N. Abouzeid, Le trouble du spectre de l'autisme : nomenclature, étiologie, prévalence et diagnostic, Poirier & C. des Rivières-Pigeon (Éds), pp.42-65, 2013.

V. L. Allen and R. S. Feldman, Studies on the role of tutor, Children as teachers: Theory and research on tutoring, pp.113-129, 1976.

, Diagnostic and statistical manual of mental disorders, text revision (DSM-IV-TR), American Psychiatric Association, 2000.

, Diagnostic and statistical manual of mental disorders DSM-5, American Psychiatric Association, 2013.

, DSM-5 -Manuel diagnostique et statistique des troubles mentaux (5e édition), American Psychiatric Association, 2015.

A. Anderson, D. W. Moore, R. Godfrey, and C. M. Fletcher-flinn, Social skills assessment of children with autism in free-play situations, Autism, vol.8, issue.4, pp.369-385, 2004.

D. K. Anderson, C. Lord, S. Risi, P. S. Dilavore, C. Shulman et al., Patterns of growth in verbal abilities among children with autism spectrum disorder, Journal of Consulting and Clinical Psychology, vol.75, issue.4, pp.594-604, 2007.

D. K. Anderson, R. S. Oti, C. Lord, and K. Welch, Patterns of Growth in Adaptive Social Abilities Among Children with Autism Spectrum Disorders, Journal of Abnormal Child Psychology, vol.37, issue.7, pp.1019-1034, 2009.

J. Arveiller, La loi de 1909 et la définition de l'instituteur spécialisé. Les Sciences de l'éducation -Pour l'Ère nouvelle, vol.42, p.119, 2009.

J. Ashley and M. Tomasello, Cooperative Problem-Solving and Teaching in Preschoolers, Social Development, vol.7, issue.2, pp.143-163, 1998.

H. Asperger, Die « Autistischen Psychopathen » im Kindesalter. Archiv für psychiatrie und nervenkrankheiten, vol.117, pp.76-136, 1944.

K. K. Ausderau, M. Furlong, J. Sideris, J. Bulluck, L. M. Little et al., Sensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features, Journal of Child Psychology and Psychiatry, vol.55, issue.8, pp.935-944, 2014.

A. Baghdadli, B. Assouline, S. Sonié, E. Pernon, C. Darrou et al., Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.42, issue.7, pp.1314-1325, 2012.

,

A. Baghdadli, J. Loubersac, M. Soussana, C. Rattaz, and C. Michelon, Mise en place d'une cohorte française d'enfants et adolescents présentant des troubles du spectre autistique : cohorte ELENA. Revue d'Épidémiologie et de Santé Publique, vol.62, pp.297-303, 2014.

A. Baghdadli, M. Picot, C. Michelon, J. Bodet, E. Pernon et al., What happens to children with PDD when they grow up? Prospective followup of 219 children from preschool age to mid-childhood, Acta Psychiatrica Scandinavica, vol.115, issue.5, pp.403-412, 2007.

L. M. Bambara, C. L. Cole, C. Kunsch, S. Tsai, and E. Ayad, A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder, Research in Autism Spectrum Disorders, vol.27, pp.29-43, 2016.

D. R. Banda, S. L. Hart, and L. Liu-gitz, Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms, Research in Autism Spectrum Disorders, vol.4, issue.4, pp.619-625, 2010.

J. Barbaro and S. Halder, Early Identification of Autism Spectrum Disorder: Current Challenges and Future Global Directions, Current Developmental Disorders Reports, vol.3, issue.1, pp.67-74, 2016.

A. B. Barber, R. W. Saffo, A. T. Gilpin, L. D. Craft, and H. Goldstein, Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism, Journal of Communication Disorders, vol.59, pp.1-15, 2016.

A. Bargiacchi, Les signes précoces de l'autisme, vol.PSN, pp.19-30, 2011.

S. Baron-cohen, A. M. Leslie, and U. Frith, Does the autistic child have a "theory of mind, Cognition, vol.21, issue.1, pp.37-46, 1985.

A. Battocchi, A. Ben-sasson, G. Esposito, E. Gal, F. Pianesi et al., Collaborative puzzle game: a tabletop interface for fostering collaborative skills in children with autism spectrum disorders, Journal of Assistive Technologies, vol.4, issue.1, pp.4-13, 2010.

A. Baudrit, Tuteur : une place, des fonctions, un métier, 1999.

A. Baudrit, Le tutorat à l'école.: Que peuvent faire les élèves tuteurs ? Carrefours de l'éducation, vol.15, 2003.

A. Baudrit, Tutorat entre pairs : les processus de regulation mis en oeuvre par les élèves, pp.113-127, 2007.

S. Begeer, C. Gevers, P. Clifford, M. Verhoeve, K. Kat et al., Theory of Mind Training in Children with Autism: A Randomized Controlled Trial, Journal of Autism and Developmental Disorders, vol.41, issue.8, pp.997-1006, 2011.

S. Bellini, J. K. Peters, L. Benner, and A. Hopf, A Meta-Analysis of School-Based Social Skills Interventions for Children With, Autism Spectrum Disorders. Remedial and Special Education, vol.28, issue.3, pp.153-162, 2007.

,

S. Bendiouis, Imitation et communication chez le jeune enfant avec autisme (Thèse de Doctorat), vol.3, 2015.

E. Ben-itzchak and D. A. Zachor, The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism, vol.28, pp.287-303, 2007.

,

L. Bensalah, Dyades asymétriques et relation amicale entre enfants, Enfance, vol.48, issue.1, pp.53-69, 1995.

L. Bensalah, Le tutorat entre enfants: bilan des recherches et perspectives. Psychologie & éducation, pp.43-56, 2003.

L. Bensalah, Que savons-nous du rôle de tuteur chez le jeune enfant ? Carrefours de l'éducation, vol.27, p.69, 2009.

L. Bensalah and C. Berzin, Les bénéfices du tutorat entre enfants. L'Orientation scolaire et professionnelle, pp.325-351, 2009.

L. Bensalah, M. Olivier, and N. Stefaniak, Acquisition of the concept of teaching and its relationship with theory of mind in French 3-to 6-year olds. Teaching and Teacher Education, vol.28, pp.303-311, 2012.
URL : https://hal.archives-ouvertes.fr/hal-02167806

A. Ben-sasson, L. Hen, R. Fluss, S. A. Cermak, B. Engel-yeger et al., A MetaAnalysis of Sensory Modulation Symptoms in Individuals with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.39, issue.1, pp.1-11, 2009.

S. A. Berenbaum, C. L. Martin, L. D. Hanish, P. T. Briggs, and R. A. Fabes, Sex differences in children's play, Sex differences in the brain: From genes to behavior, pp.275-290, 2008.

D. Bergen, The role of pretend play in children's cognitive development, Early Childhood Research & Practice, vol.4, issue.1, pp.1-13, 2002.

L. Bergeron, N. Rousseau, and M. Leclerc, La pédagogie universelle : au coeur de la planification de l'inclusion scolaire. Éducation et francophonie, vol.39, 2011.

S. Bernardini, K. Porayska-pomsta, and T. J. Smith, ECHOES: An intelligent serious game for fostering social communication in children with autism, Information Sciences, vol.264, pp.41-60, 2014.

M. Bernard-paulais, M. Wolff, C. Nézereau, O. Bourgueil, A. Garnier et al., Étude de l'évolution cognitive, socio-émotionnelle et des comportements autistiques d'enfants avec autisme et autre trouble envahissant du développement bénéficiant d'une intervention structurée, la méthode Applied Behavior Analysis (ABA), Annales Médico-psychologiques, vol.176, issue.9, pp.847-856, 2018.

,

C. Berzin, Interactions entre pairs et apprentissages à l'école maternelle, Le cas du tutorat: intérêt et limites. Spirale, vol.36, pp.7-15, 2005.

C. Berzin, E. Cauzinille-marmèche, and F. Winnykamen, Effet du rôle assigné à l'expert dans la résolution en dyade asymétrique d'une tâche de combinatoire, Archives de psychologie, vol.64, issue.249, pp.109-131, 1996.

C. Berzin and C. Lebert-candat, Interactions de tutelle entre pairs et scolarisation des élèves en situation de handicap : impact du contexte pédagogique. Les Sciences de l'éducation -Pour l'Ère nouvelle, vol.41, pp.81-99, 2008.

R. Blanc, J. Adrien, S. Roux, and C. Barthélémy, Dysregulation of pretend play and communication development in children with autism, Autism, vol.9, issue.3, pp.229-245, 2005.

J. W. Bodfish, F. J. Symons, D. E. Parker, and M. H. Lewis, Varieties of repetitive behavior in autism: Comparisons to mental retardation, Journal of autism and developmental disorders, vol.30, issue.3, pp.237-243, 2000.

E. Bodrova, D. J. Leong, and T. V. Akhutina, When everything new is well-forgotten old: Vygotsky/Luria insights in the development of executive functions, New Directions for Child and Adolescent Development, issue.133, pp.11-28, 2011.

,

M. Bolduc, Le trouble du spectre de l'autisme : nomenclature, étiologie, prévalence et diagnostic, Poirier & C. des Rivières-Pigeon (Éds), pp.9-41, 2013.

A. S. Bondy and L. A. Frost, The picture exchange communication system, Focus on autistic behavior, vol.9, pp.1-19, 1994.

T. Booth, M. Ainscow, and A. Dyson, Understanding inclusion and exclusion in the English competitive education system, International journal of inclusive education, vol.1, issue.4, pp.337-355, 1997.

T. Booth, K. Nes, and M. Strømstad, Developing inclusive teacher education? Introducing the book, Developing Inclusive Teacher Education, pp.1-14, 2003.

A. M. Boudreau, P. Corkum, K. Meko, and I. M. Smith, Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders: A Systematic Review, Canadian Journal of School Psychology, vol.30, issue.3, pp.218-235, 2015.

J. Boudreau and M. T. Harvey, Increasing Recreational Initiations for Children Who Have ASD Using Video Self Modeling. Education and Treatment of Children, vol.36, pp.49-60, 2013.

O. Bourgueil, Formation d'enfants de deux groupes d'âge à l'implémentation des techniques d'entraînement aux réponses pivots (Pivotal Response Training-PRT) afin d'augmenter les compétences sociales d'un enfant avec autisme (Mémoire présenté comme exigence du DESS de psychologie de l'enfant et de l'adolescent), 2004.

O. Bourgueil, G. Regnault, and S. Moutier, Création d'outils numériques pour personnes avec Trouble du spectre de l'autisme : de la recherche à la pratique, et vice versa, Enfance, vol.1, issue.1, pp.111-126, 2015.

Y. Bourreau, S. Roux, M. Gomot, and C. Barthélémy, Comportements répétés et restreints (C2R) dans les troubles autistiques: évaluation clinique. L'encéphale, vol.35, pp.340-346, 2009.

G. Boutin and L. Bessette, Inclusion ou illusion ? Élèves en difficulté en classe ordinaire : défis, limites, modalités. Montréal : Éditions Nouvelles, 2009.

E. A. Boutot and D. P. Bryant, Social integration of students with autism in inclusive settings. Education and Training in Developmental Disabilities, pp.14-23, 2005.

L. Bowman-perrott, M. D. Burke, N. Zhang, and S. Zaini, Direct and collateral effects of peer tutoring on social and behavioral outcomes: A meta-analysis of single-case research, School Psychology Review, vol.43, issue.3, pp.260-285, 2014.

L. Bowman-perrott, H. Davis, K. Vannest, L. Williams, C. Greenwood et al., Academic benefits of peer tutoring: A meta-analytic review of single-case research, School Psychology Review, vol.42, issue.1, pp.39-55, 2013.

B. A. Boyd, G. T. Baranek, J. Sideris, M. D. Poe, L. R. Watson et al., Sensory features and repetitive behaviors in children with autism and developmental delays, Autism Research, vol.3, issue.2, pp.78-87, 2010.

B. A. Boyd, K. Hume, M. T. Mcbee, M. Alessandri, A. Gutierrez et al., Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.44, issue.2, pp.366-380, 2014.

,

M. Brossard, Concepts quotidiens/ concepts scientifiques : réflexions sur une hypothèse de travail. Carrefours de l'éducation, vol.26, pp.67-82, 2008.

,

P. Brun and D. Mellier, L'inclusion scolaire de l'enfant handicapé : un éclairage de la psychologie du développement, vol.544, pp.253-266, 2016.

J. Bruner, Le développement de l'enfant. Savoir faire, savoir dire, 1983.

T. Buggey, G. Hoomes, M. E. Sherberger, and S. Williams, Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video SelfModeling, Focus on Autism and Other Developmental Disabilities, vol.26, issue.1, pp.25-36, 2011.

R. Calabrese, J. Patterson, F. Liu, S. Goodvin, C. Hummel et al., An Appreciative Inquiry into the Circle of Friends Program: The Benefits of Social Inclusion of Students with Disabilities, International Journal of Whole Schooling, vol.4, issue.2, p.20, 2008.

S. P. Camargo, M. Rispoli, J. Ganz, E. R. Hong, H. Davis et al., A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings, Journal of Autism and Developmental Disorders, vol.44, issue.9, pp.2096-2116, 2014.

T. Carigi, F. Muratori, C. Termine, P. Veggiotti, L. Derhemi et al., Diagnostic boundaries of autism disorder vs pervasive developmental disorder nos comparative observational study and literature review, Current clinical pharmacology, vol.9, issue.4, pp.377-386, 2014.

E. W. Carter, L. S. Cushing, N. M. Clark, and C. H. Kennedy, Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions. Research and Practice for Persons with Severe Disabilities, vol.30, pp.15-25, 2005.

B. Chamberlain, C. Kasari, and E. Rotheram-fuller, Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms, Journal of Autism and Developmental Disorders, vol.37, issue.2, pp.230-242, 2007.

J. M. Chan, R. Lang, M. Rispoli, M. O'reilly, J. Sigafoos et al., Use of peermediated interventions in the treatment of autism spectrum disorders: A systematic review, Research in Autism Spectrum Disorders, vol.3, issue.4, pp.876-889, 2009.

,

Y. Chang and J. Locke, A systematic review of peer-mediated interventions for children with autism spectrum disorder, Research in Autism Spectrum Disorders, vol.27, pp.1-10, 2016.

Y. Chang, W. Shih, R. Landa, A. Kaiser, and C. Kasari, Symbolic Play in SchoolAged Minimally Verbal Children with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, vol.48, issue.5, pp.1436-1445, 2018.

M. H. Charlop, R. Lang, and M. Rispoli, Want to Play? Peer-Mediated Intervention for Young Children with Autism Spectrum Disorder, Charlop, R. Lang, & M. Rispoli (Éds), Play and Social Skills for Children with Autism Spectrum Disorder, pp.107-127, 2018.

M. H. Charlop-christy, M. Carpenter, L. Le, L. A. Leblanc, and K. Kellet, Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior, Journal of applied behavior analysis, vol.35, issue.3, pp.213-231, 2002.

,

T. Charman, A. Drew, C. Baird, and G. Baird, Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form), Journal of Child Language, vol.30, issue.1, pp.213-236, 2003.

T. Charman, C. R. Jones, A. Pickles, E. Simonoff, G. Baird et al., Defining the cognitive phenotype of autism, Brain research, vol.1380, pp.10-21, 2011.

T. Charman, A. Pickles, E. Simonoff, S. Chandler, T. Loucas et al., IQ in children with autism spectrum disorders: data from the Special Needs and Autism Project (SNAP), Psychological medicine, vol.41, issue.3, pp.619-627, 2011.

,

T. Charman, J. Swettenham, S. Baron-cohen, A. Cox, G. Baird et al., Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation, Developmental Psychology, vol.33, issue.5, pp.781-789, 1997.

M. Chowdhury, B. A. Benson, and A. Hillier, Changes in Restricted Repetitive Behaviors with age: A study of high-functioning adults with Autism Spectrum Disorders, Research in Autism Spectrum Disorders, vol.4, issue.2, pp.210-216, 2010.

K. Chung, S. Reavis, M. Mosconi, J. Drewry, T. Matthews et al., Peermediated social skills training program for young children with high-functioning autism, vol.28, pp.423-436, 2007.

,

D. Cicchetti, The Emergence of Developmental Psychopathology, Child Development, vol.55, issue.1, pp.1-7, 1984.

C. Cicero and L. Lafont, Interaction de tutelle et imitation modélisation interactive entre élèves : l'effet de la formation d'élèves-tuteurs en gymnastique sportive, vol.490, pp.335-348, 2007.

C. M. Cole, N. Waldron, and M. Majd, Academic Progress of Students Across Inclusive and Traditional Settings, Mental Retardation, vol.42, issue.2, pp.136-144, 2004.

, , 2004.

E. E. Coonrod and W. L. Stone, Early concerns of parents of children with autistic and nonautistic disorders, Infants & Young Children, vol.17, issue.3, pp.258-268, 2004.

B. A. Corbett, C. W. Schupp, D. Simon, N. Ryan, and S. Mendoza, Elevated cortisol during play is associated with age and social engagement in children with autism, Molecular Autism, vol.1, issue.1, pp.1-13, 2010.

F. Corneau, J. Dion, J. Juneau, J. Bouchard, and J. Hains, Stratégies pour favoriser l'inclusion scolaire des enfants ayant un trouble envahissant du développement : recension des écrits, vol.43, pp.1-36, 2014.

K. Crosland and G. Dunlap, Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms, Behavior Modification, vol.36, issue.3, pp.251-269, 2012.

D. Curchod-ruedi, S. Ramel, P. Bonvin, O. Albanese, and P. Doudin, De l'intégration à l'inclusion scolaire : implication des enseignants et importance du soutien social. Revue Européenne de Recherche sur le, Handicap, vol.7, issue.2, pp.135-147, 2013.

V. Daffe and N. Nader-grosbois, Comportements parentaux à l'égard des émotions et des croyances et Théorie de l'esprit chez l'enfant, La théorie de l'esprit : entre cognition, émotion et adaptation sociale, pp.301-321, 2011.

A. C. Davis-unger and S. M. Carlson, Development of Teaching Skills and Relations to Theory of Mind in Preschoolers, Journal of Cognition and Development, vol.9, issue.1, pp.26-45, 2008.

G. Dawson, E. J. Jones, K. Merkle, K. Venema, R. Lowy et al., Early Behavioral Intervention Is Associated With Normalized Brain Activity in Young Children With Autism, Journal of the American Academy of Child & Adolescent Psychiatry, vol.51, issue.11, pp.1150-1159, 2012.

G. Dawson, S. Rogers, J. Munson, M. Smith, J. Winter et al., , 2010.

. Randomized, Controlled Trial of an Intervention for Toddlers With Autism: The Early Start Denver Model, PEDIATRICS, vol.125, issue.1, pp.17-23

A. De-bildt, S. Sytema, D. Kraijer, and R. Minderaa, Prevalence of pervasive developmental disorders in children and adolescents with mental retardation, Journal of Child Psychology and Psychiatry, vol.46, issue.3, pp.275-286, 2005.

A. De-giacomo, F. Craig, A. Cristella, V. Terenzio, M. Buttiglione et al., Can PEP-3 Provide a Cognitive Profile in Children with ASD? A Comparison Between the Developmental Ages of PEP-3 and IQ of Leiter-R, Journal of Applied Research in Intellectual Disabilities, vol.29, issue.6, pp.566-573, 2016.

L. D'elia, G. Valeri, F. Sonnino, I. Fontana, A. Mammone et al., A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with, Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, vol.44, issue.3, pp.615-626, 2014.

J. Deneault, O. Lefebvre, and C. Rousseau, Le jeu symbolique permet-il de «se préparer à l'école»? Les effets des ateliers d'expression «Jeu dans le sable» sur le développement cognitif et affectif d'enfants de 4 à 6 ans, vol.43, pp.299-321, 2014.

R. S. Dessemontet, G. Bless, and D. Morin, Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities: Effects of inclusion on children with ID, Journal of Intellectual Disability Research, vol.56, issue.6, pp.579-587, 2012.

C. Dietz, S. H. Swinkels, J. K. Buitelaar, E. Van-daalen, and H. Van-engeland, Stability and change of IQ scores in preschool children diagnosed with autistic spectrum disorder. European child & adolescent psychiatry, vol.16, pp.405-410, 2007.

K. R. Doody and J. Mertz, Preferred play activities of children with autism spectrum disorder in naturalistic settings, North American Journal of Medicine and Science, vol.6, issue.3, pp.128-133, 2013.

R. Doré, É. Dion, T. Chapdelaine, J. Brunet, and S. Wagner, Activités d'élèves ayant une déficience intellectuelle sur trois types de cour de récréation. Revue francophone de la déficience intellectuelle, vol.10, pp.39-53, 1999.

W. Dunn, Profil sensoriel. Montreuil : Éditions du Centre de Psychologie Appliquée (ECPA), 2010.

C. Duval, P. Piolino, A. Bejanin, M. Laisney, F. Eustache et al., La théorie de l'esprit : aspects conceptuels, évaluation et effets de l'âge, vol.3, pp.41-51, 2011.

V. Eapen, R. ?rn?ec, and A. Walter, Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting, BMC Pediatrics, vol.13, issue.1, pp.1-9, 2013.

L. C. Eaves and H. H. Ho, Brief report: Stability and change in cognitive and behavioral characteristics of autism through childhood, Journal of Autism and Developmental Disorders, vol.26, issue.5, pp.557-569, 1996.

L. C. Eaves and H. H. Ho, The very early identification of autism: Outcome to age 41/2-5, Journal of autism and developmental disorders, vol.34, issue.4, pp.367-378, 2004.

S. Ebersold, Autour du mot inclusion, Recherche & formation, issue.61, pp.71-83, 2009.

S. Ebersold, E. Plaisance, and C. Zander, Ecole inclusive pour les élèves en situation de handicap. Accessibilité, réussite scolaire et parcours individuels. Conseil national d'évaluation du système scolaire-CNESCO, 2016.

I. Eigsti, L. Bennetto, and M. B. Dadlani, Beyond pragmatics: Morphosyntactic development in autism, Journal of autism and developmental disorders, vol.37, issue.6, pp.1007-1023, 2007.

