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Improving Generalization of Peer Socialization Gains in Inclusive School Settings Using Initiations Training

Overview of attention for article published in Behavior Modification, May 2012
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Mentioned by

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1 tweeter

Citations

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39 Dimensions

Readers on

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127 Mendeley
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Title
Improving Generalization of Peer Socialization Gains in Inclusive School Settings Using Initiations Training
Published in
Behavior Modification, May 2012
DOI 10.1177/0145445512445609
Pubmed ID
Authors

Lynn K. Koegel, Sarah Kuriakose, Anjileen K. Singh, Robert L. Koegel

Abstract

Social engagement by children with autism spectrum disorder (ASD) in unstructured school settings generally occurs at very low levels, if at all. Although many interventions improve peer socialization, generalization and maintenance of such gains when interventions are faded are typically low. The present study employed a multiple baseline design across participants to target generalization in the absence of interventionists in elementary school children with ASD at recess. Teaching initiations has been suggested as one method to increase generalization. The results of the present study showed that when initiations were targeted during intervention for social play, the participants demonstrated generalized peer social engagement, increases in unprompted peer-directed initiations, and more positive affect during peer interactions. Results are discussed in terms of theoretical and applied implications of incorporating initiations training into social interventions.

Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 127 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 1 <1%
Canada 1 <1%
Unknown 125 98%

Demographic breakdown

Readers by professional status Count As %
Student > Master 29 23%
Student > Ph. D. Student 29 23%
Student > Doctoral Student 17 13%
Researcher 14 11%
Student > Bachelor 9 7%
Other 18 14%
Unknown 11 9%
Readers by discipline Count As %
Psychology 49 39%
Social Sciences 32 25%
Arts and Humanities 9 7%
Medicine and Dentistry 6 5%
Nursing and Health Professions 6 5%
Other 9 7%
Unknown 16 13%

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 06 June 2012.
All research outputs
#8,251,263
of 13,158,085 outputs
Outputs from Behavior Modification
#286
of 392 outputs
Outputs of similar age
#67,181
of 121,370 outputs
Outputs of similar age from Behavior Modification
#6
of 9 outputs
Altmetric has tracked 13,158,085 research outputs across all sources so far. This one is in the 23rd percentile – i.e., 23% of other outputs scored the same or lower than it.
So far Altmetric has tracked 392 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.7. This one is in the 21st percentile – i.e., 21% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 121,370 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 32nd percentile – i.e., 32% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 9 others from the same source and published within six weeks on either side of this one. This one has scored higher than 3 of them.