Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms

By Devender R Banda, S. Hart, L. Liu-Gitz. 2010

117 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5dc428bbb1917392ac8cbafcd425c0559110f5fe

How researchers see this paper

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

In Clinical Psychology

1. A. Garrote
2. Elisabeth Moser Opitz
3. R. S. Dessemontet
4. E. Katz
5. Luigi Girolametto

In Cognitive Neuroscience

1. E. Katz
2. Luigi Girolametto

In Developmental and Educational Psychology

1. Elisabeth Moser Opitz
2. E. Katz
3. Luigi Girolametto

Citations in the corpus

• Peer-Mediated Intervention for Preschoolers With ASD Implemented in Early Childhood Education Settings (2013, methodology): “When trained peers used initiation strategies, children with ASD increased their positive responses to the social bids of their typically developing peers (Banda et al., 2010; Wichnick et al., 2010), played physically closer to their peers, and stayed longer in joint activities (Conroy et al.”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “Effect sizes were only mentioned by Banda et al. (2010), Katz and Girolametto (2013), and Mason et al. (2014).”