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Direct linkPeltier, William; Newell, Kristen L.; Linton, Elizabeth; Holmes, Sarah C.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2023
Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of…
Descriptors: Student Behavior, Behavior Problems, Elementary School Students, Behavior Modification
Custer, Taylor N.; Stiehl, Christie M.; Lerman, Dorothea C. – Journal of Applied Behavior Analysis, 2021
Many individuals with autism spectrum disorder (ASD) have deficits in conversation skills that can interfere with the development of personal and professional relationships. Further research is needed on efficient interventions for targeting conversation skills in adults with ASD and for evaluating the social validity of the outcomes. In this…
Descriptors: Adults, Autism, Pervasive Developmental Disorders, Communication Skills
Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Ledbetter-Cho, Katherine – Journal of Applied Behavior Analysis, 2019
The literature suggests that children with autism spectrum disorder (ASD) educated in inclusive settings generally do not interact with typically developing classmates during social activities. This study assessed whether an intervention package consisting of interest-based structured play activities involving adult instruction, modeling, and…
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Inclusion
Ledbetter-Cho, Katherine; Lang, Russell; Davenport, Katy; Moore, Melissa; Lee, Allyson; Howell, Alexandria; Drew, Christine; Dawson, Dana; Charlop, Marjorie H.; Falcomata, Terry; O'Reilly, Mark – Journal of Applied Behavior Analysis, 2015
A multiple baseline design across participants was used to demonstrate the effects of a script-training procedure on the peer-to-peer communication of 3 children with autism spectrum disorder during group play with peers. Both scripted and unscripted initiations as well as responses to peers increased for all 3 participants. Stimulus…
Descriptors: Scripts, Training, Peer Relationship, Interpersonal Relationship
Peer reviewedCushing, Lisa Sharon; Kennedy, Craig H. – Journal of Applied Behavior Analysis, 1997
A study of three children (ages 11-13) without disabilities who served as peer supports for students with disabilities in general education classrooms found that serving as a peer support had positive academic effects on the students without disabilities. Follow-up probes demonstrated that the positive benefits regarding academic engagement…
Descriptors: Academic Achievement, Disabilities, Helping Relationship, Inclusive Schools
Peer reviewedMcGee, Gail G.; And Others – Journal of Applied Behavior Analysis, 1992
Three typical preschoolers were trained as peer tutors for three young children with autism. Tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. Adult supervision and assistance were faded systematically with resulting maintenance of increased reciprocal interactions. (Author/JDD)
Descriptors: Autism, Generalization, Incidental Learning, Interaction
