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Peer reviewedOdom, Samuel L.; Watts, Emily – Journal of Special Education, 1991
This study involving three autistic and four nondisabled preschool children found that a peer-initiation intervention produced increases in peer initiations and social interactions when the teacher verbally prompted, but not without verbal prompts. When a correspondence training/visual feedback package was implemented, peer initiations and social…
Descriptors: Autism, Cues, Feedback, Interaction
