| A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. | |
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MedLine Citation:
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PMID: 3710949 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition. |
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Authors:
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S L Odom; P S Strain |
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Publication Detail:
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Type: Case Reports; Journal Article; Research Support, U.S. Gov't, Non-P.H.S.; Research Support, U.S. Gov't, P.H.S. |
Journal Detail:
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Title: Journal of applied behavior analysis Volume: 19 ISSN: 0021-8855 ISO Abbreviation: J Appl Behav Anal Publication Date: 1986 |
Date Detail:
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Created Date: 1986-07-03 Completed Date: 1986-07-03 Revised Date: 2010-09-13 |
Medline Journal Info:
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Nlm Unique ID: 0174763 Medline TA: J Appl Behav Anal Country: UNITED STATES |
Other Details:
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Languages: eng Pagination: 59-71 Citation Subset: IM |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Autistic Disorder
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psychology,
therapy* Child, Preschool Communication Education, Special* Female Humans Interpersonal Relations* Male Peer Group* Social Behavior Stereotyped Behavior |
| Grant Support | |
ID/Acronym/Agency:
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NIMH 37110/MH/NIMH NIH HHS |
| Comments/Corrections | |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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