Social Engagement With Peers and Stereotypic Behavior of Children With Autism

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Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review (2015, unknown): “Odom, Hume, Boyd, and Stabel (2012) described this as a technical eclectic approach and the National Professional Development Center on ASD has designed a process through which these practices could be systematically employed in early intervention and school-based programs (Cox et al.”
Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders (2010, background): “Stereotypic or repetitive behavior (eg, hand flapping, body rocking, head rolling) or other inappropriate behaviors (eg, tantrums) may also decrease the likelihood that typically developing peers will initiate social interactions ( Bass & Mulick, 2007 ; Lee, Odom, & Loftin, 2007 ; McConnell, 2002 ”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, unknown): “, 1996; Staub & Hunt, 1993; Thiemann & Goldstein, 2001, 2004; Weiner, 2005); by teachers (Bauminger, 2007a; Gonzalez-Lopez & Kamps, 1997; Lee & Odom, 1996; Nientimp & Cole, 1992); and by researchers, teachers, peers, and/or others (Haring & Breen, 1992; Harper et al., 2008; Kamps et al., 1992; Kamps”