Titlebook: Social Behavior in Autism; Eric Schopler,Gary B. Mesibov Book 1986 Springer Science+Business Media New York 1986 Training.autism.complianc

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Communication as a Social Problem in Autism as having a basic inability to relate to other people. While there has been debate in the ensuing years regarding which additional characteristics should be included in the definition of autism (see American Psychiatric Association, 1980; Rutter, 1978a), all conceptualizations of autism have includ

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Compliance, Noncompliance, and Negativismvironment (Stay ton, Hogan, & Ains worth, 1971) and appears to develop in the context of the infant’s preferential interest in social interaction, imitation, and social-communicative transactions. As infants begin to integrate sensorimotor schémas, they develop the ability to selectively attend and

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Mainstreaming Handicapped Children in Public School Settings and we review the research literature relevant to mainstreamed school programs. Because little information relevant to the mainstreaming of autistic children is available, we focus on handicapped populations in general but discuss some of the specific issues that may arise when autistic children ar

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Behavioral Approaches to Social Skill Development in Autism“come into the world without innate ability to form the usual, biologically affective contact with people...” (Kanner, 1943, p. 43). Now, after decades of debate regarding the preeminence of the linguistic versus the cognitive deficit in autism (Rutter, 1982a), impairment in the ability to develop a

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A Cognitive Program for Teaching Social Behaviors to Verbal Autistic Adolescents and Adultsism (American Psychiatric Association, 1980; Ritvo & Freeman, 1978; Rutter, 1978). From Kanner’s (1943) original description of the autism syndrome onward, investigators have been both puzzled and fascinated by this inherent lack of sociability. More recently, those working with autistic adolescents

Mortal

A Model for Mainstreaming Autistic Childrenowonio School,* located in Syracuse, New York, was begun in 1970 by parents seeking an alternative to public education for their normal children. Gradually, children with social and academic problems were taken into the school, and in 1975 three young children with autism were accepted. Thus, Jowoni

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Social Skills Training for Elementary School Autistic Children with Normal Peers changes in education for these children (Aloia, Beaver, & Pettus, 1978). No longer automatically isolated in schools for the handicapped, they are more frequently in regular school settings with nonhandicapped peers (Egel, Richman, & Koegel, 1981; Halpern, 1970). The amount of contact between handi