Read more about the research and publications about the Camps on TRACKS program.
Research Publications
Maich, K., van Rhijn, T., Hall, C., Mallabar, S., Vause, T., Squires, K., Hatt, A., & Ahi, M. (Submitted, October 2020). Employing intensive teaching triads to enhance the impact
of a peer-mediated social skills program.
van Rhijn, T., Osborne, C., Ranby, S., Maich, K., Hall, C., Rzepecki, L., & Hemmerich, A. (2019). Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play & Talk, a Peer-Medicated Social Skills Program. Child Care in Practice, 25(2), 27-41.
Maich, K., Hall, C., van Rhijn, T., & Squires, K. (2018). Investigating stay, play, and talk: A peer-mediated social skills intervention for young children with autism spectrum disorder and social challenges.
Exceptionality Education International 28(2), 82-104.
CLICK HERE for a link to this research article.
Maich, K., Hall, C. L., van Rhijn, T. M., & Quinlan, L. (2015).
Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting. Exceptionality Education International, 25, 27-41.
CLICK HERE for a link to this research article.
References
Throughout this website we have referred to specific research and research articles. These articles are listed below:
Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated Social Skills Training for Children with Autism Spectrum Disorder. Beyond Behavior, 23(2), 4-13.
Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure, 54(4), 256-264.
Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G., Sigafoos, J., & Lang, R. (2015). A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings. Journal of Autism & Developmental Disorders, 45(4), 1070-1083. doi:10.1007/s10803-014-2264-x