I. Eigsti, A. B. De-marchena, J. M. Schuh, and E. Kelley, Language acquisition in autism spectrum disorders: A developmental review, Research in Autism Spectrum Disorders, vol.5, issue.2, pp.681-691, 2011.

S. Eikeseth, International handbook of autism and pervasive developmental disorders, pp.321-338, 2011.

S. Eikeseth, L. Klintwall, E. Jahr, and P. Karlsson, Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings, Research in Autism Spectrum Disorders, vol.6, issue.2, pp.829-835, 2012.

S. Eikeseth, T. Smith, E. Jahr, and S. Eldevik, Intensive Behavioral Treatment at School for 4-to 7-Year-Old Children with Autism: A 1-Year Comparison Controlled Study, Behavior Modification, vol.26, issue.1, pp.49-68, 2002.

S. Eikeseth, T. Smith, E. Jahr, and S. Eldevik, Outcome for Children with Autism who Began Intensive Behavioral Treatment Between Ages 4 and 7: A Comparison Controlled Study, Behavior Modification, vol.31, issue.3, pp.264-278, 2007.

,

S. Eldevik, S. Eikeseth, E. Jahr, and T. Smith, Effects of Low-Intensity Behavioral Treatment for Children with Autism and Mental Retardation, Journal of Autism and Developmental Disorders, vol.36, issue.2, pp.211-224, 2006.

S. Eldevik, R. P. Hastings, E. Jahr, and J. C. Hughes, Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings, Journal of Autism and Developmental Disorders, vol.42, issue.2, pp.210-220, 2012.

S. Ellis and B. Rogoff, The strategies and efficacy of child versus adult teachers, Child development, vol.53, issue.3, pp.730-735, 1982.

S. Ellis and B. Rogoff, Problem solving in children's management of instruction, Process and outcome in peer relationships, pp.301-325, 1986.

P. J. Ensergueix and L. Lafont, Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes, European Journal of Psychology of Education, vol.25, issue.2, pp.222-242, 2010.

A. J. Esbensen, M. M. Seltzer, K. S. Lam, and J. W. Bodfish, Age-Related Differences in Restricted Repetitive Behaviors in Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.39, issue.1, pp.57-66, 2009.

S. Faja, G. Dawson, K. Sullivan, A. N. Meltzoff, A. Estes et al., Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders: Executive Function and Play in ASD, Autism Research, vol.9, issue.12, pp.1274-1284, 2016.

P. Farrell, The impact of research on developments in inclusive education, International Journal of inclusive education, vol.4, issue.2, pp.153-162, 2000.

,

J. L. Ferguson, J. H. Cihon, J. B. Leaf, S. M. Van-meter, J. Mceachin et al., Assessment of social validity trends in the journal of applied behavior analysis, European Journal of Behavior Analysis, pp.1-12, 2018.

,

S. J. Ferraioli and S. L. Harris, Effective Educational Inclusion of Students on the Autism Spectrum, Journal of Contemporary Psychotherapy, vol.41, issue.1, pp.19-28, 2011.

T. Field, T. Field, C. Sanders, and J. Nadel, Children with Autism Display more Social Behaviors after Repeated Imitation Sessions, Autism, vol.5, issue.3, pp.317-323, 2001.

H. E. Flanagan, A. Perry, and N. L. Freeman, Effectiveness of large-scale communitybased Intensive Behavioral Intervention: A waitlist comparison study exploring outcomes and predictors, Research in Autism Spectrum Disorders, vol.6, issue.2, pp.673-682, 2012.

H. E. Flanagan, I. M. Smith, T. Vaillancourt, E. Duku, P. Szatmari et al., Stability and Change in the Cognitive and Adaptive Behaviour Scores of Preschoolers with, Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, vol.45, issue.9, pp.2691-2703, 2015.

E. Fombonne, Epidemiology of autistic disorder and other pervasive developmental disorders, Journal of Clinical Psychiatry, vol.66, issue.10, pp.3-8, 2005.

H. Foot and A. Barron, Friendship and Task Management in Children's Peer Tutoring, Educational Studies, vol.16, issue.3, pp.237-250, 1990.

P. Foreman, M. Arthur-kelly, S. Pascoe, and B. S. King, Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: An Australian perspective. Research and Practice for Persons with Severe Disabilities, vol.29, pp.183-193, 2004.

C. Fountain, A. S. Winter, and P. S. Bearman, Six Developmental Trajectories Characterize Children With Autism, PEDIATRICS, vol.129, issue.5, 2012.

T. W. Frazier, E. A. Youngstrom, L. Speer, R. Embacher, P. Law et al., Validation of Proposed DSM-5 Criteria for Autism Spectrum Disorder, Journal of the American Academy of Child & Adolescent Psychiatry, vol.51, issue.1, pp.28-40, 2012.

U. Frith, Autism and theory of mind in everyday life, Social development, vol.3, issue.2, pp.108-124, 1994.

R. L. Gabriels, M. L. Cuccaro, D. E. Hill, B. J. Ivers, and E. Goldson, Repetitive behaviors in autism: relationships with associated clinical features, vol.26, pp.169-181, 2005.

R. L. Gabriels, D. E. Hill, R. A. Pierce, S. J. Rogers, and B. Wehner, Predictors of Treatment Outcome in Young Children with Autism: A Retrospective Study, Autism, vol.5, issue.4, pp.407-429, 2001.

E. Gal, N. Bauminger, D. Goren-bar, F. Pianesi, O. Stock et al., Enhancing social communication of children with high-functioning autism through a co-located interface, AI & SOCIETY, vol.24, issue.1, pp.75-84, 2009.

,

J. B. Ganz and R. L. Simpson, Effects on communicative requesting and speech development of the picture exchange communication system in children with characteristics of autism, Journal of autism and developmental disorders, vol.34, issue.4, pp.395-409, 2004.

K. F. Gardner, E. W. Carter, J. R. Gustafson, J. M. Hochman, M. N. Harvey et al., Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders. Research and Practice for Persons with Severe Disabilities, vol.39, pp.100-118, 2014.

J. Garel, De l'intégration scolaire à l'éducation inclusive : d'une normalisation à l'autre, Journal des anthropologues, pp.143-165, 2010.

,

B. A. Gargaro, N. J. Rinehart, J. L. Bradshaw, B. J. Tonge, and D. M. Sheppard, Autism and ADHD: How far have we come in the comorbidity debate?, Neuroscience & Biobehavioral Reviews, vol.35, issue.5, pp.1081-1088, 2011.

,

L. Garrison-harrell, D. Kamps, and T. Kravits, The Effects of Peer Networks on Social-Communicative Behaviors for Students with Autism, Focus on Autism and Other Developmental Disabilities, vol.12, issue.4, pp.241-256, 1997.

,

C. Garry, F. Cilia, N. Aguillon-hernandez, M. Landuré, K. Rovira et al., Étude longitudinale de l'orientation sociale chez les enfants avec TSA d'âge préscolaire, Enfance, vol.4, issue.4, pp.477-481, 2017.

M. P. Gattegno, N. Abenhaim, A. Kremer, C. Castro, and J. Adrien, Étude longitudinale du développement cognitif et social d'un enfant autiste bénéficiant du programme IDDEES, Journal de Thérapie Comportementale et Cognitive, vol.16, issue.4, pp.157-168, 2006.

M. P. Gattegno, A. Fernier, C. Granier-deferre, and J. Adrien, Étude des effets de l'accompagnement d'enfants autistes à l'école et à domicile sur leur développement psychologique et social (Programme IDDEES), Approche neuropsychologique des apprentissages chez l'enfant (ANAE), pp.196-202, 2005.

M. P. Gattegno, M. Wolff, and J. Adrien, Expérience française d'accompagnement scolaire en milieu ordinaire, Scolariser des élèves avec autisme et TED, pp.75-91, 2012.

S. Georgiades, P. Szatmari, M. Boyle, S. Hanna, E. Duku et al., Investigating phenotypic heterogeneity in children with autism spectrum disorder: a factor mixture modeling approach: ASD factor mixture model, Journal of Child Psychology and Psychiatry, vol.54, issue.2, pp.206-215, 2013.

A. M. Girardot, S. De-martino, V. Rey, and F. Poinso, Étude des relations entre l'imitation, l'interaction sociale et l'attention conjointe chez les enfants autistes, vol.57, pp.267-274, 2009.

H. Goldstein, L. Kaczmarek, R. Pennington, and K. Shafer, Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism, Journal of Applied Behavior Analysis, vol.25, issue.2, pp.289-305, 1992.

,

J. Goldstein, Play in children's development, health and well-being. Brussels : Toy Industries of Europe, 2012.

A. Gonzalez-lopez and D. M. Kamps, Social skills training to increase social interactions between children with autism and their typical peers, Focus on autism and other developmental disabilities, vol.12, issue.1, pp.2-14, 1997.

,

R. L. Goodman and D. M. Burton, The inclusion of students with BESD in mainstream schools: teachers' experiences of and recommendations for creating a successful inclusive environment. Emotional and Behavioural Difficulties, vol.15, pp.223-237, 2010.

J. E. Graham, A. M. Karmarkar, and K. J. Ottenbacher, Small Sample Research Designs for Evidence-Based Rehabilitation: Issues and Methods, Archives of Physical Medicine and Rehabilitation, vol.93, issue.8, pp.111-116, 2012.

C. Grossard and O. Grynszpan, Entraînement des compétences assistées par les technologies numériques dans l'autisme : une revue, Enfance, vol.1, issue.1, pp.67-85, 2015.

O. Grynszpan, P. Weiss, F. Perez-diaz, and E. Gal, Innovative technology-based interventions for autism spectrum disorders: A meta-analysis, Autism, vol.18, issue.4, pp.346-361, 2014.

C. Guerini, Le constructivisme social : de Lev Vygotsky à Jérome Bruner, pp.15-24, 2017.

K. Hanley-hochdorfer, M. A. Bray, T. J. Kehle, and M. J. Elinoff, Social stories to increase verbal initiation in children with Autism and Asperger's Disorder, School Psychology Review, vol.39, issue.3, pp.484-492, 2010.

S. G. Hansen, A. W. Blakely, J. K. Dolata, T. Raulston, and W. Machalicek, Children with Autism in the Inclusive Preschool Classroom: A Systematic Review of SingleSubject Design Interventions on Social Communication Skills, Review Journal of Autism and Developmental Disorders, vol.1, issue.3, pp.192-206, 2014.

C. B. Harper, J. B. Symon, and W. D. Frea, Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism, Journal of Autism and Developmental Disorders, vol.38, issue.5, pp.815-826, 2008.

S. L. Harris, J. S. Handleman, B. Kristoff, L. Bass, and R. Gordon, Changes in language development among autistic and peer children in segregated and integrated preschool settings, Journal of Autism and Developmental Disorders, vol.20, issue.1, pp.23-31, 1990.

C. Harrop, J. Green, and K. Hudry, Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ?, Autism, vol.21, issue.1, pp.37-50, 2017.

J. K. Harrower, Educational Inclusion of Children with Severe Disabilities, Journal of Positive Behavior Interventions, vol.1, issue.4, pp.215-230, 1999.

