Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings

By D. Parker, Debra M. Kamps. 2011

92 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/09e377d78fe8df81cd178cf1cad06ea53f103586

How researchers see this paper

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

In Cognitive Neuroscience

1. Monica E. Carr
2. D. Moore
3. A. Anderson

In Developmental and Educational Psychology

1. Monica E. Carr
2. D. Moore
3. A. Anderson

Citations in the corpus

• Self-Management Interventions on Students With Autism (2014, background): “The specific role of peers varied, with some taking a tutoring role (Parker & Kamps, 2010) or facilitating peer monitoring (Morrison, Kamps, Garcia, & Parker, 2001) and with others acting as confederates in social interaction processes (peer-directed verbalization, modeling, and feedback; Strain,…”