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Submissions from 1988

Redefining the Applied Research Agenda: Cooperative Learning, Prereferral, Teacher Consultation, and Peer-Mediated Interventions, John Wills Lloyd, E. Paula Crowley, Frank W. Kohler, and Phillip S. Strain

Early Childhood Special Education in the Next Decade: Implementing and Expanding, Barbara J. Smith and Phillip S. Strain

The Evaluation of Early Intervention Research: Separating the Winners From the Losers, Phillip S. Strain

Use of single subject designs in early childhood special education, Phillip S. Strain, F. Kohler, and Barbara J. Smith

Randomized trial of methyphenidate for an autistic child, J. M. Strayhorn, N. Rapp, W. Donina, and Phillip S. Strain

Submissions from 1987

The nature of review: A polite response. Remedial and Special Education, D. M. Baer, C. L. Salzberg, and Phillip S. Strain

Multiple Treatment Interference in the Alternating Treatments Design as a Function of the Intercomponent Interval Length, John J. McGonigle, Johannes Rojahn, Joanne Dixon, and Phillip S. Strain

Facilitating group instruction for handicapped preschool children, D. M. Sainato, S. L. Lyon, and Phillip S. Strain

Facilitating transition times with handicapped preschool children: a comparison between peer-mediated and antecedent prompt procedures, D. M. Sainato, Phillip S. Strain, D. Lefebvre, and N. Rapp

Meta-analysis for Single-Subject Research: When Does It Clarify, When Does It Obscure?, Charles L. Salzberg, Phillip S. Strain, and Donald M. Baer

Effects of Peer Pressure on Disruptive Behavior of Behaviorally Disordered Classmates, Allen G. Sandler, Leslie B. Arnold, Robert A. Gable, and Phillip S. Strain

Comprehensive Evaluation of Intervention for Young Autistic Children, Phillip S. Strain

Parent involvement and outcomes at LEAP Preschool, Phillip S. Strain

Preventive discipline in the preschool class, Phillip S. Strain and D. M. Sainato

Effects of information level on teachers' ability to analyze trends in student performance, B. Utley, N. Zigmond, and Phillip S. Strain

Submissions from 1986

Assessment of Generalization and Maintenance in a Multicomponent Parent Training Program, Linda K. Cordisco and Phillip S. Strain

Maintaining social initiations of withdrawn handicapped and nonhandicapped preschoolers through a response-dependent fading tactic, James Fox, Richard Shores, David Lindeman, and Phillip S. Strain

Combining teacher antecedents and peer responses for promoting reciprocal social interaction of autistic preschoolers, Samuel L. Odom and Phillip S. Strain

Using Single and Multiple Peers to Promote Social Interaction of Preschool Children with Handicaps, Samuel L. Odom, Phillip S. Strain, Marcia A. Karger, and JaneDiane Smith

Peer social initiations: An effective intervention for social skills deficits of exceptional children, Phillip S. Strain and Samuel L. Odom

A counter-interpretation of early intervention effects: A response to Casto and Mastropieri, Phillip S. Strain and Barbara J. Smith

Submissions from 1985

The effects of integrated and segregated settings on the generalization of newly-acquired social behaviors of socially withdrawn preschoolers, A. Hecimovic, J. J. Fox, Richard E. Shores, and Phillip S. Strain

Programming interactions between severely handicapped and nonhandicapped preschool children, A. Hecimovic, R. A. Gable, Phillip S. Strain, and P. Hester

Psychiatric Input as Part of a Comprehensive Evaluation Program for Socially and Emotionally Disturbed Children, Sylvia R. Mendelsohn, Kay D. Jennings, Mary Margaret Kerr, Judith Marsch, Kathleen May, and Phillip S. Strain

Increasing handicapped preschoolers' peer social interactions: cross-setting and component analysis, Samuel L. Odom, M. Hoyson, B. Jamieson, and Phillip S. Strain

Peer Interventions: Increasing Social Behaviors in Multihandicapped Children, Lori A. Sisson, Vincent B. Van Hasselt, Michel Hersen, and Phillip S. Strain

Programmatic Research on Peer Social Initiations, Phillip S. Strain

Social and Nonsocial Determinants of Acceptability in Handicapped Preschool Children, Phillip S. Strain

Class deportment and social outcomes for normally developing and autistic-like children in an integrated preschool, Phillip S. Strain, M. Hoyson, and B. Jamieson

Submissions from 1984

Individualized Group Instruction of Normally Developing and Autistic-like Children: The LEAP Curriculum Model, Marilyn Hoyson, Bonnie Jamieson, and Phillip S. Strain

An Empirical Definition of Elementary School Adjustment: Selection of Target Behaviors for a Comprehensive Treatment Program, Scott R. McConnell, Phillip S. Strain, Mary Margaret Kerr, Vaughan Stagg, Donna A. Lenker, and Deborah L. Lambert

