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| Elementary Education | 3 |
| Peer Relationship | 3 |
| Special Classes | 3 |
| Interaction | 2 |
| Autism | 1 |
| Behavior Disorders | 1 |
| Behavior Modification | 1 |
| Disabilities | 1 |
| Generalization | 1 |
| Group Behavior | 1 |
| Group Dynamics | 1 |
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| Behavioral Disorders | 3 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedMaheady, Larry; Sainato, Diane M. – Behavioral Disorders, 1984
Results indicated that, on the whole, social interactions among behaviorally disordered elementary Ss were both positive and reciprocial in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high- and low-status students. Specific differences were found in peer social behavior directed toward…
Descriptors: Behavior Disorders, Elementary Education, Interaction, Peer Relationship
Peer reviewedMundschenk, Nancy A.; Sasso, Gary M. – Behavioral Disorders, 1995
Three children with autism from a self-contained elementary special education class participated in daily free-play sessions with 15 nondisabled peers, who were sequentially individually trained in appropriate interaction skills. Generalized interactions between students with autism and nontrained peers began in all three groups after the…
Descriptors: Autism, Elementary Education, Generalization, Interaction
Peer reviewedSalend, Spencer J.; And Others – Behavioral Disorders, 1992
Two groups of students with disabilities (n=14, ages 8-10) in self-contained classes participated in a teacher-directed peer confrontation system used in conjunction with a token economy system. Results showed that the system was effective in modifying inappropriate behavior and that students had positive reactions to the system. (Author/JDD)
Descriptors: Behavior Modification, Disabilities, Elementary Education, Group Behavior
