Skip to main content
SpringerLink
Log in

Peer and Adult Socialization

  • Chapter
  • First Online:
Interventions for Autism Spectrum Disorders

Abstract

Impairments in social interaction are a hallmark feature of autism spectrum disorders (ASD). Deficits in social behaviors are often present by the end of the first year of life (Ingersoll 2011), and are one of the first recognizable signs of the disorder (e.g. Zwaigenbaum et al. 2005). In addition, studies examining the course of ASD symptoms over the lifespan suggest that most individuals with ASD continue to show significant social difficulties in adolescence and adulthood, and these symptoms are closely related to community inclusion (Orsmond et al. 2004) and other quality of life indicators (Howlin et al. 2004). Social symptoms appear to show less improvement over time (see Seltzer et al. 2004 for review) and may be less responsive to traditional treatments than symptoms in the other core ASD domains, such as language skills (Strain und Schwartz 2001). For these reasons, a variety of interventions have been developed that are specifically focused on increasing socialization in children with ASD.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ali, S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22, 355–377.

    Article  Google Scholar 

  • 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, 264–287.

    Google Scholar 

  • Bellini, S., & Peters, J. (2008). Social skills training for youth with autism spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 17, 857–873.

    Article  PubMed  Google Scholar 

  • Blew, P. A., Schwartz, I. S., & Luce, S. C. (1985). Teaching functional community skills to autistic children using nonhandicapped peer tutors. Journal of Applied Behavior Analysis, 18, 337–342.

    Article  PubMed  Google Scholar 

  • Brookman-Frazee, L., Vismara, L., Drahota, A., Stahmer, A., & Openden, D. (2009). Parent Training interventions for children with autism spectrum disorders. In J. Matson (Ed.), Applied Behavior Analysis for Children with Autism Spectrum Disorders: A Handbook (pp. 237–257). New York: Springer.

    Chapter  Google Scholar 

  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552.

    Article  PubMed  Google Scholar 

  • Coe, D. A., Matson, J. L., Craigie, C. J., & Gossen, M. A. (1991). Play skills of autistic children: assessment and instruction. Child and Family Behavior Therapy, 13, 13–40.

    Article  Google Scholar 

  • Dugan, E. P., Kamps, D. M., Leonard, B. R., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175–188.

    Article  PubMed  Google Scholar 

  • Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism, 13, 375–387.

    Article  PubMed  Google Scholar 

  • Feinberg, M. J. (2001). Using social stories to teach specific social skills to individuals diagnosed with autism (Doctoral dissertation, California School of Professional Psychology, San Diego). Dissertation Abstracts International.

    Google Scholar 

  • Gantman, A., Kapp, S., Orenski, K., & Laugeson, E. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: a randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42, 1094–1103.

    Google Scholar 

  • Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism & Other Developmental Disabilities, 12, 241–254.

    Article  Google Scholar 

  • Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism & Developmental Disorders, 35, 545–556.

    Article  Google Scholar 

  • Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.

    Article  PubMed  Google Scholar 

  • Graetz, J., Mastropieri, M., & Scruggs, T. (2006). Show time: Using video self-modeling to decrease inappropriate behavior. Teaching Exceptional Children, 38, 43–48.

    Google Scholar 

  • Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., Le Couteur, A., Leadbitter, K., Hudry, K., Byford, S., Barrett, B., Temple, K., Macdonald, W., & Pickles, A. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): A randomized controlled trial. Lancet, 375, 2152–2160.

    Article  PubMed  Google Scholar 

  • Gutstein, S. (2001). Solving the Relationship Puzzle. Arlington: Future Horizons.

    Google Scholar 

  • Haring, T. G., & Breen, C. G. (1992). A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319–333.

    Article  PubMed  Google Scholar 

  • Harrower, J., & Dunlap, G. (2001). Including children with autism in general education classrooms: a review of effective strategies. Behavior Modification, 25, 762–784.

    Article  PubMed  Google Scholar 

  • Hitchcock, C., Dowrick, P., & Prater, M. (2003). Video self-modeling intervention in a school-based setting: A review. Remedial and Special Education, 24(1), 136–145.

    Article  Google Scholar 

  • Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229.

    Article  PubMed  Google Scholar 

  • Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768–1773.

    Google Scholar 

  • Ingersoll, B. (2010a). Teaching social communication: A comparison of naturalistic behavioral and developmental, social-pragmatic approaches for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 12, 33–43.

    Article  Google Scholar 

  • Ingersoll, B. (2010b). Brief report: pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160.

    Article  Google Scholar 

  • Ingersoll, B. (2011) Recent advances in early identification and treatment of autism. Current Directions in Psychological Science, 20, 335–339.

    Article  Google Scholar 

  • Ingersoll, B., & Dvortcsak, A (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8, 79–87.

    Article  Google Scholar 

  • Ingersoll, B., & Dvorcsak, A. (2010). Teaching social-communication: A practitioner's guide to parent training for children with autism. New York: Guilford Press.

    Google Scholar 

  • Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163–175.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., & Wainer, A. (in press). Pilot study of a school-based parent training program for preschoolers with ASD. Autism.

