| pubmed-article:3710949 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C0037420 | lld:lifeskim |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C0008100 | lld:lifeskim |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C1948041 | lld:lifeskim |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C0033414 | lld:lifeskim |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C1707455 | lld:lifeskim |
| pubmed-article:3710949 | lifeskim:mentions | umls-concept:C1882911 | lld:lifeskim |
| pubmed-article:3710949 | pubmed:issue | 1 | lld:pubmed |
| pubmed-article:3710949 | pubmed:dateCreated | 1986-7-3 | lld:pubmed |
| pubmed-article:3710949 | pubmed:abstractText | We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition. | lld:pubmed |
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| pubmed-article:3710949 | pubmed:language | eng | lld:pubmed |
| pubmed-article:3710949 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:3710949 | pubmed:citationSubset | IM | lld:pubmed |
| pubmed-article:3710949 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:3710949 | pubmed:issn | 0021-8855 | lld:pubmed |
| pubmed-article:3710949 | pubmed:author | pubmed-author:StrainP SPS | lld:pubmed |
| pubmed-article:3710949 | pubmed:author | pubmed-author:OdomS LSL | lld:pubmed |
| pubmed-article:3710949 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:3710949 | pubmed:volume | 19 | lld:pubmed |
| pubmed-article:3710949 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:3710949 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:3710949 | pubmed:pagination | 59-71 | lld:pubmed |
| pubmed-article:3710949 | pubmed:dateRevised | 2010-9-13 | lld:pubmed |
| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
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| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
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| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
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| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
| pubmed-article:3710949 | pubmed:meshHeading | pubmed-meshheading:3710949-... | lld:pubmed |
| pubmed-article:3710949 | pubmed:year | 1986 | lld:pubmed |
| pubmed-article:3710949 | pubmed:articleTitle | A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. | lld:pubmed |
| pubmed-article:3710949 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:3710949 | pubmed:publicationType | Research Support, U.S. Gov't, P.H.S. | lld:pubmed |
| pubmed-article:3710949 | pubmed:publicationType | Research Support, U.S. Gov't, Non-P.H.S. | lld:pubmed |
| pubmed-article:3710949 | pubmed:publicationType | Case Reports | lld:pubmed |
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