Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers

By Debra M. Kamps, Jessica Royer, E. Dugan, Tammy Kravits, Adriana Gonzalez-Lopez, Jorge Garcia, Katherine W. Carnazzo, Leslie Morrison, Linda Kane. 2002

194 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/da38897005ea4cc3fc41b7383b09e84f0b364059

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In Clinical Psychology

In Cognitive Neuroscience

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Citations in the corpus

Effective Educational Inclusion of Students on the Autism Spectrum (2011, unknown): “In a study with elementary school aged children on the autism spectrum Kamps et al. (2002) found that children with autism spent more time with trained peers than peers who were familiar with the ASD students but were untrained, or with peers who were unfamiliar with the target students.”
Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder (2008, unknown): “This curriculum has been used successfully in previous studies teaching academic content to students with ASD in cooperative groups (Du-gan, Kamps, & Leonard, 1995; Kamps et al., 1995; 2002).”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, result): “The study of Kamps et al. (2002) fulfilled all criteria, but was excluded because the results were also reported in Kamps et al. (1992) and Kamps, Barbetta, Leonard, and Delquadri (1994).”
Effective Educational Practices for Students With Autism Spectrum Disorders (2003, background): “…response training (Pierce & Schreibman, 1997), incidental teaching (McGee, Almeida, Sulzer-Azaroff, & Feldman, 1992), monitoring strategies (Kamps, Leonard, Vernon, Dugan, & Delquadri, 1992; Morrison, Kamps, Garcia, & Parker, 2001), and peer tutoring (Kamps et al., 2002; Laushey & Heflin, 2000).”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “…Loftin et al., 2008; Morrison et al., 2001; Owens et al., 2008; Thiemann & Goldstein, 2004); by teachers (Gonzalez-Lopez & Kamps, 1997); and by researchers, teachers, peers, and/or others (Haring & Breen, 1992; Kamps et al., 1992; Kamps et al., 1997; Kamps et al., 2002; Licciardello et al., 2008).”
Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings (2008, background): “Similarly, Kamps et al. (2002) showed that students with autism engaged in fewer reciprocal interactions and interactions with shorter durations with untrained than with trained peers, even if the untrained peers were familiar to the children with autism.”
Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings (2011, result): “A final outcome is that the present study further adds to the current research on the utility of peer-prompting interventions (Goldstein, English, Shafer, & Kaczmarek, 1995; Kamps et al., 2002; Sasso & Rude, 1988).”