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Winchell, Brooke N.; Sreckovic, Melissa A.; Schultz, Tia R. – Education and Training in Autism and Developmental Disabilities, 2018
Now more than ever, students with autism spectrum disorder (ASD) are being taught in inclusive settings. Despite inclusion initiatives, research suggests students with ASD have limited social interactions with neurotypical peers and have significantly fewer high quality friendships compared to neurotypical peers. The purpose of this paper is…
Descriptors: Autism, Pervasive Developmental Disorders, Friendship, Bullying
Chou, Yu-Chi; Park, Hye Ran – Education and Training in Autism and Developmental Disabilities, 2021
Beyond effectiveness of the instructional model of Navigation of Social Engagement (NOSE model; Chou, 2020) to enhance problem solving skills of students with autism spectrum disorders (ASD), this article addresses moderating factors to provide a more in-depth secondary analysis of data within this intervention. While previous findings have…
Descriptors: Autism, Pervasive Developmental Disorders, Problem Solving, Skill Development
Hartzell, Rebecca; Liaupsin, Carl; Gann, Candace; Clem, Sarah – Education and Training in Autism and Developmental Disabilities, 2015
This study examined the effectiveness, generalization, and maintenance of a multi-element intervention consisting of brief direct instruction social skill lessons, a prompting procedure, and a fading procedure to promote social engagement in an integrated lunchroom and playground setting for three elementary age students with developmental…
Descriptors: Inclusion, Generalization, Maintenance, Program Effectiveness