TY  - JOUR
T1  - Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.
AU  - Coogle, Christan Grygas
AU  - Storie, Sloan
AU  - Ottley, Jennifer R.
AU  - Price, Lisa Hammett
AU  - Rahn, Naomi L.
PY  - 2019
DA  - December
DO  - 10.20489/intjecse.670464
JF  - International Journal of Early Childhood Special Education
PB  - İbrahim H. DİKEN
WT  - DergiPark
SN  - 1308-5581
SP  - 116
EP  - 127
VL  - 11
IS  - 2
LA  - en
AB  - The purpose of this research was to determine the effect of prompting a preschool student to use choice making with a peer identified with autism spectrum disorder. The researchers used a single case research design. Researchers provided prompting across three thematic play activities. Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities. While peer-mediated instruction can be an effective meth-od for increasing the dosage of learning opportunities that children with autism spectrum disorder experience in early childhood settings, peers may need more training or ongoing support to sustain their interactions with the child in a meaning-ful way.
KW  - choice making
KW  - autism spectrum disorder
KW  - peer-mediated intervention
KW  - early childhood
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UR  - https://doi.org/10.20489/intjecse.670464
L1  - https://dergipark.org.tr/tr/download/article-file/921255
ER  -