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Reichow, Brian; Wolery, Mark – Journal of Applied Behavior Analysis, 2011
We examined the effectiveness and efficiency of 2 instructional arrangements using progressive prompt delay (PPD) with 3 young children with autism and 1 child with developmental delays. Specifically, we compared PPD with instructive feedback (IF) to PPD without IF in an adapted alternating treatment design. The results suggested that (a) children…
Descriptors: Feedback (Response), Autism, Young Children, Developmental Delays
Ledford, Jennifer R.; Wolery, Mark – Topics in Early Childhood Special Education, 2011
Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as…
Descriptors: Intervention, Imitation, Disabilities, Young Children
Barton, Erin E.; Reichow, Brian; Wolery, Mark; Chen, Ching-I – Young Exceptional Children, 2011
This article describes a set of strategies for including children with autism in circle time. Successful inclusion involves careful planning, collaboration, and consideration of individual needs. Circle time can be a positive activity for children with autism when individual needs and strengths are considered. Environmental modifications and…
Descriptors: Autism, Cooperation, Academic Accommodations (Disabilities), Young Children
Kern, Petra; Wolery, Mark; Aldridge, David – Journal of Autism and Developmental Disorders, 2007
This study evaluated the effects of individually composed songs on the independent behaviors of two young children with autism during the morning greeting/entry routine into their inclusive classrooms. A music therapist composed a song for each child related to the steps of the morning greeting routine and taught the children's teachers to sing…
Descriptors: Young Children, Singing, Music Therapy, Autism

Wolery, Mark; Anthony, Leslie; Heckathorn, Julie – Journal of Early Intervention, 1998
A study involving four teachers and preschool children with mild disabilities found transition-based teaching did not substantially alter the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's target behaviors. (Author/CR)
Descriptors: Disabilities, Inclusive Schools, Preschool Children, Preschool Education

Brown-Gorton, Robin; Wolery, Mark – Journal of Special Education, 1988
Three mothers of handicapped children were taught to imitate their child's behavior; subsequently the number of mands displayed by the mothers during play sessions were measured. Results showed increases in the percentage of sample intervals during which mothers imitated their children and showed that, as imitations increased, mands decreased.…
Descriptors: Behavior Change, Behavior Development, Disabilities, Imitation