,

J. K. Harrower and G. Dunlap, Including children with autism in general education classrooms: A review of effective strategies. Behavior modification, vol.25, pp.762-784, 2001.

M. Hauck, D. Fein, L. Waterhouse, and C. Feinstein, Social initiations by autistic children to adults and other children, Journal of Autism and Developmental Disorders, vol.25, issue.6, pp.579-595, 1995.

, Autisme et autres troubles envahissants du développement: interventions éducatives et thérapeutiques coordonnées chez l'enfant et l'adolescent, 2012.

D. Hayward, S. Eikeseth, C. Gale, and S. Morgan, Assessing progress during treatment for young children with autism receiving intensive behavioural interventions, Autism, vol.13, issue.6, pp.613-633, 2009.

J. M. Hochman, E. W. Carter, K. Bottema-beutel, M. N. Harvey, and J. R. Gustafson, Efficacy of Peer Networks to Increase Social Connections Among High School Students With and Without Autism Spectrum Disorder, Exceptional Children, vol.82, issue.1, pp.96-116, 2015.

L. Höglund-carlsson, F. Norrelgen, L. Kjellmer, J. Westerlund, C. Gillberg et al., Coexisting Disorders and Problems in Preschool Children with, Autism Spectrum Disorders. The Scientific World Journal, pp.1-6, 2013.

,

P. E. Horne and V. Timmons, Making it work: teachers' perspectives on inclusion, International Journal of Inclusive Education, vol.13, issue.3, pp.273-286, 2009.

,

R. H. Horner, E. G. Carr, J. Halle, G. Mcgee, S. Odom et al., The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education, Exceptional Children, vol.71, issue.2, pp.165-179, 2005.

J. L. Horrocks, G. White, and L. Roberts, Principals' attitudes regarding inclusion of children with autism in Pennsylvania public schools, Journal of autism and developmental disorders, vol.38, issue.8, pp.1462-1473, 2008.

P. Howlin, S. Goode, J. Hutton, and M. Rutter, Savant skills in autism: psychometric approaches and parental reports, Biological Sciences, vol.364, pp.1359-1367, 1522.

C. Hughes, I. Soares-boucaud, J. Hochmann, and U. Frith, Social behaviour in pervasive developmental disorders: Effects of informant, group and "theory-of-mind, European Child & Adolescent Psychiatry, vol.6, issue.4, pp.191-198, 1997.

,

N. Humphrey, Including pupils with autistic spectrum disorders in mainstream schools, vol.23, pp.41-47, 2008.

N. Humphrey, P. Bartolo, P. Ale, C. Calleja, T. Hofsaess et al., Understanding and responding to diversity in the primary classroom: an international study, European Journal of Teacher Education, vol.29, issue.3, pp.305-318, 2006.

,

N. Humphrey and S. Lewis, Make me normal' The views and experiences of pupils on the autistic spectrum in mainstream secondary schools, Autism, vol.12, issue.1, pp.23-46, 2008.

N. Humphrey and W. Symes, Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools, European Journal of Special Needs Education, vol.25, issue.1, pp.77-91, 2010.

,

P. Hunt and L. Goetz, Research on Inclusive Educational Programs, Practices, and Outcomes for Students with Severe Disabilities, The Journal of Special Education, vol.31, issue.1, pp.3-29, 1997.

B. Ingersoll, The effect of context on imitation skills in children with autism, Autism Spectrum Disorders, vol.2, issue.2, pp.332-340, 2008.

,

B. Ingersoll, The Social Role of Imitation in Autism: Implications for the Treatment of Imitation Deficits, Infants & Young Children, vol.21, issue.2, pp.107-119, 2008.

B. Ingersoll and S. Gergans, The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism, vol.28, pp.163-175, 2007.

B. Ingersoll, E. Lewis, and E. Kroman, Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention, Journal of Autism and Developmental Disorders, vol.37, issue.8, pp.1446-1456, 2007.

B. Ingersoll, L. Schreibman, and A. Stahmer, Brief report: Differential treatment outcomes for children with autistic spectrum disorder based on level of peer social avoidance, Journal of Autism and Developmental Disorders, vol.31, issue.3, pp.343-349, 2001.

D. H. Ingram, S. D. Mayes, L. B. Troxell, and S. L. Calhoun, Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist, Autism, vol.11, issue.4, pp.311-319, 2007.

N. S. Jacobson and P. Truax, Clinical significance: A statistical approach to defining meaningful change in psychotherapy research, Journal of Consulting and Clinical Psychology, vol.59, issue.1, pp.12-19, 1991.

V. Jones, I felt like I did something good'-the impact on mainstream pupils of a peer tutoring programme for children with autism, British Journal of Special Education, vol.34, issue.1, pp.3-9, 2007.

S. L. Jónsdóttir, E. Saemundsen, G. Ásmundsdóttir, S. Hjartardóttir, B. B. Ásgeirsdóttir et al., Follow-up of Children Diagnosed with Pervasive Developmental Disorders: Stability and Change During the Preschool Years, Journal of Autism and Developmental Disorders, vol.37, issue.7, pp.1361-1374, 2007.

G. Joshi, C. Petty, J. Wozniak, A. Henin, R. Fried et al., The heavy burden of psychiatric comorbidity in youth with autism spectrum disorders: A large comparative study of a psychiatrically referred population, Journal of autism and developmental disorders, vol.40, issue.11, pp.1361-1370, 2010.

S. Jung, D. M. Sainato, and C. A. Davis, Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism, Journal of Early Intervention, vol.30, issue.3, pp.163-187, 2008.

D. M. Kagohara, J. Sigafoos, D. Achmadi, M. O'reilly, and G. Lancioni, Teaching children with autism spectrum disorders to check the spelling of words, Autism Spectrum Disorders, vol.6, issue.1, pp.304-310, 2012.

A. Kalambouka, P. Farrell, A. Dyson, and I. Kaplan, The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers, Educational Research, vol.49, issue.4, pp.365-382, 2007.

T. Kalandadze, C. Norbury, T. Naerland, and K. B. Naess, Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review, Autism, vol.22, issue.2, pp.99-117, 2018.

E. Kalyva and E. Avramidis, Improving Communication Between Children with Autism and Their Peers Through the « Circle of Friends »: A Small-scale Intervention Study, Journal of Applied Research in Intellectual Disabilities, vol.18, issue.3, pp.253-261, 2005.

D. M. Kamps, B. R. Leonard, S. Vernon, E. P. Dugan, J. C. Delquadri et al., Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom, Journal of Applied Behavior Analysis, vol.25, issue.2, pp.281-288, 1992.

D. Kamps, R. Mason, K. Thiemann-bourque, S. Feldmiller, A. Turcotte et al., The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders, Focus on Autism and Other Developmental Disabilities, vol.29, issue.4, pp.230-245, 2014.

D. M. Kamps, P. M. Barbetta, B. R. Leonard, and J. Delquadri, Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers, Journal of applied behavior analysis, vol.27, issue.1, pp.49-61, 1994.

D. M. Kamps, T. Kravits, A. G. Lopez, K. Kemmerer, J. Potucek et al., What do the peers think? Social validity of peer-mediated programs. Education and Treatment of Children, vol.21, pp.107-134, 1998.

D. M. Kamps, R. Mason, and L. Heitzman-powell, Peer Mediation Interventions to Improve Social and Communication Skills for Children and Youth with Autism Spectrum Disorders, Handbook of Social Skills and Autism Spectrum Disorder, pp.257-283, 2017.

S. M. Kanne, A. J. Gerber, L. M. Quirmbach, S. S. Sparrow, D. V. Cicchetti et al., The Role of Adaptive Behavior in Autism Spectrum Disorders: Implications for Functional Outcome, Journal of Autism and Developmental Disorders, vol.41, issue.8, pp.1007-1018, 2011.

L. Kanner, Autistic disturbances of affective contact, Nervous child, vol.2, issue.3, pp.217-250, 1943.

C. Kasari, A. C. Gulsrud, C. Wong, S. Kwon, and J. Locke, Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism, Journal of autism and developmental disorders, vol.40, issue.9, pp.1045-1056, 2010.

,

C. Kasari, A. Gulsrud, S. Freeman, T. Paparella, and G. Hellemann, Longitudinal Follow-Up of Children With Autism Receiving Targeted Interventions on Joint Attention and Play, Journal of the American Academy of Child & Adolescent Psychiatry, vol.51, issue.5, pp.487-495, 2012.

C. Kasari, J. Locke, A. Gulsrud, and E. Rotheram-fuller, Social networks and friendships at school: Comparing children with and without ASD, Journal of autism and developmental disorders, vol.41, issue.5, pp.533-544, 2011.

C. Kasari, E. Rotheram-fuller, J. Locke, and A. Gulsrud, Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders, Journal of Child Psychology and Psychiatry, vol.53, issue.4, pp.431-439, 2012.

E. Katz and L. Girolametto, Peer-Mediated Intervention for Preschoolers With ASD Implemented in Early Childhood Education Settings, Topics in Early Childhood Special Education, vol.33, issue.3, pp.133-143, 2013.

E. Katz and L. Girolametto, Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations, International Journal of Speech-Language Pathology, vol.17, issue.6, pp.565-576, 2015.

G. Katz and E. Lazcano-ponce, Intellectual disability: definition, etiological factors, classification, diagnosis, treatment and prognosis. Salud pública de méxico, vol.50, pp.132-141, 2008.

J. Katz and P. Mirenda, Including students with developmental disabilities in general education classrooms: Educational benefits, International Journal of Special Education, vol.17, issue.2, pp.14-24, 2002.

S. Kazak, G. M. Collis, and V. Lewis, Can Young People with Autism Refer to Knowledge States? Evidence from Their Understanding of « Know » and « Guess », Journal of Child Psychology and Psychiatry, vol.38, issue.8, pp.1001-1009, 1997.

,

D. Keen and S. Ward, Autistic spectrum disorder: a child population profile, Autism, vol.8, issue.1, pp.39-48, 2004.

E. Kelley, J. J. Paul, D. Fein, and L. R. Naigles, Residual Language Deficits in Optimal Outcome Children with a History of Autism, Journal of Autism and Developmental Disorders, vol.36, issue.6, pp.807-828, 2006.

C. Kemp, Y. Kishida, M. Carter, and N. Sweller, The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings, Early Childhood Research Quarterly, vol.28, issue.1, pp.134-143, 2013.

,

L. Kenworthy, L. G. Anthony, D. Q. Naiman, L. Cannon, M. C. Wills et al., Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum, Journal of Child Psychology and Psychiatry, vol.55, issue.4, pp.374-383, 2014.

S. H. Kim, V. H. Bal, N. Benrey, Y. B. Choi, W. Guthrie et al., Variability in Autism Symptom Trajectories Using Repeated Observations From 14 to 36 Months of Age, Journal of the American Academy of Child & Adolescent Psychiatry, vol.57, issue.11, pp.837-848, 2018.

S. H. Kim, S. Macari, J. Koller, and K. Chawarska, Examining the phenotypic heterogeneity of early autism spectrum disorder: subtypes and short-term outcomes, Journal of Child Psychology and Psychiatry, vol.57, issue.1, pp.93-102, 2016.

