nostic and Stastical Manual of Mental

in this study young children with autism and same-age typical peers were trained by special education teachers in social skills that (a) would be effective in a variety of situ-ations (i.e., greeting, imitating and following instructions, sharing, taking turns, and asking for help and requesting things) and (b) were appropriate for the age and the functioning le\/el of the children involved. Free play immediately following training was monitored to determine if the training and the feedback procedures were effective in producing an increase in positive social interactions for participants. The typical peers were given information about disabilities and received training in basic behavior man-agement procedures in addition to the social skills training. A final component, imple-mented during play time, consisted of a reinforcement and feedback procedure for all children. Results showed increased frequency and duration of interactions for all target students. I ntegration of children with autism into general classrooms constitutes a particular challenge for teachers. One of the major deficits of these chil-dren involves their social behavior (Diag