The training of a child with autism in a Greek preschool inclusive class through intensive interaction: A case study

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The training of a child with autism in a Greek preschool inclusive class through intensive interaction : A case study. / Argyropoulou, Zoe; Papoudi, Despoina.

In: European Journal of Special Needs Education, Vol. 27, No. 1, 02.2012, p. 99-114.

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@article{e660915137fb4c50967dbb6be041db5c,
title = "The training of a child with autism in a Greek preschool inclusive class through intensive interaction: A case study",
abstract = "The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables included changes in the frequency of initiations and responses of the two children. Results indicated significant improvement and post-training maintenance in the social interaction of the two children. Discussion of results in light of known research in autism is highlighted and implications are discussed.",
keywords = "autism, inclusive preschool education, intensive interaction, social interaction",
author = "Zoe Argyropoulou and Despoina Papoudi",
year = "2012",
month = feb,
doi = "10.1080/08856257.2011.640489",
language = "English",
volume = "27",
pages = "99--114",
journal = "European Journal of Special Needs Education",
issn = "0885-6257",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - The training of a child with autism in a Greek preschool inclusive class through intensive interaction

T2 - A case study

AU - Argyropoulou, Zoe

AU - Papoudi, Despoina

PY - 2012/2

Y1 - 2012/2

N2 - The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables included changes in the frequency of initiations and responses of the two children. Results indicated significant improvement and post-training maintenance in the social interaction of the two children. Discussion of results in light of known research in autism is highlighted and implications are discussed.

AB - The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables included changes in the frequency of initiations and responses of the two children. Results indicated significant improvement and post-training maintenance in the social interaction of the two children. Discussion of results in light of known research in autism is highlighted and implications are discussed.

KW - autism

KW - inclusive preschool education

KW - intensive interaction

KW - social interaction

UR - http://www.scopus.com/inward/record.url?scp=84856992325&partnerID=8YFLogxK

U2 - 10.1080/08856257.2011.640489

DO - 10.1080/08856257.2011.640489

M3 - Article

AN - SCOPUS:84856992325

VL - 27

SP - 99

EP - 114

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

SN - 0885-6257

IS - 1

ER -