A Review of Ecological Factors that Influence the Pay and Activity Engagement of Handicapped Children

Ichinose, Craig K.; Clark, Hewitt B.

doi:10.1300/j019v12n03_04

Cited by 4 publications

(2 citation statements)

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“…Second, a handsearch was conducted of 11 major journals (i.e., Exceptional Children, Journal of Early Intervention, Topics in Early Childhood Special Education, American Journal of Mental Retardation, Behavior Modification, Journal of Clinical Child Psychology, Volta Review, Development and Psychopathology, Education and Training of the Mentally Retarded, Pointer, Journal of Experimental Child Psychology) for the years 1997 through June 1999. Third, reference sections from 33 relevant literature reviews were examined to identify additional studies that were not captured through computer searches (e.g., Ichinose & Clark, 1990;Malone & Stoneman, 1995;Rettig, 1994).…”

Section: Selection Of Studiesmentioning

confidence: 99%

Effects of Toys or Group Composition for Children With Disabilities: A Synthesis

Kim

Vaughn

Elbaum

et al. 2003

Journal of Early Intervention

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This synthesis reviewed the findings of 13 intervention studies, published between 1975 and June 1999, that examined the effects of manipulation of toys or group composition on social behaviors of 3-to 5-year-old children with disabilities. The purpose, participants, intervention, measurement, and findings of each study are described. An analysis of study outcomes is provided for (a) toy effect, (b) group composition effect, and (c) toy effect combined with group composition effect. Positive outcomes were associated with children's playing with social toys and play groups that included children with and without disabilities.

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Section: Selection Of Studiesmentioning

confidence: 99%

Effects of Toys or Group Composition for Children With Disabilities: A Synthesis

Kim

Vaughn

Elbaum

et al. 2003

Journal of Early Intervention

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“…The development of desirable peer interactions and peer relationships during the first years of a child's life is considered important for several reasons. Peer interaction has been related to general developmental progress, communicative competence, and academic success (Curl, Rowbury, & Baer, 1985;Hendrickson, Strain, Tremblay, & Shores, 1981;Ichinose & Clark, 1990;Strain & Odom, 1986). Peer relations that develop early in life also have been related to adjustment in later years.…”

mentioning

confidence: 99%

Generalization and Maintenance of Preschool Children's Social Skills: A Critical Review and Analysis

Chandler¹,

Lubeck²,

Fowler

1992

J of App Behav Analysis

105

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This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children. A review of studies from 22 journals (1976 to 1990) that assessed generalization as part of social interaction research provided information concerning the prevalence of studies that have assessed generalization, common practices concerning the production and assessment of generalization, and the overall success of obtaining generalization and maintenance of social behaviors. A comparison of the most and least successful studies, with respect to generalization, revealed some differences concerning the practices employed by studies within each group. Differences differentially related to the production of generalization are discussed and recommendations are provided to guide and support future research efforts.

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An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools

Hamilton

2005

International Journal of Disability, Development and Education

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A Review of Ecological Factors that Influence the Pay and Activity Engagement of Handicapped Children

Cited by 4 publications

References 0 publications

Effects of Toys or Group Composition for Children With Disabilities: A Synthesis

Effects of Toys or Group Composition for Children With Disabilities: A Synthesis

Generalization and Maintenance of Preschool Children's Social Skills: A Critical Review and Analysis

An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools

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