,

A. King, A. Staffieri, and A. Adelgais, Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning, Journal of Educational Psychology, vol.90, issue.1, pp.134-152, 1998.

M. M. Kjelgaard and H. Tager-flusberg, An investigation of language impairment in autism: Implications for genetic subgroups, Language and Cognitive Processes, vol.16, pp.287-308, 2001.

L. K. Koegel, S. Kuriakose, A. K. Singh, and R. L. Koegel, Improving Generalization of Peer Socialization Gains in Inclusive School Settings Using Initiations Training, Behavior Modification, vol.36, issue.3, pp.361-377, 2012.

,

L. K. Koegel, T. W. Vernon, R. L. Koegel, B. L. Koegel, and A. W. Paullin, Improving Social Engagement and Initiations Between Children With Autism Spectrum Disorder and Their Peers in Inclusive Settings, Journal of Positive Behavior Interventions, vol.14, issue.4, pp.220-227, 2012.

L. Koegel, . Kern, R. L. Koegel, J. K. Harrower, and C. M. Carter, Pivotal Response Intervention I: Overview of Approach, Research and Practice for Persons with Severe Disabilities, vol.24, issue.3, pp.174-185, 1999.

R. L. Koegel, L. K. Koegel, and C. M. Carter, Pivotal teaching interactions for children with autism, School Psychology Review, vol.28, issue.4, pp.576-594, 1999.

F. W. Kohler, C. Greteman, D. Raschke, and C. Highnam, Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers, Topics in Early Childhood Special Education, vol.27, issue.3, pp.155-163, 2007.

,

T. Koyama, H. Tachimori, H. Osada, T. Takeda, and H. Kurita, Cognitive and symptom profiles in Asperger's syndrome and high-functioning autism, Psychiatry and Clinical Neurosciences, vol.61, issue.1, pp.99-104, 2007.

A. Krasny-pacini and J. Evans, Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide, Annals of Physical and Rehabilitation Medicine, vol.61, issue.3, pp.164-179, 2018.

L. R. Kuhn, A. E. Bodkin, S. D. Devlin, and R. A. Doggett, Using pivotal response training with peers in special education to facilitate play in two children with autism. Education and Training in Developmental Disabilities, vol.43, pp.37-45, 2008.

J. A. Kurth and A. M. Mastergeorge, Academic and cognitive profiles of students with autism: implications for classroom practice and placement, International Journal of Special Education, vol.25, issue.2, pp.8-14, 2010.

L. Freniere, P. Strayer, F. F. Gauthier, and R. , The Emergence of Same-Sex Affiliative Preferences among Preschool Peers: A Developmental/Ethological Perspective, Child Development, vol.55, issue.5, pp.1958-1965, 1984.

L. Lafont and P. Ensergueix, La question de la formation d'élèves tuteurs : considérations générales, application au cas des habiletés motrices. Carrefours de l'éducation, vol.27, pp.37-52, 2009.

M. Lai, M. V. Lombardo, B. Chakrabarti, and S. Baron-cohen, Subgrouping the Autism "Spectrum": Reflections on DSM-5, vol.11, 2013.

L. Laurent, Epsilon un enfant extraordinaire : Qu'est-ce que l'autisme? Colmar : Jérôme Do Bentzinger, 2008.

K. M. Laushey and L. J. Heflin, Enhancing Social Skills of Kindergarten Children with Autism Through the Training of Multiple Peers as Tutors, Journal of Autism and Developmental Disorders, vol.30, issue.3, pp.183-193, 2000.

L. Maner-idrissi and G. , An internal gender system at 24 months, European Journal of Psychology of Education, vol.11, issue.3, pp.301-312, 1996.

L. Sourn-bissaoui, S. Chevreuil, and C. , Le trouble du Spectre de l'Autisme, Psychopathologie cognitive: Enfant, adolescent, adulte, pp.325-350, 2018.
URL : https://hal.archives-ouvertes.fr/hal-01712391

S. Lee, S. L. Odom, and R. Loftin, Social Engagement With Peers and Stereotypic Behavior of Children With Autism, Journal of Positive Behavior Interventions, vol.9, issue.2, pp.67-79, 2007.

S. R. Leekam, C. Nieto, S. J. Libby, L. Wing, and J. Gould, Describing the Sensory Abnormalities of Children and Adults with Autism, Journal of Autism and Developmental Disorders, vol.37, issue.5, pp.894-910, 2007.

S. R. Leekam, M. R. Prior, and M. Uljarevic, Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade, Psychological Bulletin, vol.137, issue.4, pp.562-593, 2011.

G. Lelord and C. Barthélémy, ECA-R, Échelle d'évaluation des comportements autistiques révisée, 2003.

Z. Leonardo and L. Manning, White historical activity theory: toward a critical understanding of white zones of proximal development, Race Ethnicity and Education, vol.20, issue.1, pp.15-29, 2017.

B. P. Leung and J. Silberling, Using Sociograms to Identify Social Status in the Classroom, The California School Psychologist, vol.11, issue.1, pp.57-61, 2006.

,

K. C. Leung, Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement, Journal of Educational Psychology, vol.107, issue.2, pp.558-579, 2015.

M. Lewis, Toward a Development of Psychopathology, Handbook of Developmental Psychopathology, pp.3-22, 2000.

V. Lewis, J. Boucher, L. Lupton, and S. Watson, Relationships between symbolic play, functional play, verbal and non-verbal ability in young children, International Journal of Language & Communication Disorders, vol.35, issue.1, pp.117-127, 2000.

,

O. T. Leyfer, S. E. Folstein, S. Bacalman, N. O. Davis, E. Dinh et al., Comorbid Psychiatric Disorders in Children with Autism: Interview Development and Rates of Disorders, Journal of Autism and Developmental Disorders, vol.36, issue.7, pp.849-861, 2006.

S. Lin, C. Tsai, H. Li, C. Huang, and K. Chen, Theory of mind predominantly associated with the quality, not quantity, of pretend play in children with autism spectrum disorder, European child & adolescent psychiatry, vol.26, issue.10, pp.1187-1196, 2017.

G. Lindsay, Educational psychology and the effectiveness of inclusive education/mainstreaming, British Journal of Educational Psychology, vol.77, issue.1, pp.1-24, 2007.

J. Locke, E. H. Ishijima, C. Kasari, and N. London, Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting, Journal of Research in Special Educational Needs, vol.10, issue.2, pp.74-81, 2010.

J. Locke, E. Rotheram-fuller, and C. Kasari, Exploring the Social Impact of Being a Typical Peer Model for Included Children with, Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, vol.42, issue.9, pp.1895-1905, 2012.

,

R. L. Loftin, S. L. Odom, and J. F. Lantz, Social Interaction and Repetitive Motor Behaviors, Journal of Autism and Developmental Disorders, vol.38, issue.6, pp.1124-1135, 2008.

C. Lord, S. Bishop, and D. Anderson, Developmental trajectories as autism phenotypes, American Journal of Medical Genetics, vol.169, issue.2, pp.198-208, 2015.

,

C. Lord and E. Schopler, The role of age at assessment, developmental level, and test in the stability of intelligence scores in young autistic children, Journal of Autism and Developmental Disorders, vol.19, issue.4, pp.483-499, 1989.

J. Lozano-martínez, F. J. Ballesta-pagán, and S. Alcaraz-garcía, Software for teaching emotions to students with, Autism Spectrum Disorder. Revista Comunicar, vol.18, issue.36, pp.139-148, 2011.

R. Macdonald, D. Parry-cruwys, S. Dupere, and W. Ahearn, Assessing progress and outcome of early intensive behavioral intervention for toddlers with autism, vol.35, pp.3632-3644, 2014.

,

I. Magiati and P. Howlin, A pilot evaluation study of the Picture Exchange Communication System (PECS) for children with autistic spectrum disorders, Autism, vol.7, issue.3, pp.297-320, 2003.

I. Magiati, J. Moss, T. Charman, and P. Howlin, Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study, Research in Autism Spectrum Disorders, vol.5, issue.3, pp.1016-1027, 2011.

,

M. A. Maglione, D. Gans, L. Das, J. Timbie, and C. Kasari, Nonmedical interventions for children with ASD: Recommended guidelines and further research needs, Pediatrics, vol.130, issue.2, pp.169-178, 2012.

T. Majoko, Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots, Journal of Autism and Developmental Disorders, vol.46, issue.4, pp.1429-1440, 2016.

A. Mannion and G. Leader, Comorbidity in autism spectrum disorder: A literature review, Research in Autism Spectrum Disorders, vol.7, issue.12, pp.1595-1616, 2013.

E. Markussen, Special education: Does it help? A study of special education in Norwegian upper secondary schools, European Journal of Special Needs Education, vol.19, issue.1, pp.33-48, 2004.

C. L. Martin, O. Kornienko, D. R. Schaefer, L. D. Hanish, R. A. Fabes et al., The role of sex of peers and gender-typed activities in young children's peer affiliative networks: a longitudinal analysis of selection and influence, Child Development, vol.84, issue.3, pp.921-937, 2013.

R. Mason, D. Kamps, A. Turcotte, S. Cox, S. Feldmiller et al., Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders, Research in Autism Spectrum Disorders, vol.8, issue.3, pp.334-344, 2014.

J. L. Matson and M. S. Nebel-schwalm, Comorbid psychopathology with autism spectrum disorder in children: An overview, vol.28, pp.341-352, 2007.

N. L. Matthews, W. A. Goldberg, A. F. Lukowski, K. Osann, M. M. Abdullah et al., Does theory of mind performance differ in children with early-onset and regressive autism? Developmental science, vol.15, pp.25-34, 2012.

S. Mavropoulou and G. D. Sideridis, Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.44, issue.8, pp.1867-1885, 2014.

,

C. Mccormick, S. Hepburn, G. S. Young, and S. J. Rogers, Sensory symptoms in children with autism spectrum disorder, other developmental disorders and typical development: A longitudinal study, Autism, vol.20, issue.5, pp.572-579, 2016.

,

J. Mcdonnell, N. Thorson, S. Disher, C. Mathot-buckner, J. Mendel et al., The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: An exploratory study. Education and treatment of children, vol.26, pp.224-236, 2003.

M. A. Mcevoy, R. E. Shores, J. H. Wehby, S. M. Johnson, and J. J. Fox, Special education teachers' implementation of procedures to promote social interaction among children in integrated settings, Education and Training in Mental Retardation, vol.25, issue.3, pp.267-276, 1990.

B. Mcfadden, D. Kamps, and L. Heitzman-powell, Social communication effects of peer-mediated recess intervention for children with autism, Autism Spectrum Disorders, vol.8, issue.12, pp.1699-1712, 2014.

C. M. Mehta and J. Strough, Sex segregation in friendships and normative contexts across the life span, Developmental Review, vol.29, issue.3, pp.201-220, 2009.

,

R. Miljkovitch, F. Morange-majoux, and E. Sander, , 2017.

, Loi n°2013-595 du 8 juillet d'orientation et de programmation pour la refondation de l'école de la République, 2013.

, Repères et Références Statistiques, 2016.

