What do the peers think? Social validity of peer mediated programs

By: Kamps, Debra M (et al).
Series: Education and Treatment of Children 21 (2) 1998: 107-134.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): PEER RELATIONSHIPS | AUTISM | MAINSTREAMING | SOCIAL INTERACTIONSummary: Two hundred and three elementary school children in multiple settings across five years were interviewed. and / or surveyed regarding their participation as members of social skills groups and peer network activities with children with autism (N=38). Social group activities consisted of peer mediated academic and social programs arranged to facilitate intergrated sessions for youngsters with disabilities. These included classwide or small group tutoring programs cooperative learning groups, special class buddies (eg peer assistants during art, P.E., calendar group etc) and social skills (play) group. Findings include: (a) documentation of increased peer interaction time during social programs and (b) [AJ].
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Two hundred and three elementary school children in multiple settings across five years were interviewed. and / or surveyed regarding their participation as members of social skills groups and peer network activities with children with autism (N=38). Social group activities consisted of peer mediated academic and social programs arranged to facilitate intergrated sessions for youngsters with disabilities. These included classwide or small group tutoring programs cooperative learning groups, special class buddies (eg peer assistants during art, P.E., calendar group etc) and social skills (play) group. Findings include: (a) documentation of increased peer interaction time during social programs and (b) [AJ].

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