References

• 2021Learning Together and Alone1,308 cited
• 1989Longitudinal effects of classwide peer tutoring.407 cited
• 1997MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS263 cited
• 1986PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS115 cited
• 1992EFFECTS OF SELF‐EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM115 cited
• 1989GENERALIZED LANGUAGE LEARNING BY CHILDREN WITH SEVERE MENTAL RETARDATION: EFFECTS OF PEERS' EXPRESSIVE MODELING91 cited
• 1988Acquisition of Conversation Skills and the Reduction of Inappropriate Social Interaction Behaviors88 cited
• 1997The Use of Peer Networks Across Multiple Settings to Improve Social Interaction for Students with Autism81 cited
• 1990EFFECTS OF COLLATERAL PEER SUPPORTIVE BEHAVIORS WITHIN THE CLASSWIDE PEER TUTORING PROGRAM70 cited
• 1990Cooperative Learning: Does it Improve the Academic Achievement of Students with Handicaps?67 cited
• 1987UNPROGRAMMED EFFECTS OF TRAINING HIGH‐STATUS PEERS TO INTERACT WITH SEVERELY HANDICAPPED CHILDREN62 cited
• 1987A Class-Wide Peer Tutoring Program to Improve the Spelling Test Performance of Low-Income, Third- and Fourth-Grade Students.56 cited
• 1987Overview of Research on Social Interaction: A Historical and Personal Perspective