NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
A Comprehensive Inclusion Program for Kindergarten Children with Autism Spectrum Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A. – Journal of Early Intervention, 2015
To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…
Descriptors: Inclusion, Mainstreaming, Early Intervention, Kindergarten
Family and Professional Priorities for Inclusive Early Childhood Settings
Peer reviewed Peer reviewed
Direct linkDirect link
Hurley, Jennifer J.; Horn, Eva M. – Journal of Early Intervention, 2010
The purpose of this study was to provide information about what characteristics from the variety of inclusive early childhood programs are most valued and least valued by families and professionals. Participants were 10 family members of young children with disabilities being served in inclusive programs and 10 early childhood professionals…
Descriptors: Qualitative Research, Early Childhood Education, Disabilities, Young Children
Activity Structure and Social Interactions with Peers in Developmentally Integrated Play Groups.
Peer reviewed Peer reviewed
DeKlyen, Michelle; Odom, Samuel L. – Journal of Early Intervention, 1989
This study of 20 preschool children with disabilities and 8 normally developing children found that more peer interaction occurred during play activities that were more structured, whereas teacher interaction rates were not related to activity structure ratings. Among children with disabilities, rate of peer interaction correlated positively with…
Descriptors: Classroom Communication, Disabilities, Interaction, Mainstreaming
Mothers' Perceptions of the Benefits and Drawbacks of Early Childhood Mainstreaming.
Peer reviewed Peer reviewed
Guralnick, Michael J. – Journal of Early Intervention, 1994
A survey of 281 mothers of young children with cognitive delays, communication disorders, physical disabilities, risk of delays, or typical development revealed widespread support for the benefits of mainstreaming and a substantial number of perceived drawbacks. Mothers' perceptions of mainstreaming were similar across family demographics, child…
Descriptors: At Risk Persons, Communication Disorders, Disabilities, Instructional Effectiveness
Effects of a Group Contingency on the Frequency of Social Interactions among Autistic and Nonhandicapped Preschool Children: Making LRE Efficacious.
Peer reviewed Peer reviewed
Lefebvre, Daniel; Strain, Phillip S. – Journal of Early Intervention, 1989
This study of interactions between three severely withdrawn, autistic preschool children and six nonhandicapped peers found that peers can be effectively taught strategies to increase appropriate social behaviors of autistic classmates, and a group-oriented reinforcement contingency is an effective complement to teacher-prompted interventions and…
Descriptors: Autism, Contingency Management, Instructional Effectiveness, Interaction