S. Mitchell, J. Brian, L. Zwaigenbaum, W. Roberts, P. Szatmari et al., Early language and communication development of infants later diagnosed with autism spectrum disorder, Journal of developmental and behavioral pediatrics, vol.27, issue.2, pp.69-78, 2006.

D. R. Mock, J. M. Kauffman, R. Jacobson, &. J. Foxx, and . Mulick, The delusion of full inclusion, Controversial Therapies for Developmental Disabilities: Fad, Fashion, and Science in Professional Practice, 2005.

M. Moore and S. Calvert, Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction, Journal of autism and developmental disorders, vol.30, issue.4, pp.359-362, 2000.

G. D. Morewood, N. Humphrey, and W. Symes, Mainstreaming autism: making it work, Good Autism Practice, vol.12, issue.2, pp.62-68, 2011.

B. S. Myles, R. L. Simpson, C. K. Ormsbee, and C. Erickson, Integrating preschool children with autism with their normally developing peers: Research findings and best practices recommendations, Focus on autistic behavior, vol.8, issue.5, pp.1-19, 1993.

J. Nadel, Imitation et communication entre jeunes enfants, 1986.

J. Nadel, Imitation and imitation recognition: Functional use in preverbal infants and nonverbal children with autism, Meltzoff & W. Prinz (Éds), pp.42-62, 2002.

J. Nadel, Imiter pour grandir : développement du bébé et de l'enfant avec autisme, 2011.

J. Nadel, Réhabiliter scientifiquement l'imitation au bénéfice de l'autisme, L'information psychiatrique, vol.90, issue.10, pp.835-842, 2014.

J. Nadel, Imiter pour grandir : développement du bébé et de l'enfant avec autisme, 2016.

J. Nadel, Imitation : de la recherche à la thérapie, Brun & D. Mellier (Éds), vol.12, pp.239-261, 2019.

J. Nadel and C. Potier, Imitez, imitez, il en restera toujours quelque chose : le statut développemental de l'imitation dans le cas d'autisme, Enfance, vol.54, issue.1, pp.76-85, 2002.

D. S. Nagin and C. L. Odgers, Group-Based Trajectory Modeling in Clinical Research, Annual Review of Clinical Psychology, vol.6, issue.1, pp.109-138, 2010.

,

A. S. Nahmias, C. Kase, and D. S. Mandell, Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements, Autism, vol.18, issue.3, pp.311-320, 2014.

,

L. Neely, M. Rispoli, S. Camargo, H. Davis, and M. Boles, The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism, Autism Spectrum Disorders, vol.7, issue.4, pp.509-516, 2013.

C. Nelson, K. Paul, S. S. Johnston, and J. E. Kidder, Use of a creative dance intervention package to increase social engagement and play complexity of young children with autism spectrum disorder, Autism and Developmental Disabilities, vol.52, issue.2, pp.170-185, 2017.

C. K. Nikopoulos and M. Keenan, Effects of video modeling on social initiations by children with autism, Journal of Applied Behavior Analysis, vol.37, issue.1, pp.93-96, 2004.

S. L. Odom, L. Collet-klingenberg, S. J. Rogers, and D. D. Hatton, Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders. Preventing School Failure: Alternative Education for Children and Youth, vol.54, pp.275-282, 2010.

S. L. Odom and P. S. Strain, Peer-mediated approaches to promoting children's social interaction: A review, American Journal of Orthopsychiatry, vol.54, issue.4, pp.544-557, 1984.

C. Oh-young and J. Filler, A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities, vol.47, pp.80-92, 2015.

P. O'malley, M. Lewis, C. Donehower, and D. Stone, Effectiveness of using iPads to increase academic task completion by students with autism, Universal Journal of Educational Research, vol.2, issue.1, pp.90-97, 2014.

, Rapport de la rapporteuse spéciale de l'Organisation des Nations Unies sur les droits des personnes handicapés en France, 2019.

J. S. Owen-deschryver, E. G. Carr, S. I. Cale, and A. Blakeley-smith, Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings, Focus on Autism and Other Developmental Disabilities, vol.23, issue.1, pp.15-28, 2008.

S. Panerai, L. Ferrante, and M. Zingale, Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach, Journal of intellectual disability research, vol.46, issue.4, pp.318-327, 2002.

S. Panerai, M. Zingale, G. Trubia, M. Finocchiaro, R. Zuccarello et al., Special Education Versus Inclusive Education: The Role of the TEACCH Program, Journal of Autism and Developmental Disorders, vol.39, issue.6, pp.874-882, 2009.

R. I. Parker and K. Vannest, An Improved Effect Size for Single-Case Research: Nonoverlap of All Pairs, Behavior Therapy, vol.40, issue.4, pp.357-367, 2009.

,

R. I. Parker, K. J. Vannest, and J. L. Davis, Effect Size in Single-Case Research: A Review of Nine Nonoverlap Techniques, Behavior Modification, vol.35, issue.4, pp.303-322, 2011.

R. I. Parker, K. J. Vannest, J. L. Davis, and S. B. Sauber, Combining Nonoverlap and Trend for Single-Case Research, vol.42, pp.284-299, 2011.

M. B. Parten, Social participation among pre-school children, The Journal of Abnormal and Social Psychology, vol.27, issue.3, pp.243-269, 1932.

R. Paul, S. M. Orlovski, H. C. Marcinko, and F. Volkmar, Conversational Behaviors in Youth with High-functioning ASD and Asperger Syndrome, Journal of Autism and Developmental Disorders, vol.39, issue.1, pp.115-125, 2009.

T. Peetsma, M. Vergeer, J. Roeleveld, and S. Karsten, Inclusion in education: Comparing pupils' development in special and regular education, Educational Review, vol.53, issue.2, pp.125-135, 2001.

J. Perner, U. Frith, A. M. Leslie, and S. R. Leekam, Exploration of the autistic child's theory of mind: Knowledge, belief, and communication, Child development, vol.60, issue.3, pp.689-700, 1989.

P. Perret and S. Faure, Les fondements de la psychopathologie développementale, Enfance, vol.58, issue.4, pp.317-333, 2006.

A. Perry, K. Blacklock, and J. Dunn-geier, The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention, Research in Autism Spectrum Disorders, vol.7, issue.9, pp.1142-1150, 2013.

A. Perry, A. Cummings, J. D. Geier, N. L. Freeman, S. Hughes et al., Predictors of outcome for children receiving intensive behavioral intervention in a large, community-based program, Research in Autism Spectrum Disorders, vol.5, issue.1, pp.592-603, 2011.

C. C. Peterson, M. Garnett, A. Kelly, and T. Attwood, Everyday social and conversation applications of theory-of-mind understanding by children with autism-spectrum disorders or typical development, European Child & Adolescent Psychiatry, vol.18, issue.2, pp.105-115, 2009.

C. Philip, Scolarisation des élèves avec autisme en France : trente ans d'histoire?. La nouvelle revue de l'adaptation et de la scolarisation, vol.4, pp.45-58, 2012.

C. Philip, É. Bintz, and G. Régnault, Deux élèves avec autisme en maternelle : usages de tablettes et applications numériques: (Projet Educare-Learn Enjoy). La nouvelle revue de l'adaptation et de la scolarisation, vol.68, pp.253-267, 2014.

,

C. Philip and G. Magerotte, L'autisme, une grande cause scolaire. La nouvelle revue de l'adaptation et de la scolarisation, vol.4, pp.7-10, 2012.

C. Philip, G. Magerotte, and J. Adrien, Scolariser des élèves avec autisme et TED: vers l'inclusion, 2012.

E. Pickett, O. Pullara, J. O?grady, and B. Gordon, Speech Acquisition in Older Nonverbal Individuals With Autism: A Review of Features, Methods, and Prognosis, Cognitive and Behavioral Neurology, vol.22, issue.1, pp.1-21, 2009.

,

A. Pickles, D. K. Anderson, and C. Lord, Heterogeneity and plasticity in the development of language: a 17-year follow-up of children referred early for possible autism, Journal of Child Psychology and Psychiatry, vol.55, issue.12, pp.1354-1362, 2014.

K. Pierce and L. Schreibman, Increasing Complex Social Behaviors in Children with Autism: Effects of Peer-Implemented Pivotal Response Training, Journal of Applied Behavior Analysis, vol.28, issue.3, pp.285-295, 1995.

K. Pierce and L. Schreibman, Multiple Peer Use of Pivotal Response Training to Increase Social Behaviors of Classmates with Autism: Results from Trained and Untrained Peers, Journal of Applied Behavior Analysis, vol.30, issue.1, pp.157-160, 1997.

E. Plaisance, B. Belmont, A. Vérillon, and C. Schneider, Intégration ou inclusion? La nouvelle revue de l'adaptation et de la scolarisation, vol.37, pp.159-164, 2007.

P. Planche and E. Lemonnier, Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles? Research in, Autism Spectrum Disorders, vol.6, issue.2, pp.939-948, 2012.

M. Plumet, L'autisme de l'enfant: un développement sociocognitif différent, 2014.

M. Plumet, G. Briet, S. Le-sourn-bissaoui, G. Le-maner-idrissi, M. Marie et al., Suivi des trajectoires de développement cognitif et social d'enfants TSA scolarisés en unités d'enseignement maternelle : données sur 2 ans, Enfance, vol.4, issue.4, pp.585-598, 2017.

A. Poirier and G. Goupil, Processus diagnostique des personnes présentant un trouble envahissant du développement au Québec: expérience des parents, Journal on Developmental Disabilities, vol.14, issue.3, pp.19-28, 2008.

N. Poirier and É. Cappe, Les dispositifs scolaires québécois et français offerts aux élèves ayant un trouble du spectre de l'autisme, vol.544, pp.267-278, 2016.

N. Poirier, A. Paquet, N. Giroux, and J. Forget, L'inclusion scolaire des enfants autistes, vol.34, pp.265-286, 2005.

A. Posar and P. Visconti, Sensory abnormalities in children with autism spectrum disorder, Jornal de Pediatria, vol.94, issue.4, pp.342-350, 2018.

,

V. Postorino, L. Fatta, V. Sanges, G. Giovagnoli, L. De-peppo et al., Intellectual disability in autism spectrum disorder: investigation of prevalence in an Italian sample of children and adolescents, vol.48, pp.193-201, 2016.

C. H. Qi, E. E. Barton, M. Collier, and Y. Lin, A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder, Focus on Autism and Other Developmental Disabilities, vol.33, issue.4, pp.249-257, 2018.

,

Y. Rafferty, V. Piscitelli, and C. Boettcher, The impact of inclusion on language development and social competerne among preschoolers with disabilities, Exceptional Children, vol.69, issue.4, pp.467-479, 2003.

P. G. Ramsey, Possession episodes in young children's social interactions, The Journal of genetic psychology, vol.148, issue.3, pp.315-324, 1987.

,

S. M. Rao and B. Gagie, Learning through seeing and doing: Visual supports for children with autism, Teaching Exceptional Children, vol.38, issue.6, pp.26-33, 2006.

J. Ravestein and C. Ladage, Ordinateurs et Internet à l'école élémentaire française: Usages déclarés de 907 professeurs d'école. Éducation et didactique, vol.8, pp.9-21, 2014.

