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MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS

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1995INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER‐IMPLEMENTED PIVOTAL RESPONSE TRAINING354 cited

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2014TRAINING TEACHERS TO USE EVIDENCE‐BASED PRACTICES FOR AUTISM: EXAMINING PROCEDURAL IMPLEMENTATION FIDELITY193 cited
2016Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions163 cited
2012Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms159 cited
1999Pivotal Teaching Interactions for Children with Autism136 cited
2014Publication bias in studies of an applied behavior‐analytic intervention: An initial analysis114 cited
2010Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature112 cited
2007Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting107 cited
1999Support for Children with Developmental Disabilities in Full Inclusion Classrooms Through Self-Management89 cited
2003Relevance of functional behavioral assessment research for school-based interventions and positive behavioral support85 cited
2009

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Social Behavior and Skills in Children

76 cited

2011Training Teachers to Use Pivotal Response Training With Children With Autism74 cited

2012Training Paraprofessionals to Facilitate Social Interactions Between Children With Autism and Their Typically Developing Peers69 cited

2005Behavioral Interventions to Promote Learning in Individuals with Autism64 cited

2001Establishing a Behavioral Context for Learning for Students with Autism61 cited