Classroom-based Social Skills Instruction for Severely Handicapped Preschool Children, Samuel L. Odom and Phillip S. Strain

Peer-mediated interventions for promoting children's social interaction: Past performance and future perspectives, Samuel L. Odom and Phillip S. Strain

Efficacy Research with Young Handicapped Children: A Critique of the Status Quo, Phillip S. Strain

Social behavior patterns of nonhandicapped and developmentally disabled friend pairs in mainstream preschools, Phillip S. Strain

Promoting Social Reciprocity of Exceptional Children: Identification, Target Behavior Selection, and Intervention, Phillip S. Strain, Samuel L. Odom, and Scott McConnell

Toward a functional assessment of severely handicapped learners, Phillip S. Strain, D. Sainato, and L. Maheady

Submissions from 1983

Social status and initiations of interaction by learning disabled students in a regular education setting, Diane M. Sainato, Naomi Zigmond, and Phillip S. Strain

Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings, Phillip S. Strain

Identification of Peer Social Skills for Preschool Mentally Retarded Children in Mainstreamed Classes, Phillip S. Strain

Relationships between self-concept and directly observed behaviors in kindergarten children, Phillip S. Strain, Mary Margaret Kerr, Vaughen Stagg, Donna A. Lenker, Deborah L. Lambert, Sylvia R. Mendelsohn, and Vany M. Franca

Naturalistic assessment of children's compliance to teachers' requests and consequences for compliance, Phillip S. Strain, Deborah L. Lambert, Mary Margaret Kerr, Vaughen Stagg, and Donna A. Lenker

The Early Childhood Research Institute: An Overview, Phillip S. Strain, Steven R. Lyon, and Diane M. Sainato

Selecting and measuring target behaviors in single subject/special education research, Phillip S. Strain, S. McConnell, and L. Cordisco

A Reply to "Misguided Mainstreaming", Phillip S. Strain and Richard E. Shores

The effects of contingent and noncontingent vision stimulation on the amount of visual fixation in multiply handicapped children, B. Utley, D. Duncan, Phillip S. Strain, and K. Scanlon

Submissions from 1982

Interactions of Behaviorally Handicapped Children: Functional Effects of Peer Social Initiations, Jo M. Hendrickson, Phillip S. Strain, Ann Tremblay, and Richard E. Shores

Relationship between toy and material use and the occurrence of social interactive behaviors by normally developing preschool children, Jo M. Hendrickson, Ann Tremblay, Phillip S. Strain, and Richard E. Shores

Component analysis of a teacher-mediated peer feedback treatment package: Effects on positive and negative interactions of behaviorally handicapped children, M. M. Kerr, Phillip S. Strain, and Elizabeth U. Ragland

Effects of Mass-Media and Group Instruction On Increasing Parent Awareness of Early Identification, P. David Kurtz, Barbara Devaney, Phillip S. Strain, and Howard Sandler

Peer Social Interactions and the Modification of Social Withdrawal, Phillip S. Strain and J. J. Fox

Training Peers to Remediate Social Withdrawal in Preschool Classmates, Phillip S. Strain and T. Powell

Long-Term Effects of Oppositional Child Treatment with Mothers as Therapists and Therapist Trainers, Phillip S. Strain, Peggy Steele, Toni Ellis, and Matthew A. Timm

Submissions from 1981

Training institutionalized, elderly mentally retarded persons as intervention agents for socially isolate peers, Eng Bee Dy, Phillip S. Strain, Ann Fullerton, and Joeseph Stowitschek

Individualizing a Token Reinforcement System for the Treatment of Children's Behavior Disorders, Robert A. Gable and Phillip S. Strain

Effects of teacher-mediated peer feedback on the social play of withdrawn children, E. U. Ragland, M. M. Kerr, and Phillip S. Strain

Conceptual and Methodological Issues in Efficacy Research with Behaviorally Disordered Children, Phillip S. Strain

Modification of sociometric status and social interaction with mainstreamed mild developmentally disabled children, Phillip S. Strain

Peer-Mediated Treatment of Exceptional Children's Social Withdrawal, Phillip S. Strain

An Examination of Child and Family Demographic Variables Related to Generalized Behavior Change During Oppositional Child Training, Phillip S. Strain, C. C. Young, and J. Horowitz

Social Interactions of Normal Preschool Children: Using Normative Data for Subject and Target Behavior Selection, Ann Tremblay, Phillip S. Strain, Jo M. Hendrickson, and Richard E. Shores

Submissions from 1980

Effects of Adult-Mediated Attention on the Social Behavior of Physically-Abused and Neglected Preschool Children, Niles J. Wusterbarth and Phillip S. Strain

Submissions from 1979

A model program for prevocational/vocational education with moderately and severely handicapped adolescents, T. W. Adams, Phillip S. Strain, C. Salzberg, and S. Levy

