Using a series of reversal designs, interventions to improve the active engagement and the peer social skills of five preschool boys with autism were investigated. In contrast to intervention for engagement, peer social skill intervention resulted in a number of “free effects” for all the participants. Specifically, children's engagement with peers increased, as did their exposure to nondisabled children when the peer social skill intervention was in effect.
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Strain et al. (1995) studied this question.
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