J. Ravet, Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position, International Journal of Inclusive Education, vol.15, issue.6, pp.667-682, 2011.

P. J. Rea, V. L. Mclaughlin, and C. Walther-thomas, Outcomes for students with learning disabilities in inclusive and pullout programs, Exceptional Children, vol.68, issue.2, pp.203-222, 2002.

P. Reed, L. A. Osborne, and E. M. Waddington, A comparative study of the impact of mainstream and special school placement on the behaviour of children with Autism Spectrum Disorders, British Educational Research Journal, vol.38, issue.5, pp.749-763, 2012.

B. Reichow, Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with, Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, vol.42, issue.4, pp.512-520, 2012.

B. Reichow, K. Hume, E. E. Barton, and B. A. Boyd, Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD), Cochrane Database of Systematic Reviews, 2018.

B. Reichow and F. R. Volkmar, Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework, Journal of Autism and Developmental Disorders, vol.40, issue.2, pp.149-166, 2010.

B. Remington, R. P. Hastings, H. Kovshoff, F. Degli-espinosa, E. Jahr et al., Early Intensive Behavioral Intervention: Outcomes for Children With Autism and Their Parents After Two Years, American Journal on Mental Retardation, vol.112, issue.6, pp.418-438, 2007.

V. Richard, Les groupes de jeux intégrés : une stratégie d'intervention favorisant les interractions sociales et le jeu symbolique chez les enfants ayant un trouble envahissant du développement (Thèse de Doctorat), 2004.

J. Richler, S. L. Bishop, J. R. Kleinke, and C. Lord, Restricted and Repetitive Behaviors in Young Children with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.37, issue.1, pp.73-85, 2007.

M. Rivard, A. Terroux, and C. Mercier, Effectiveness of early behavioral intervention in public and mainstream settings: The case of preschool-age children with autism spectrum disorders, Research in Autism Spectrum Disorders, vol.8, issue.9, pp.1031-1043, 2014.

K. Robertson, B. Chamberlain, and C. Kasari, General education teachers' relationships with included students with autism, Journal of Autism and developmental disorders, vol.33, issue.2, pp.123-130, 2003.

S. J. Rogers, Interventions that facilitate socialization in children with autism, Journal of autism and developmental disorders, vol.30, issue.5, pp.399-409, 2000.

,

S. J. Rogers, L. Bennetto, R. Mcevoy, and B. F. Pennington, Imitation and Pantomime in High-Functioning Adolescents with Autism Spectrum Disorders, Child Development, vol.67, issue.5, pp.2060-2073, 1996.

S. J. Rogers, S. L. Hepburn, T. Stackhouse, and E. Wehner, Imitation performance in toddlers with autism and those with other developmental disorders, Journal of Child Psychology and Psychiatry, vol.44, issue.5, pp.763-781, 2003.

S. J. Rogers and L. A. Vismara, Evidence-based comprehensive treatments for early autism, Journal of Clinical Child & Adolescent Psychology, vol.37, issue.1, pp.8-38, 2008.

B. Rogoff, Apprenticeship in thinking, 1990.

R. Ross-hill, Teacher attitude towards inclusion practices and special needs students, Journal of Research in Special Educational Needs, vol.9, issue.3, pp.188-198, 2009.

J. Rouanet, La scolarisation de l'élève en situation de handicap et son accompagnement, un enjeu majeur, Administration & Éducation, vol.2, issue.150, pp.77-82, 2016.

N. Rousseau, G. Bergeron, and R. Vienneau, L'inclusion scolaire pour gérer la diversité: des aspects théoriques aux pratiques dites efficaces. Revue suisse des sciences de l'éducation, vol.35, pp.71-90, 2013.

D. Roy and O. Mezher, Mon petit frère super héros, 2010.

M. Ruel, N. Poirier, and C. Japel, La perception d'enseignantes du primaire quant à l'intégration en classe ordinaire d'élèves présentant un trouble du spectre de l'autisme (TSA), vol.44, pp.37-61, 2015.

N. M. Ruijs and T. T. Peetsma, Effects of inclusion on students with and without special educational needs reviewed, Educational Research Review, vol.4, issue.2, pp.67-79, 2009.

H. Rzepecka, K. Mckenzie, I. Mcclure, and S. Murphy, Sleep, anxiety and challenging behaviour in children with intellectual disability and/or autism spectrum disorder, vol.32, pp.2758-2766, 2011.

,

D. M. Sainato, R. S. Morrison, S. Jung, J. Axe, and P. A. Nixon, A Comprehensive Inclusion Program for Kindergarten Children With Autism Spectrum Disorder, Journal of Early Intervention, vol.37, issue.3, pp.208-225, 2015.

C. Saint-georges, R. S. Cassel, D. Cohen, M. Chetouani, M. Laznik et al., What studies of family home movies can teach us about autistic infants: A literature review, Research in Autism Spectrum Disorders, vol.4, issue.3, pp.355-366, 2010.

C. Saint-georges, V. Guinchat, B. Chamak, F. Apicella, F. Muratori et al., Signes précoces d'autisme : d'où vient-on ? Où va-t-on ?, pp.400-408, 2013.

G. O. Sallows and T. D. Graupner, Intensive behavioral treatment for children with autism: Four-year outcome and predictors, American journal on mental retardation, vol.110, issue.6, p.110, 2005.

M. Sanna and R. Blanc, L'importance d'une évaluation écologique des compétences sociales chez des sujets avec des troubles du spectre de l'autisme âgés de 8 à 13 ans sans déficience intellectuelle, vol.66, pp.315-322, 2018.

P. Santacreu, C. Auxiette, P. Chambres, P. Guérin, and C. Tardif, L'évolution de la scolarisation des enfants avec autisme en France, Bulletin Scientifique de l'ARAPI, issue.33, pp.71-75, 2014.

O. Scarpa, M. François, L. Gobert, P. Bourger, A. Dall'asta et al., , 2012.

, , vol.4, pp.389-410

D. Scattone, S. M. Wilczynski, R. P. Edwards, and B. Rabian, Decreasing disruptive behaviors of children with autism using social stories, Journal of autism and developmental disorders, vol.32, issue.6, pp.535-543, 2002.

K. M. Schaeffer, K. A. Hamilton, and W. L. Bauman-johnson, Video Self-Modeling Interventions for Students With Autism Spectrum Disorder, Intervention in School and Clinic, vol.52, issue.1, pp.17-24, 2016.

C. Schmidt and J. P. Stichter, The Use of Peer-Mediated Interventions to Promote the Generalization of Social Competence for Adolescents with High-Functioning Autism and Asperger's Syndrome, Exceptionality, vol.20, issue.2, pp.94-113, 2012.

,

K. D. Schoger, Reverse Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms, Teaching Exceptional Children Plus, vol.2, issue.6, pp.1-11, 2006.

E. Schopler, M. Lansing, R. Reichler, and L. Marcus, PEP-3, profil psycho-éducatif : évaluation psycho-éducative individualisée de la division TEACCH pour enfants présentant des troubles du spectre de l'autisme, 2008.

K. A. Schreck, K. Williams, and A. F. Smith, A comparison of eating behaviors between children with and without autism, Journal of autism and developmental disorders, vol.34, issue.4, pp.433-438, 2004.

, La stratégie nationale pour l'autisme au sein des troubles du neuro-développement, 2018.

M. M. Seltzer, P. Shattuck, L. Abbeduto, and J. S. Greenberg, Trajectory of development in adolescents and adults with autism. Mental retardation and developmental disabilities research reviews, vol.10, pp.234-247, 2004.

,

M. Sevlever and J. M. Gillis, An examination of the state of imitation research in children with autism: Issues of definition and methodology, vol.31, pp.976-984, 2010.

R. Shute, H. Foot, and M. Morgan, The Sensitivity of Children and Adults as Tutors, Educational Studies, vol.18, issue.1, pp.21-36, 1992.

M. Sigman and C. W. Mcgovern, Improvement in Cognitive and Language Skills from Preschool to Adolescence in Autism, Journal of Autism and Developmental Disorders, vol.35, issue.1, pp.15-23, 2005.

M. Sigman, E. Ruskin, S. Arbelle, R. Corona, C. Dissanayake et al., Continuity and Change in the Social Competence of Children with Autism, Down Syndrome, and Developmental Delays. Monographs of the Society for Research in Child Development, vol.64, pp.1-114, 1999.

E. Simonoff, A. Pickles, T. Charman, S. Chandler, T. Loucas et al., Psychiatric Disorders in Children With Autism Spectrum Disorders: Prevalence, Comorbidity, and Associated Factors in a Population-Derived Sample, Journal of the American Academy of Child & Adolescent Psychiatry, vol.47, issue.8, pp.921-929, 2008.

L. A. Simpson and Y. Bui, Effects of a peer-mediated intervention on social interactions of students with low-functioning autism and perceptions of typical peers. Education and Training in Autism and Developmental Disabilities, vol.51, pp.162-178, 2016.

I. M. Smith and S. E. Bryson, Imitation and action in autism: A critical review, Psychological bulletin, vol.116, issue.2, pp.259-273, 1994.

T. Smith, A. D. Groen, and J. W. Wynn, Randomized trial of intensive early intervention for children with pervasive developmental disorder, American Journal on Mental Retardation, vol.105, issue.4, pp.269-285, 2000.

V. Smith, P. Mirenda, and A. Zaidman-zait, Predictors of expressive vocabulary growth in children with autism, Journal of Speech, Language, and Hearing Research, vol.50, issue.1, pp.149-160, 2007.

A. V. Snow and L. Lecavalier, Comparing Autism, PDD-NOS, and Other Developmental Disabilities on Parent-Reported Behavior Problems: Little Evidence for ASD Subtype Validity, Journal of Autism and Developmental Disorders, vol.41, issue.3, pp.302-310, 2011.

S. S. Sparrow, D. A. Balla, and D. V. Cicchetti, Vineland adaptive behavior scales, 1984.

S. S. Sparrow, D. V. Cicchetti, and D. A. Balla, Vineland-II : Echelle d'évaluation du comportement socio adaptatif de Vineland. Adaptation Française, 2015.

L. Sperry, J. Neitzel, and K. Engelhardt-wells, Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders, vol.54, pp.256-264, 2010.

L. A. Sroufe, S. Duggal, N. Weinfield, and E. Carlson, Relationships, development, and psychopathology, Handbook of developmental psychopathology, pp.75-91, 2000.

L. A. Sroufe and M. Rutter, The domain of developmental psychopathology, Child development, vol.55, issue.1, pp.17-29, 1984.

A. C. Stahmer, N. Akshoomoff, and A. B. Cunningham, Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program, Autism, vol.15, issue.5, pp.625-641, 2011.

A. C. Stahmer and C. Carter, An empirical examination of toddler development in inclusive childcare, Early Child Development and Care, vol.175, issue.4, pp.321-333, 2005.

A. C. Stahmer and B. Ingersoll, Inclusive Programming for Toddlers with Autism Spectrum Disorders: Outcomes From the Children's Toddler School, Journal of Positive Behavior Interventions, vol.6, issue.2, pp.67-82, 2004.