Staff Training Issues Within Residential Programs for Behavioral Disordered Children, Robert A. Gable and Phillip S. Strain

Strategies for Improving the Status and Social Behavior of Learning Disabled Children, Robert A. Gable, Phillip S. Strain, and Jo Hendrickson

The effects of dependent and interdependent group contingencies on socially appropriate responses in classes for emotionally handicapped children, Arlene Gamble and Phillip S. Strain

Child-Child and Adult-Child Interaction in a Preschool for Physically-Abused and Neglected Children, Phillip S. Strain

Treatment Issues in the Remediation of Handicapped Preschool Children's Social Isolation, Phillip S. Strain and Mary Margaret Kerr

Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children, Phillip S. Strain, Mary Margaret Kerr, and Elizabeth U. Ragland

Some additional comments on multiple baseline designs in instructional research, Phillip S. Strain and R. E. Shores

Effects of systematic, response-dependent fading and thinning procedures on the maintenance of child-child interaction, Matthew A. Timm, Phillip S. Strain, and Paula H. Eller

The activity context of preschool children's social interactions: A comparison of high and low social interactors, Ann Tremblay, Jo M. Hendrickson, Richard E. Shores, and Phillip S. Strain

Submissions from 1978

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A review of educators' attitudes toward handicapped children and the concept of mainstreaming, Cara Alexander and Phillip S. Strain

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Assessment, Modification, and Generalization of Social Interaction Among Severely Retarded, Multihandicapped Children, Robert A. Gable, Jo Mary Hendrickson, and Phillip S. Strain

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Use of precision planning techniques by teacher trainees with behaviorally disordered pupils, M. M. Kerr and Phillip S. Strain

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Effects of feedback timing and motivational content on teachers' delivery of contingent social praise, Beverly L. Lewis and Phillip S. Strain

An analysis of factors related to the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children, Colleen J. Mandell and Phillip S. Strain

Effects of peer social initiations on the behavior of withdrawn autistic children, E. U. Ragland, M. M. Kerr, and Phillip S. Strain

An observational study of the sequence and distribution of behavioral disordered adolescents' disruptive/inappropriate behaviors in a residential setting, Phillip S. Strain and D. Ezzell

Peer-Mediated Social Initiations: A Procedure for Promoting Social Behavior with Mainstreamed Children, Phillip S. Strain, Robert Alton Gable, and Jo Hendrickson

Submissions from 1977

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The effects of group-administered reinforcement on groups' consensual decisions, A. Gamble and Phillip S. Strain

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The effects of teacher-delivered social reinforcement on the task persistent behavior of educable mentally retarded children, Ada D. Hill and Phillip S. Strain

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Immediate auditory memory thresholds and overload effects between learning disabled and achieving pupils in grades 2, 4, and 6, J. McSpadden and Phillip S. Strain

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The effects of synthetic-multisensory instruction on the reading performance and sensory functions of learning disabled children, B. Ruppert and Phillip S. Strain

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Training and generalization effects of peer social initiations on withdrawn preschool children, Phillip S. Strain

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Direct and vicarous effects of social praise on mentally retarded preschool children's attentive behavior, Phillip S. Strain and James E. Pierce

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Social interaction development among behaviorally handicapped preschool children: Research and educational implications, Phillip S. Strain and Richard E. Shores

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Social reciprocity: A clinical teaching perspective, Phillip S. Strain and Richard E. Shores

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Effects of peer social initiations on the behavior of withdrawn preschool children, Phillip S. Strain, Richard E. Shores, and Matthew A. Timm

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Effects of I-Message use on disruptive classroom behavior, L. Thompson and Phillip S. Strain

Submissions from 1976

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An ecologically-oriented reconceptualization of youth deviance, T. H. Carr, T. P. Cooke, Phillip S. Strain, and D. McMillan

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The effects of amount and type of teacher-child interaction on child-child interaction during free-play, Richard E. Shores, Peggy Hester, and Phillip S. Strain

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Social Reciprocity in the Classroom, Phillip S. Strain

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An observational investigation of two elementary-age autistic children during free-play, Phillip S. Strain and Thomas P. Cooke

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The potential contribution of peers as behavior modifiers, Phillip S. Strain, Thomas P. Cooke, and T. Apolloni

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An experimental analysis of "spill-over" effects on social interaction among behaviorally handicapped preschool children, Phillip S. Strain, Richard E. Shores, and M. M. Kerr

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The Effects of Sociodramatic Activities on Social Interaction among Behaviorally Disordered Preschool Children, Phillip S. Strain and Ronald Wiegerink

Submissions from 1975

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Increasing social play among severely mentally retarded preschool children with socio-dramatic activities, Phillip S. Strain

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The observational study of social reciprocity: Implications for the mentally retarded, Phillip S. Strain and T. H. Carr

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The social play of two behaviorally disordered preschool children during four activities, Phillip S. Strain and Ronald Wiegerink