Merging Naturalistic Teaching and Peer-Based Strategies To Address the IEP Objectives of Preschoolers with Autism: An Examination of Structural and Child Behavior Outcomes.

Autor/inn/en	Kohler, Frank W.; Strain, Phillip S.; Hoyson, Marilyn; Jamieson, Bonnie
Titel	Merging Naturalistic Teaching and Peer-Based Strategies To Address the IEP Objectives of Preschoolers with Autism: An Examination of Structural and Child Behavior Outcomes.
Quelle	In: Focus on Autism and Other Developmental Disabilities, 12 (1997) 4, S.196-206Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Autism; Inclusive Schools; Instructional Effectiveness; Interpersonal Competence; Naturalistic Observation; Peer Influence; Peer Relationship; Peer Teaching; Preschool Education; Skill Development; Social Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Autismus; Inclusive school; Integrative Schule; Unterrichtserfolg; Interpersonale Kompetenz; Naturbeobachtung; Peer-Beziehungen; Peer group teaching; Peer Group Teaching; Pre-school education; Vorschulerziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study examined the effects of combining naturalistic teaching and peer-mediated tactics to address the developmental skills of 10 preschoolers with autism. Compared to naturalistic tactics only, the involvement of typical peers resulted in a substantial increase in the duration and rate of skills addressed during each teaching episode. (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01