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References

Forum References FAQ's Quiz Lecture Introduction Goldstein, H. & Strain, P. S. (1998). Peers as communication intervention agents: Some new strategies and research findings. Topics in Language Disorders. 9(1), 44-57.

Johnson, D. W. & Johnson, R. T. (2000). The three Cs of reducing prejudice and discrimination. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 239-268). Mahwah, NJ: Lawrence Erlbaum Associates.

Kamps, D., Gonzalez-Lopez, A., Potucek, J., Kravits, T., Kemmerer, K., & Garrison-Harrell, L. (1998). What do the peers think? Social validity of integrated programs. Education and Treatment of Children, 21, 107-134.

Kulik, J.A., & Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.

Maher, C.A. (1984). Handicapped adolescents as cross-age tutors: Program description and evaluation. Exceptional Children, 51, 56-63.

McMaster, K.N., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of Tateyama-Sniezek’s review. Learning Disabilities Research & Practice, 17 107-117.

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

Strain, P.S., & Odom, S. L. (1986). Peer social initiatives: Effective interventions for social skill development of exceptional children. Exceptional Children, 52, 543-552.

Tateyama-Sniezek, K. M. (1990). Cooperative learning: Does it improve the academic achievement of students with handicaps? Exceptional-Children. 56(5), 426-437.

Top, B.L., & Osguthorpe, R.T. (1987). Reverse-role tutoring: The effects of handicapped students tutoring regular class students. The Elementary School Journal, 87(4), 413-423.