    Google Scholar 

  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11, 423–446.

    Article  Google Scholar 

  • Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49–61.

    Article  PubMed  Google Scholar 

  • Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7, 335–357.

    Article  Google Scholar 

  • Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9, 97–115.

    Article  Google Scholar 

  • Karkhaneh, M., Clark, B., Ospina, M.B., Seida, J.C., Smith, V., & Hartling, L. (2010). Social Storiesâ„¢ to improve social skills in children with autism spectrum disorder: A systematic review. Autism, 14, 641–662.

    Article  PubMed  Google Scholar 

  • Kasari, C., Feeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620.

    Article  PubMed  Google Scholar 

  • Kasari, C., Paparella, T. Feeman, S., & Jahromi, L. (2008). Language outcome in autism: randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125–137.

    Article  PubMed  Google Scholar 

  • 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, 431–439.

    Google Scholar 

  • Koegel, R. L., Schreibman, L., Britten, K. R., Burke, J. C., & O'Neill, R. E. (1982). A comparison of parent training to direct child treatment. In R. L. Koegel, A. Rincover, & A. Egel (Eds.), Educating and understanding autistic children (pp. 260–279). San Diego: College Hill.

    Google Scholar 

  • Koegel, R. L., O'Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187–200.

    Article  PubMed  Google Scholar 

  • Krasny, L., Williams, B., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America, 12, 107–122.

    Article  PubMed  Google Scholar 

  • Kroeger, K., Schultz, J., & Newsom, C. (2007). A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism, Journal of Autism and Developmental Disorders, 37, 808–817.

    Article  PubMed  Google Scholar 

  • Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 18, 219–227.

    Article  Google Scholar 

  • Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the Natural Language Paradigm to increase their autistic children's speech. Journal of Applied Behavior Analysis, 21, 391–400.

    Article  PubMed  Google Scholar 

  • Laugeson, E., Frankel, F., Gantman, A., Dillon, A., & 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, 1025–1036.

    Google Scholar 

  • Mahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P., & Spiker, D. (1999). Parent education in early intervention: a call for a renewed focus. Topics in Early Childhood Special Education, 19, 131–140.

    Article  Google Scholar 

  • Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23, 77–89

    Article  Google Scholar 

  • McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder:A systematic review. Journal of Evaluation in Clinical Practice, 13, 120–129.

    Google Scholar 

  • McConachie, H., Randle, V., Hammal, D., & LeCouteur, A. (2005). A controlled trial of a training course for parents of children with suspected autism spectrum disorder. The Journal of Pediatrics, 147, 335–340.

    Article  PubMed  Google Scholar 

  • 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, 351–373.

    Article  PubMed  Google Scholar 

  • McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117–126.

    Article  PubMed  Google Scholar 

  • Mesibov, G., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26, 337–346.

    Article  PubMed  Google Scholar 

  • National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. In C. Lord, & J. P. McGee (Eds), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

    Google Scholar 

  • Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2009). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Interventions, 12, 23–32.

    Article  Google Scholar 

  • Nikopoulos, C. K., & Keenan, M. (2004). Effects of video modeling on training and generalisation of social initiation and reciprocal play by children with autism. European Journal of Behaviour Analysis, 5, 1–13.

    Google Scholar 

  • Odom, S., Brown, W., Frey, T., Karasu, N., Smith-Canter, L., & Strain, P. (2003). Evidence-based practices for young children with autism: contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166–175.

    Article  Google Scholar 

  • Orsmond, G., Krauss, M., & Seltzer, M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders, 34, 245–256.

    Article  PubMed  Google Scholar 

  • Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157–160.

    Article  PubMed  Google Scholar 

  • Plimley, L. (2007). A review of quality of life issues and people with autism spectrum disorders. British Journal of Learning Disabilities, 35, 205–213.

    Article  Google Scholar 

  • Quintero, N., & McIntyre, L. L. (2010). Sibling adjustment and maternal well-being: An examination of families with and without a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 25, 37–46.

    PubMed  Google Scholar 

  • Quirmbach, L., Lincoln, A., Feinber-Gizzo, M., Ingersoll, B., & Andrews, S. (2009). Social Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design. Journal of Autism and Develeopmental Disorders, 39, 299–321.

    Article  Google Scholar 

  • Reichow, B. & Volkmar, F. (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, 149–166.

    Article  PubMed  Google Scholar 

  • Reichow, B., Volkmar, F., & Cicchetti, D. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311–1319.

    Article  PubMed  Google Scholar 

  • Reynhout, G., & Carter, M. (2006). Social Stories for Children with Disabilities. Journal of Autism and Developmental Disorders, 36, 445–469.

    Article  PubMed  Google Scholar 

  • Roeyers, H. (1996). The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303–320.

    Article  PubMed  Google Scholar 

  • Rogers, J., & Dawson, G. (2009). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. New York: Guilford.

    Google Scholar 

  • Rogers, S. (1999). Intervention for young children with autism: from research to practice. Infants & Young Children, 12, 1–16.

    Article  Google Scholar 

  • Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399–409.

