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NORMAL CHILDREN AS TUTORS TO TEACH SOCIAL RESPONSES TO WITHDRAWN MENTALLY RETARDED SCHOOLMATES: TRAINING, MAINTENANCE, AND GENERALIZATION

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References

1968SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS13,933 cited
1977AN IMPLICIT TECHNOLOGY OF GENERALIZATION 13,349 cited
1977EFFECTS OF PEER SOCIAL INITIATIONS ON THE BEHAVIOR OF WITHDRAWN PRESCHOOL CHILDREN238 cited
1976AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp1192 cited
1974AN EXPERIMENTAL ANALYSIS OF SOCIAL INTERACTION BETWEEN A BEHAVIORALLY DISORDERED PRESCHOOL CHILD AND HER CLASSROOM PEERS1185 cited
1976DEVELOPING POSITIVE SOCIAL‐EMOTIONAL BEHAVIORS: A STUDY OF TRAINING AND GENERALIZATION EFFECTS1149 cited
1973THE EFFECT OF VICARIOUS REINFORCEMENT ON ATTENTIVE BEHAVIOR IN THE CLASSROOM 1136 cited
1977An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: Some training and generalization effects120 cited
1970DEVELOPMENT OF SOCIAL RESPONSES IN TWO SEVERELY RETARDED CHILDREN1113 cited

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1984Social skills training for psychiatric patients, II: Clinical outcome studies63 cited
1998Instruction For Students With Severe Disabilities In General Education Settings57 cited
1984EFFECTS OF FEEDBACK AND SELF‐MONITORING ON HEAD TRAUMA YOUTHS' CONVERSATION SKILLS

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54 cited

1988Generalization and Maintenance of Treatment Effects43 cited

1994Strategies and tactics for promoting generalization and maintenance of young children's social behavior38 cited

1987Social Interaction Research for Adolescents with Severe Handicaps37 cited