Social interaction skills for children with autism: a script‐fading procedure for nonreaders

By C. Stevenson, Patricia J. Krantz, L. E. McClannahan. 2000

129 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism (2004, result): “Although secondary to the aims of the study, and further research notwithstanding, the procedures used in Phase 2 extend those in past research (Bryan & Gast, 2000; Krantz et al., 1993; Krantz & McClannahan, 1993, 1998; MacDuff et al., 1993; Massey & Wheeler, 2000; Pierce & Schreibman, 1994; Stevens”
Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder (2008, unknown): “…& Schreibman, 1994), scripts (Krantz & McClannahan, 1993, 1998; Matson, Sevin, Box, Francis, & Sevin, 1993; Sarokoff, Taylor, & Poulson, 2001; Stevenson, Krantz, & McClannahan, 2000), and self-monitoring (Koegel & Frea, 1993; Koegel, Koegel, Hurley, & Frea, 1992; Man-cina, Tankersley, Kamps,…”
The Impact of Social Scripts and Visual Cues on Verbal Communication in Three Children With Autism Spectrum Disorders (2008, background): “Stevenson, Krantz, and McClannahan (2000) used audiotaped scripts to examine their impact on the conversational skills of four boys with autism between the ages of 10 to 15 years who had limited expressive language and could not read.”