Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism

By K. Quill. 2000

104 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8d956d71381804f1344b9430ca3858981aaff333

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Citations in the corpus

Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism (2004, background): “…supports is widespread in the everyday teaching of children with autism spectrum and related disorders (e.g., Alberto & Fredrick, 2000; Bondy & Frost, 2002; Downing & PeckhamHardin, 2000; Hodgdon, 1999; Kamps, Kravits, & Ross, 2002; McClannahan & Krantz, 1999; Quill, 2000; Savner & Myles, 2000).”
Keys to Play: A Strategy to Increase the Social Interactions of Young Children with Autism and their Typically Developing Peers (2007, unknown): “…cues or symbols have been iden-tiﬁed as one strategy that can assist in the provision of support for social communication (Bondy & Frost, 1994; Hodgdon, 2000; Jolly, Test, & Spooner, 1993; Krantz & McClanna-han, 1993; Quill, 1995a, 2000; Wolfberg & Schuler, 1993; Zanolli, Daggett, & Adams, 1996).”
Teacher—Researcher Partnerships to Improve Social Behavior Through Social Stories (2004, background): “Visually cued instruction has been successfully used to teach a variety of skills to children with autism (MacDuff, Krantz, & McClannahan, 1993; Pierce & Schreibman, 1994; Quill, 1997, 2000; Vaughn & Horner, 1995).”
The Use of Visual Supports in Teaching Young Children With Autism Spectrum Disorder to Initiate Interactions (2003, background): “…who are deafblind (Hunt, Alwell, Goetz, & Sailor, 1990; van Dijk, 1966; van Dijk & Nelson, 1998); (c) promote memory recall in children with ASD (Quill, 1995b, 2000); (d) enhance attention to, and understanding of, social messages and behavior in children with ASD (Hagiwara & Myles, 1999;…”
Video Modeling for Individuals with Autism: A Review of Model Types and Effects (2007, background): “Videos can be developed to be used instructionally to emphasize salient social cues, specific social and communicative behavior, and sequences for task completion (Quill, 2000).”