engagement of children with autism. Journal of Early Intervention 2012;34:40–56
  • Jenkins JR, Odom SL, Speltz ML. Effects of social integration on preschool-children with handicaps. Exceptional Children 1989;55:420–428
  • Strain PS, Fox JJ. Peer social initiations and the modification of social withdrawal: A review and future perspective. Journal of Pediatric Psychology 1981;6:417–433
  • Lord C, Risi S, Lambrecht L, Cook Jr EH, Leventhal BL, DiLavore PC, Pickles A, Rutter M. The autism diagnostic observation schedule-generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and other Developmental Disorders 2000;30:205–223
  • Mullen E. Mullen scales of early learning. Cicle Pines, MN: AGS; 1995
  • Hudry K, Aldred C, Wigham S, Green J, Leadbitter K, Temple K, Barlow K, McConachie H, Consortium at P. Predictors of parent-child interaction style dyads with autism. Unpublished manuscript
  • Kok AJ, Kong TY, Bernard-Opitz V. A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism – A case study. Autism 2002;6:181–196
  • Chung Y, Carter EW, Sisco LG. Social interactions of students with disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal of Intellectual and Developmental Disabilities 2012;117:349–367

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.