Increasing Play Skills of Children With Autism Using Activity Schedules and Correspondence Training

By R. Morrison, D. Sainato, Delia Benchaaban, Sayaka Endo. 2002

155 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ef535bb36aded761ee694f3c93d2b39af78d4861

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. Jeff Sigafoos
2. Wendy Machalicek
3. K. Shogren
4. Mark F. O'Reilly

In Cognitive Neuroscience

1. Jeff Sigafoos
2. Wendy Machalicek
3. Mark F. O'Reilly

In Developmental and Educational Psychology

1. Jeff Sigafoos
2. Wendy Machalicek
3. K. Shogren
4. Mark F. O'Reilly

Citations in the corpus

• Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review (2008, unknown): “Self-determination for the participants was an important element in many of the studies, and researchers in four studies targeted independence as a central goal of their research (Hall et al., 1995; MacDuff et al., 1993; Morrison et al., 2002; Pierce et al., 1995; Watanabe & Sturmey, 2003).”
• Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training (2009, result): “These findings are consistent with past research demonstrating that teaching children with autism to use activity schedules can increase task engagement and play correspondence behavior, and decrease challenging behavior (Massey & Wheeler, 2000; Morrison et al., 2002; Pierce & Schreibman, 1994).”