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dc.contributor.authorMallabar, Sheri
dc.date.accessioned2019-03-11T13:18:21Z
dc.date.available2019-03-11T13:18:21Z
dc.identifier.urihttp://hdl.handle.net/10464/14009
dc.description.abstractStay, Play, And Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder (ASD) and Other Social Communication Difficulties is in its fourth phase of research within a Kindergarten classroom in Ontario, Canada. Its purpose was to introduce a peer-mediated social skills program while observing the effects on peer-to-peer socialization operations and skills increases for those children identified as having social communication difficulties or the characteristics of ASD. Results indicate that all three participants demonstrated an increase in their social communication skills with their typically-developing peers.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectSocial Skill Developmenten_US
dc.subjectAutism Spectrum Disorderen_US
dc.subjectPeer-Mediated Interventionen_US
dc.subjectStay, Play, and Talken_US
dc.titleStay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV)en_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-15T01:57:28Z


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