Please use this identifier to cite or link to this item:
https://hdl.handle.net/11499/46058
Title: | Peer-Mediated Interventions to Improve Social Interaction in Early Childhood Inclusive Practices | Authors: | Tikiroglu, Cigdem ozen, Arzu |
Keywords: | Inclusion social interaction peer-mediated instruction interventions children with autism spectrum disorder typically-developing peers Autism Spectrum Disorder Pivotal Response Treatment Young-Children Preschool-Children Special-Education Controlled-Trial Skills Communication Kindergarten Metaanalysis |
Publisher: | Ankara Univ, Fac Educational Sciences | Abstract: | This study aims to provide information about Peer-Mediated Instruction/Intervention which is used for fostering social interaction between children with autism spectrum disorder and typically-developing children in early childhood inclusive practices. In accordance with this purpose, the aim of Peer-Mediated Instruction/Intervention, their characteristics, benefits and limitations for children with autism spectrum disorder and typically-developing peers were described. The information was given about the classification of these interventions and implementation procedure. Previous studies related to Peer-Mediated Naturalistic Developmental Behavioral Interventions were presented. The findings of these studies were discussed in terms of future research and early childhood inclusive practice. | URI: | https://doi.org/10.21565/ozelegitimdergisi.636260 https://search.trdizin.gov.tr/yayin/detay/453027 https://hdl.handle.net/11499/46058 |
ISSN: | 1304-7639 2149-8261 |
Appears in Collections: | Eğitim Fakültesi Koleksiyonu TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection |
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File | Size | Format | |
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10.21565-ozelegitimdergisi.636260-836670.pdf | 468.53 kB | Adobe PDF | View/Open |
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