His scientific interests lie mostly in Developmental psychology, Intervention, Autism, Psychological intervention and Clinical psychology. His Developmental psychology research is multidisciplinary, relying on both Social relation and Behavior change. His work in the fields of Contingency management overlaps with other areas such as Frequency of occurrence, Observational study and Normative.
His work carried out in the field of Autism brings together such families of science as Teaching method and Multiple baseline design. As part of one scientific family, Phillip S. Strain deals mainly with the area of Psychological intervention, narrowing it down to issues related to the Special education, and often Single-subject research. His Clinical psychology research is multidisciplinary, incorporating perspectives in Social behavior, Autistic child and Reinforcement.
His primary areas of investigation include Developmental psychology, Intervention, Autism, Social relation and Early childhood education. His study in Developmental psychology is interdisciplinary in nature, drawing from both Mainstreaming and Social psychology, Behavior change. His studies in Intervention integrate themes in fields like Psychological intervention, Peer relationships, Medical education, Teaching method and Clinical psychology.
The study incorporates disciplines such as Parent training, Generalization and Multiple baseline design in addition to Autism. His work in Social relation addresses issues such as Peer group, which are connected to fields such as Interpersonal relationship. His research integrates issues of Special education, Emotional development and Early childhood in his study of Early childhood education.
Phillip S. Strain focuses on Developmental psychology, Early childhood education, Intervention, Autism and Psychological intervention. His Developmental psychology study combines topics in areas such as Teaching method, Social competence and Behavior change. The Early childhood education study combines topics in areas such as Research design, Emotional development and Early childhood.
Phillip S. Strain focuses mostly in the field of Intervention, narrowing it down to topics relating to Clinical psychology and, in certain cases, Cognitive development and Mainstreaming. The various areas that he examines in his Autism study include Coaching, Inclusion and Quality of life. His study looks at the relationship between Psychological intervention and fields such as Popularity, as well as how they intersect with chemical problems.
Phillip S. Strain mainly investigates Developmental psychology, Intervention, Autism, Psychological intervention and Early childhood education. The concepts of his Developmental psychology study are interwoven with issues in Response to intervention, Social change, Social competence, Educational research and Behavior change. Phillip S. Strain combines subjects such as Social skills and Clinical psychology with his study of Intervention.
His Autism study combines topics from a wide range of disciplines, such as Coaching and Teaching method. His Psychological intervention research incorporates themes from Popularity, At-risk students, Literacy and Child development. His work in Early childhood education covers topics such as Research design which are related to areas like Health care, Developmental disorder, Aggression and Early childhood.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Problem Behavior Interventions for Young Children with Autism: A Research Synthesis
Robert H. Horner;Edward G. Carr;Phillip S. Strain;Anne W. Todd.
Journal of Autism and Developmental Disorders (2002)
The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children
Lise Fox;Glen Dunlap;Mary Louise Hemmeter;Gail E. Joseph.
Young Children (2003)
Evidence-Based Practices for Young Children With Autism: Contributions for Single-Subject Design Research
Samuel L. Odom;William H. Brown;Timothy Frey;Necdet Karasu.
Focus on Autism and Other Developmental Disabilities (2003)
A Comparison of Peer-Initiation and Teacher-Antecedent Interventions for Promoting Reciprocal Social Interaction of Autistic Preschoolers.
Samuel L. Odom;Phillip S. Strain.
Journal of Applied Behavior Analysis (1986)
Comprehensive Evidence-Based Social—Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential
Gail E. Joseph;Phillip S. Strain.
Topics in Early Childhood Special Education (2003)
Effects of Peer-Mediated Social Initiations and Prompting/Reinforcement Procedures on the Social Behavior of Autistic Children.
Phillip S. Strain;Mary Margaret Kerr;Elizabeth U. Ragland.
Journal of Autism and Developmental Disorders (1979)
Increasing handicapped preschoolers' peer social interactions: cross-setting and component analysis.
Samuel L. Odom;Marilyn Hoyson;Bonnie Jamieson;Phillip S. Strain.
Journal of Applied Behavior Analysis (1985)
Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders
Phillip S. Strain;Edward H. Bovey.
Topics in Early Childhood Special Education (2011)
Response to Intervention and the Pyramid Model.
Lise Fox;Judith Carta;Phillip S. Strain;Glen Dunlap.
Infants and Young Children (2010)
Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children
Phillip S. Strain;Samuel L. Odom.
Exceptional Children (1986)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: