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Peer reviewedSmith, Tristam; Lovass, O. Ivar – Behavioral Disorders, 1997
Responds to "Autistic Recovery? An Analysis and Critique of the Empirical Evidence on the Early Intervention Project" (Gresham and MacMillan), which criticizes research showing the effectiveness of the UCLA Youth Autism Project program for children with autism. The article's misunderstandings are discussed and the program is explained. (CR)
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment
Peer reviewedGresham, Frank M.; MacMillan, Donald L. – Behavioral Disorders, 1997
Responds to "The UCLA Young Autism Project: A Reply to Gresham and MacMillan" (Smith and Lovaas), which criticized a review questioning the effectiveness of an intervention for children with autism. The Smith and Lovass article is described as defensive, factually inaccurate, and as not adequately addressing the question of external validity.…
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment
Peer reviewedGresham, Frank M.; Macmillan, Donald L. – Behavioral Disorders, 1997
Critiques research findings on the effectiveness of the Early Intervention Project (EIP) for children with autism. The review finds sufficient threats to the experimental validity of the EIP to prevent unqualified endorsement of it as a validated treatment for children with autism. The review found in particular there were threats to external…
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment
Direct linkDion, Eric; Fuchs, Douglas; Fuchs, Lynn S. – Behavioral Disorders, 2005
This experimental study examined the influence of a classwide peer-tutoring reading program (Peer-Assisted Learning Strategies; PALS) on the quality of social relationships of elementary school children. Using a sociometric procedure, social preference and friendships were evaluated before and after the PALS program. Overall (mean) and…
Descriptors: Elementary School Students, Reading Programs, Learning Strategies, Peer Teaching
