Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism

By Leslie Morrison, Debra M. Kamps, Jorge Garcia, D. Parker. 2001

190 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/f85271f2d5b3b9868bc677719d916daaea619a5c

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework (2010, unknown): “2006), and self-monitoring (e.g., Loftin et al. 2008; Morrison et al. 2001).”
Effects and Implications of Self-Management for Students With Autism (2007, background): “For studies that also implemented self-management for peer and adult participants (Morrison et al., 2001; Shearer, Kohler, Buchan, & McCullough, 1996), PND scores were only analyzed for target students with autism.”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “Implemented by researchers (Hughes, Copeland, Agran, et al., 2002; Hughes et al., 2004; Loftin et al., 2008; Morrison et al., 2001), by peers (Hughes et al.”
Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings (2008, background): “Other research has demonstrated quantitative changes in social interactions between students with autism and their peers when peers are trained to make requests and comments to their peers with autism (Morrison et al., 2001); to prompt students with autism to verbally request items and engage in tur”
Effective Educational Practices for Students With Autism Spectrum Disorders (2003, background): “Morrison et al. (2001) studied the effects of combining self-monitoring with peer-mediated strategies to improve the social interactions of four upper elementary students (ages 11–13 years) with autism.”
Effective Educational Inclusion of Students on the Autism Spectrum (2011, unknown): “…the age spectrum can learn to monitor their own behavior in relation to their classmates with autism (Haring and Breen 1992; Sainato et al. 1992; Morrison et al. 2001) and can also learn specific naturalistic teaching methods such as pivotal response training (e.g., Pierce and Schreibman 1997).”