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Direct linkRose A. Mason; Catharine Lory; Emily Gregori; Stephanie Gerow; Mandy J. Rispoli; Marie David; So Yeon Kim; Danni Wang – Review Journal of Autism and Developmental Disorders, 2024
Educators are charged with the task of providing specialized programming to meet individual needs while also ensuring this occurs in the least restrictive environment, with as much inclusion as possible. Research has demonstrated the importance of access to evidence-based practices (EBP) to ensuring positive outcomes on targeted skills for…
Descriptors: Evidence Based Practice, Inclusion, Autism Spectrum Disorders, Interpersonal Relationship
Heartley B. Huber; Erik W. Carter – Review Journal of Autism and Developmental Disorders, 2016
Although peer-mediated interventions have emerged as an evidence-based practice for students with autism spectrum disorder (ASD), little attention has focused on approaches for tailoring these interventions to meet individual students' unique needs. In this systematic literature review of 29 studies, we identified assessment procedures used to…
Descriptors: Intervention, Autism Spectrum Disorders, Evidence Based Practice, Peer Relationship