    Article  PubMed  Google Scholar 

  • Rogers, J., & Dawson, G. (2009). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. New York: Guilford.

    Google Scholar 

  • Seltzer, M., Shattuck, P., Abbeduto, L., & Greenberg, J. (2004). Trajectory of development in adolescents and adults with autism. Mental Retardation and Developmental Disabilities Research Reviews, 10, 234–247.

    Article  PubMed  Google Scholar 

  • Scattone, D. (2007). Social skills interventions for children with autism. Psychology in the Schools, 44, 717–726.

    Article  Google Scholar 

  • Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22, 479–490.

    Article  Google Scholar 

  • Shukla-Mehta, S., Miller, T., & Callahan, K. (2010) Evaluating the effectiveness of video instruction on social and communication skills training for children with Autism Spectrum Disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36.

    Article  Google Scholar 

  • Sigafoos, J., O'Reilly, M., & de la Cruz, B. (2007). How To Use Video Modeling and Video Prompting. Austin: Pro-Ed

    Google Scholar 

  • Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded and normal children and their caregivers. Journal of Child Psychology and Psychiatry, 27, 647–656.

    Article  PubMed  Google Scholar 

  • Simpson, R., de Boer-Ott, S., Smith-Myles, B. (2003). Inclusion of learning with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, 116–133.

    Article  Google Scholar 

  • Strain, P., & Schwartz, I. (2001). ABA and the developmenta of meaningful social relationships for young children with autism. Focus on Autism and Other Developmental Disabilities, 16, 120–128.

    Article  Google Scholar 

  • Strain, P. S., & Danko, C. D. (1995). Caregivers' encouragement of positive interaction between preschoolers with autism and their siblings. Journal of Emotional and Behavioral Disorders, 3, 2–12.

    Article  Google Scholar 

  • Strain, P. S., Kohler, F. W., Storey, K., & Danko, C. D. (1994). Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional and Behavioral Disorders, 2, 78–88.

    Article  Google Scholar 

  • Stone, W., & Caro-Martinez, L. (1990). Naturalistic observations of spontaneous communication in autistic children. Journal of Autism and Developmental Disorders, 20, 437–453.

    Article  PubMed  Google Scholar 

  • Sussman, F. (1999). More than Words: The Hanen Program for Parents of Children with Autism Spectrum Disorder. Toronto: The Hanen Centre.

    Google Scholar 

  • Symon, J. (2005). Expanding interventions for children with autism: parents as trainers. Journal of Positive Behavior Interventions, 7, 159–173.

    Article  Google Scholar 

  • Tomasello, M. (1995). Joint attention as social cognition. In C. Moore, & P. J. Dunham (Eds.), Joint attention: its origins and role in development (pp. 103–130). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Tonge, B., Brereton, A., Kiomall, M., Mackinnon, A., King, N., & Rinehart, N. (2006). Effects on parental mental health of an education and skills training program for parents of young children with autism: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 45, 561–569.

    Article  PubMed  Google Scholar 

  • Tsao, L. -L., & Odom, S. L. (2006). Sibling-mediated social interaction intervention for young children with autism. Topics in Early Childhood Special Education, 26, 106–123.

    Article  Google Scholar 

  • Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 37, 1960–1968.

    Article  PubMed  Google Scholar 

  • Vismara, L., Colombi, C., & Rogers, S. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Autism, 13, 93–115.

    Article  PubMed  Google Scholar 

  • Walton, K., & Ingersoll, B. (2012). Evaluation of a sibling-mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241–253.

    Google Scholar 

  • Walton, K., & Ingersoll, B. (in press). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: a review of the literature. Journal of Autism and Developmental Disorders.

    Google Scholar 

  • Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473–493.

    Article  PubMed  Google Scholar 

  • Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456–468.

    Article  PubMed  Google Scholar 

  • White, S., Keonig, K., & Scahill, L. (2007). Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research. J Autism Dev Disord, 37, 1858–1868.

    Article  Google Scholar 

  • 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, 467–489.

    Article  PubMed  Google Scholar 

  • Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23, 143–152.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Michigan State University, 316 Physics Rd., 48824, East Lansing, MI, USA

    Katherine Walton

  2. Department of Psychology, Michigan State University, 316 Physics Rd., 48824, East Lansing, MI, USA

    Allison Wainer & Natalie Berger

  3. Department of Psychology, Michigan State University, 316 Physics Rd., 48824, East Lansing, MI, USA

    Brooke Ingersoll

Authors
  1. Katherine Walton
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Allison Wainer
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Natalie Berger
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Brooke Ingersoll
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Katherine Walton .

Editor information

Editors and Affiliations

  1. Neurology, Learning and Behavior Center, South 500 East, Suite 100 230, Salt Lake City, 84102, Utah, USA

    Sam Goldstein

  2. University of Virginia, White Post Road 6622, Centreville, 20121, Virginia, USA

    Jack A Naglieri

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Walton, K., Wainer, A., Berger, N., Ingersoll, B. (2013). Peer and Adult Socialization. In: Goldstein, S., Naglieri, J. (eds) Interventions for Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5301-7_10

Download citation

Publish with us

Policies and ethics

Search

Navigation