Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Adults | 1 |
| Autism | 1 |
| Class Activities | 1 |
| Environmental Influences | 1 |
| Inclusion | 1 |
| Interaction | 1 |
| Interpersonal Competence | 1 |
| Peer Relationship | 1 |
| Peer Teaching | 1 |
| Pervasive Developmental… | 1 |
| Play | 1 |
| More ▼ | |
Source
| School Psychology Review | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkHume, Kara; Sam, Ann; Mokrova, Irina; Reszka, Stephanie; Boyd, Brian A. – School Psychology Review, 2019
Young children on the autism spectrum have minimal social interaction with their peers in inclusive preschool settings, thus limiting opportunities to build social relationships. Research indicates that explicitly training peers how to interact with classmates with autism spectrum disorder (ASD) can increase the likelihood of peer-directed…
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Preschool Education
