Training teachers to use a naturalistic communication intervention may increase communicative interactions in young children with ASD

Summer Gainey The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USACorrespondence[email protected]

Terry S. Falcomata (Commentary authors) The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USA

Abstract

Harjusola-Webb, S., & Robbins, S. H. (2012). The effects of teacher-implemented naturalistic intervention on the communication of preschoolers with autism. Topics in Early Childhood Special Education, 32(2), 99–110.

Source of funding and disclosure of interest: The authors stated that no financial support was received for this study. Original authors reported that there were no conflicts of interest.

Acknowledgments

Declaration of interest: The commentary authors report no conflicts of interest and are solely responsible for the content and writing of this structured abstract.

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Training teachers to use a naturalistic communication intervention may increase communicative interactions in young children with ASD

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Training teachers to use a naturalistic communication intervention may increase communicative interactions in young children with ASD

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