R J McQuarter

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The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period.(More)
The impact of teachers' verbal interventions upon the dyadic social interactions between 40 elementary school children with severe mental retardation and their regular-education peers was investigated. All interactions occurred in the context of a structured program designed to facilitate social interactions. Half of the dyads were further instructed in(More)
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