Social Competence in Special Education: Skills, Reciprocity, and Cooperative Play

Adamson, L. B., Bakeman, R., & Deckner, D. F. (2009). The development of symbol-infused joint engagement. Child Development, 80(5), 1345-1360. Adamson, L. B., Bakeman, R., Deckner, D. F., & Nelson, P. B. (2012). Rating parent-child interactions: Joint engagement, communication dynamics, and shared topics in autism, Down syndrome, and typical development. Journal of Autism and Developmental Disorders, 42(12), 2622-2635. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Barber, A. B., Saffo, R. W., Gilpin, A. T., Craft, L. D., & Goldstein, H. (2016). Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism. Journal of Communication Disorders, 59, 1-15. Barrera, I., & Corso, R. M. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Paul H. Brookes. Bateson, M. C. (1975). Mother-infant exchanges: The epigenesis of conversational interaction. Annals of the New York Academy of Sciences, 263, 101-113. Bauminger-Zviely, N., Eden, S., Zancanaro, M., Weiss, P. L., & Gal, E. (2013). Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment. Autism, 17(3), 317-339. Bellini, S. (2006). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Autism Asperger Publishing. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287. Bellini, S., & Peters, J. K. (2008). Social skills training for youth with autism spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 17(4), 857-873. Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L., Sperry, L., & Odom, S. L. (2014). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(2), 366-380. Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38(4), 211-221. Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221-232. Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 74-103). Wiley. Bruner, J. (1983). Child's talk: Learning to use language. Norton. Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.). (2018). Handbook of peer interactions, relationships, and groups (2nd ed.). Guilford Press. Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70-78. Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L. B., & Weir, K. (2013). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209-233. Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23(1), 50- 63. Chan, J. M., Lang, R., Rispoli, M., O'Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer- mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876-889. Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of Applied Behavior Analysis, 25(2), 415-428. Chang, Y.-C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1-10. Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the Picture Exchange Communication System to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11. Cillessen, A. H. N., & Marks, P. E. L. (2011). Conceptualizing and measuring popularity. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 25-56). Guilford Press. Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59(3), 815-829. Combs, M. L., & Slaby, D. A. (1977). Social skills training with children. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 1, pp. 161-201). Plenum. Conti-Ramsden, G. (2008). Heterogeneity of specific language impairment in adolescent outcomes. In C. F. Norbury, J. B. Tomblin, & D. V. M. Bishop (Eds.), Understanding developmental language disorders (pp. 117-130). Psychology Press. Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16(3), 131-144. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101. Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271-283. Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74(1), 238-256. DeVries, R. (2004). The emancipation of children: Cooperative play. In D. Phillips & M. Zigler (Eds.), Key readings in child development (pp. 150-166). Routledge. DiPerna, J. C., Bailey, C. G., & Anthony, C. (2018). Broadband screening of academic and social behavior. In T. M. Haladyna & S. M. Downing (Eds.), Handbook of test development (2nd ed., pp. 473-492). Routledge. Dowrick, P. W. (2012). Self model theory: Learning from the future. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 215-230. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual Review of Clinical Psychology, 6, 495-525. Elliott, S. N., & Gresham, F. M. (2007). SSIS intervention guide. Pearson Assessments. Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2008). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9(1-2), 19-32. Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164-181. Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 143-179). Academic Press. Gresham, F. M. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100-104. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. American Guidance Service. Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System Rating Scales. Pearson. Gresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2011). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 36(1), 32-46. Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344. Gresham, F. M., Van, M. B., & Cook, C. R. (2010). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 35(2), 142-156. Hadley, P. A. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech, and Hearing Services in Schools, 29(3), 132-147. Hancock, T. B., Ledbetter-Cho, K., Howell, A., & Lang, R. (2016). Enhanced milieu teaching. In R. Lang, T. B. Hancock, & N. N. Singh (Eds.), Early intervention for young children with autism spectrum disorder (pp. 177-218). Springer. Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3), 372-388. Hobson, J. A., Harris, R., García-Pérez, R., & Hobson, R. P. (2013). Anticipatory concern: A study in autism. Developmental Science, 12(2), 249-263. Hoff, E. (2014). Language development (5th ed.). Wadsworth Cengage. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14. Howes, C. (1980). Peer play scale as an index of complexity of peer interaction. Developmental Psychology, 16(4), 371-372. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development, 53(1), 1-92. Hoyson, M., Jamieson, B., & Strain, P. S. (1984). Individualized group instruction of normally developing and autistic-like children: The LEAP curriculum model. Journal of the Division for Early Childhood, 8(2), 157-172. Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56(1), 295-309. Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809- 1824. Kasari, C., & Patterson, S. (2012). Interventions addressing social impairment in autism. Current Psychiatry Reports, 14(6), 713-725. Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254-267. Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., Landa, R., Lord, C., & King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171-179. Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40(9), 1045-1056. Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533-544. Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439. Koegel, R. L., Kim, S., Koegel, L., & Schwartzman, B. (2012). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43(9), 2121-2134. Kossyvaki, L., & Papoudi, D. (2016). A review of play interventions for children with autism at school. International Journal of Disability, Development and Education, 63(1), 45-63. La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34(1), 49-61. Ladd, G. W. (2005). Children's peer relations and social competence: A century of progress. Yale University Press. Ladd, G. W., & Mize, J. (1983). A cognitive-social learning model of social-skill training. Psychological Review, 90(2), 127-157. Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 16-25. Laugeson, E. A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Routledge. Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42(6), 1025-1036. Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 45(12), 3978- 3989. Laursen, B., & Hartup, W. W. (2002). The origins of reciprocity and social exchange in friendships. New Directions for Child and Adolescent Development, 2002(95), 27-40. Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). MIT Press. Lindsay, S., & McPherson, A. C. (2012). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health and Development, 38(6), 809-816. Locke, J., Shih, W., Kretzmann, M., & Kasari, C. (2016). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism, 20(6), 653-662. Maag, J. W. (2006). Social skills training for students with emotional and behavioral disorders: A review of reviews. Behavioral Disorders, 32(1), 4-17. McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4(1), 1-33. McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2014). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311. Merrell, K. W. (2001). Assessment of children's social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1-2), 3-18. Mikami, A. Y., Miller, M., & Lerner, M. D. (2019). Social functioning in youth with attention- deficit/hyperactivity disorder and autism spectrum disorder: Transdiagnostic commonalities and differences. Clinical Psychology Review, 68, 54-70. Morgan, L., Hooker, J. L., Sparapani, N., Reinhardt, V. P., Schatschneider, C., & Wetherby, A. M. (2018). Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder. Journal of Consulting and Clinical Psychology, 86(7), 631-644. Morgan, L., Sparapani, N., Hooker, J. L., Adamson, L. B., Bainbridge, N., & Wetherby, A. M. (2021). The classroom SCERTS intervention: A replication and extension. Journal of Autism and Developmental Disorders, 51(4), 1168-1181. Mundy, P. (2016). Autism and joint attention: Developmental, neuroscience, and clinical fundamentals. Guilford Press. Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938-954. Murza, K. A., Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta-analysis. International Journal of Language & Communication Disorders, 51(3), 236-251. Nikopoulos, C. K., & Keenan, M. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism. Jessica Kingsley. Ninio, A., & Snow, C. E. (1996). Pragmatic development. Westview Press. Odom, S. L., & Ogawa, I. (1992). Direct observation of young children's social interaction with peers: A review of methodology. Behavioral Assessment, 14(4), 407-441. Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children's social interaction: A review. American Journal of Orthopsychiatry, 54(4), 544-557. Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344-356. Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., Spicuzza, R. J., Skellenger, A., Creighton, M., & Favazza, P. C. (2006). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19(2), 75-91. Pan, B. A., & Snow, C. E. (1999). The development of conversational and discourse skills. In M. Barrett (Ed.), The development of language (pp. 229-249). Psychology Press. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357-389. Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27(3), 243-269. Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Paul H. Brookes. Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta- analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64. Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger's syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361. Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166. Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane review: Social skills groups for people aged 6 to 21 with autism spectrum disorders . Evidence-Based Child Health, 8(2), 266-315. Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180-199. Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130. Rose-Krasnow, L., Henderson, H. A., Calkins, S. D., & Keane, S. P. (1997). Pathways to adolescent adjustment: Self-regulation as a mediator. Unpublished manuscript. Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.). (2009). Handbook of peer interactions, relationships, and groups. Guilford Press. Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 571-645). Wiley. Rubin, K. H., Coplan, R. J., Fox, N. A., & Calkins, S. D. (1998). Emotionality, emotion regulation, and preschoolers' social adaptation. Development and Psychopathology, 7(1), 49-62. Schaefer, J. M., Cannella-Malone, H. I., & Carter, E. W. (2016). The place of peers in peer- mediated interventions for students with intellectual disability. Remedial and Special Education, 37(6), 345-356. Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428. Snow, C. E. (1977). The development of conversation between mothers and babies. Journal of Child Language, 4(1), 1-22. Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96. Stahmer, A. C., & Aarons, G. A. (2009). Attitudes toward adoption of evidence-based practices: A comparison of autism early intervention providers and children's mental health providers. Psychological Services, 6(3), 223-234. Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E. M., Mandell, D. S., & Connell, J. E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181-195. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-367. Strain, P. S., & Bovey, E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133-154. Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school- wide positive behavior support. School Psychology Review, 35(2), 245-259. Sullivan, H. S. (1953). The interpersonal theory of psychiatry. Norton. Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 1454-1463. Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In M. Bullowa (Ed.), Before speech (pp. 321-347). Cambridge University Press. Walker, V. L., Douglas, K. H., & Brewer, C. (2017). Teacher-delivered training to promote paraprofessional implementation of systematic instruction. Teacher Education and Special Education, 40(3), 207-221. Warren, S. F., Fey, M. E., & Yoder, P. J. (2008). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 70-77. Watkins, L., O'Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070-1083. Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2013). The impact of the self-determined learning model of instruction on student self- determination. Exceptional Children, 78(2), 135-153. Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5(1), 30-34. Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456- 468. White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868. Wolfberg, P. J. (2009). Play and imagination in children with autism (2nd ed.). Teachers College Press. Wolfberg, P. J. (2015). Integrated play groups: Guiding mixed-ability peers in socially meaningful play experiences. Autism Research and Treatment, 2015, 1-10. Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489. Wolfberg, P. J., DeWitt, M., Young, G. S., & Nguyen, T. (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders, 45(3), 830-845. Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A systematic review of group social skills interventions, and meta-analysis of outcomes, for children with high functioning ASD. Journal of Autism and Developmental Disorders, 48(7), 2293-2307. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. Yoder, P. J., Lloyd, B. P., & Symons, F. J. (2013). Observational measurement of behavior (2nd ed.). Paul H. Brookes.