,

G. C. Stanley and M. M. Konstantareas, Symbolic Play in Children with, Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, vol.37, issue.7, pp.1215-1223, 2007.

P. Steerneman, P. Muris, H. Merckelbach, and H. Willems, Brief report: assessment of development and abnormal behavior in children with pervasive developmental disorders. Evidence for the reliability and validity of the revised psychoeducational profile, Journal of autism and developmental disorders, vol.27, issue.2, pp.177-185, 1997.

W. L. Stone, O. Y. Ousley, and C. D. Littleford, Motor imitation in young children with autism: What's the object, Journal of abnormal child psychology, vol.25, issue.6, pp.475-485, 1997.

W. L. Stone and P. J. Yoder, Predicting spoken language level in children with autism spectrum disorders, Autism, vol.5, issue.4, pp.341-361, 2001.

,

P. S. Strain and E. H. Bovey, Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders, Topics in Early Childhood Special Education, vol.31, issue.3, pp.133-154, 2011.

,

J. F. Strang, L. Kenworthy, P. Daniolos, L. Case, M. C. Wills et al., Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability, Research in Autism Spectrum Disorders, vol.6, issue.1, pp.406-412, 2012.

S. K. Strasberger and S. J. Ferreri, The Effects of Peer Assisted Communication Application Training on the Communicative and Social Behaviors of Children with Autism, Journal of Developmental and Physical Disabilities, vol.26, issue.5, pp.513-526, 2013.

K. Sullivan, W. L. Stone, and G. Dawson, Potential neural mechanisms underlying the effectiveness of early intervention for children with autism spectrum disorder, vol.35, pp.2921-2932, 2014.

,

B. Sulzer-azaroff, A. O. Hoffman, C. B. Horton, A. Bondy, and L. Frost, The Picture Exchange Communication System (PECS): What Do the Data Say?, Focus on Autism and Other Developmental Disabilities, vol.24, issue.2, pp.89-103, 2009.

,

W. Symes and N. Humphrey, Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study, School Psychology International, vol.31, issue.5, pp.478-494, 2010.

P. Szatmari, S. Georgiades, E. Duku, T. A. Bennett, S. Bryson et al., Developmental Trajectories of Symptom Severity and Adaptive Functioning in an Inception Cohort of Preschool Children With Autism Spectrum Disorder, JAMA Psychiatry, vol.72, issue.3, pp.276-283, 2015.

H. Tager-flusberg, Strategies for conducting research on language in autism, Journal of Autism and Developmental Disorders, vol.34, issue.1, pp.75-80, 2004.

,

H. Tager-flusberg and M. Anderson, The development of contingent discourse ability in autistic children, Journal of Child Psychology and Psychiatry, vol.32, issue.7, pp.1123-1134, 1991.

H. Tager-flusberg and C. Kasari, Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum, Autism Research, vol.6, issue.6, pp.468-478, 2013.

A. Talay-ongan and K. Wood, Unusual Sensory Sensitivities in Autism: A possible crossroads, International Journal of Disability, vol.47, issue.2, pp.201-212, 2000.

P. Tan and E. Alant, Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study, Assistive Technology, vol.30, issue.1, pp.9-15, 2016.

P. Tap, Masculin et féminin chez l'enfant, 1985.

C. ;. Tardif, G. L. Le-sourn-bissaoui, V. Maner-idrissi, E. Dardier, &. A. Bonjour et al., Développements et variabilités : les désordres du spectre de l'autisme, Développement et variabilités, pp.121-140, 2014.

C. Tardif, Psychologie et psychopathologie développementales : un apport mutuel fécond, Enfance, vol.4, issue.4, pp.407-414, 2017.

C. Tardif and B. Gepner, L'autisme (4e édition), 2014.

K. R. Tarlow, An Improved Rank Correlation Effect Size Statistic for Single-Case Designs: Baseline Corrected Tau, Behavior Modification, vol.41, issue.4, pp.427-467, 2017.

B. A. Taylor, H. Hoch, B. Potter, A. Rodriguez, D. Spinnato et al., Manipulating establishing operations to promote initiations toward peers in children with autism, vol.26, pp.385-392, 2005.

P. Tellegen, J. Laros, and M. Kiat, SON-R 21/2 -7 -Test non-verbal intelligence. Adaptation Française, 2009.

S. Thomazet, De l'intégration à l'inclusion. Une nouvelle étape dans l'ouverture de l'école aux différences. Le français aujourd'hui, vol.152, pp.19-27, 2006.

,

S. Thomazet, L'intégration a des limites, pas l'école inclusive ! Revue des sciences de l'éducation, vol.34, pp.123-139, 2008.

A. Thurm, C. Lord, L. Lee, and C. Newschaffer, Predictors of Language Acquisition in Preschool Children with Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, vol.37, issue.9, pp.1721-1734, 2007.

A. Thurm, S. S. Manwaring, L. Swineford, and C. Farmer, Longitudinal study of symptom severity and language in minimally verbal children with autism, Journal of Child Psychology and Psychiatry, vol.56, issue.1, pp.97-104, 2015.

M. D. Thye, H. M. Bednarz, A. J. Herringshaw, E. B. Sartin, and R. K. Kana, The impact of atypical sensory processing on social impairments in autism spectrum disorder, Developmental Cognitive Neuroscience, vol.29, pp.151-167, 2018.

,

C. A. Tomlinson, C. Brighton, H. Hertberg, C. M. Callahan, T. R. Moon et al., Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature, Journal for the Education of the Gifted, vol.27, issue.2-3, pp.119-145, 2003.

K. J. Topping, Trends in Peer Learning, Educational Psychology, vol.25, issue.6, pp.631-645, 2005.

K. Toth, J. Munson, A. N. Meltzoff, and G. Dawson, Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play, Journal of autism and developmental disorders, vol.36, issue.8, pp.993-1005, 2006.

D. Trembath, S. Balandin, L. Togher, and R. J. Stancliffe, Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism, Journal of Intellectual & Developmental Disability, vol.34, issue.2, pp.173-186, 2009.

P. Tremblay, Inclusion scolaire : dispositifs et pratiques pédagogiques, 2012.

R. Tuchman, M. Cuccaro, and M. Alessandri, Autism and epilepsy: historical perspective, Brain and Development, vol.32, issue.9, pp.709-718, 2010.

,

L. M. Turner, W. L. Stone, S. L. Pozdol, and E. E. Coonrod, Follow-up of children with autism spectrum disorders from age 2 to age 9, Autism, vol.10, issue.3, pp.243-265, 2006.

P. Tzanakaki, C. F. Grindle, S. Dungait, A. Hulson-jones, M. Saville et al., Use of a tactile prompt to increase social initiations in children with autism, Research in Autism Spectrum Disorders, vol.8, issue.6, pp.726-736, 2014.

. Unesco, The Salamanca Statement and Framework for action on special needs education, 1994.

J. A. Ungerer and M. Sigman, Categorization skills and receptive language development in autistic children, Journal of Autism and Developmental Disorders, vol.17, issue.1, pp.3-16, 1987.

, Principes directeurs pour l'inclusion dans l'éducation, 2009.

S. Vakil, E. Welton, B. O'connor, and L. S. Kline, Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom, Early Childhood Education Journal, vol.36, issue.4, 2009.

K. J. Vannest and J. Ninci, Evaluating Intervention Effects in Single-Case Research Designs, Journal of Counseling & Development, vol.93, issue.4, pp.403-411, 2015.

,

M. Vanvuchelen, H. Roeyers, and W. De-weerdt, Do imitation problems reflect a core characteristic in autism? Evidence from a literature review, Research in Autism Spectrum Disorders, vol.5, issue.1, pp.89-95, 2011.

M. Verba, Tutoring interactions between young children: How symmetry can modify asymmetrical interactions, International Journal of Behavioral Development, vol.22, issue.1, pp.195-216, 1998.

S. Verté, H. M. Geurts, H. Roeyers, Y. Rosseel, J. Oosterlaan et al., Can the Children's Communication Checklist differentiate autism spectrum subtypes?, Autism, vol.10, issue.3, pp.266-287, 2006.

R. Vienneau, Impacts de l'inclusion scolaire sur l'apprentissage et le développement social, pp.125-152, 2004.

R. Vienneau, Transformation des pratiques éducatives : la recherche sur l'inclusion scolaire, pp.7-32, 2006.

R. Vienneau, Les effets de l'inclusion scolaire: une recension des écrits, 2000.

N. Dans and . Rousseau, La pédagogie de l'inclusion scolaire, pp.237-263

F. Villemonteix and S. Nogry, Usages de tablettes à l'école primaire : quelles contraintes sur l'activité pédagogique ? Recherche & formation, pp.79-92, 2016.

,

J. Virues-ortega, F. M. Julio, and R. Pastor-barriuso, The TEACCH program for children and adults with autism: A meta-analysis of intervention studies, Clinical Psychology Review, vol.33, issue.8, pp.940-953, 2013.

L. Vislie, From integration to inclusion: focusing global trends and changes in the western European societies, European journal of special needs education, vol.18, issue.1, pp.17-35, 2003.

G. Vivanti, C. Dissanayake, C. Zierhut, and S. J. Rogers, Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting, Journal of Autism and Developmental Disorders, vol.43, issue.7, pp.1717-1724, 2013.

,

G. Vivanti, M. Prior, K. Williams, and C. Dissanayake, Predictors of Outcomes in Autism Early Intervention: Why Don't We Know More? Frontiers in Pediatrics, vol.2, pp.1-10, 2014.

J. Volden and C. Lord, Neologisms and idiosyncratic language in autistic speakers, Journal of Autism and Developmental Disorders, vol.21, issue.2, pp.109-130, 1991.

L. S. Vygotski, Pensée et langage. Paris : Editions sociales, 1985.

L. S. Vygotsky, Play and its role in the mental development of the child, Soviet psychology, vol.5, issue.3, pp.6-18, 1967.

L. S. Vygotsky, Mind in society: The development of higher psychological processes, 1978.

H. Waddington, L. Van-der-meer, and J. Sigafoos, Effectiveness of the Early Start Denver Model: a Systematic Review, Review Journal of Autism and Developmental Disorders, vol.3, issue.2, pp.93-106, 2016.

K. M. Walton and B. R. Ingersoll, Evaluation of a Sibling-Mediated Imitation Intervention for Young Children With Autism, Journal of Positive Behavior Interventions, vol.14, issue.4, pp.241-253, 2012.

L. W. Wang, D. J. Tancredi, and D. W. Thomas, The prevalence of gastrointestinal problems in children across the United States with autism spectrum disorders from families with multiple affected members, Journal of Developmental & Behavioral Pediatrics, vol.32, issue.5, pp.351-360, 2011.

L. Watkins, M. O'reilly, M. Kuhn, C. Gevarter, G. E. Lancioni et al., A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings, Journal of Autism and Developmental Disorders, vol.45, issue.4, pp.1070-1083, 2015.

E. S. Weismer and S. T. Kover, Preschool language variation, growth, and predictors in children on the autism spectrum, Journal of Child Psychology and Psychiatry, vol.56, issue.12, pp.1327-1337, 2015.

H. M. Wellman and D. Liu, Scaling of Theory-of-Mind Tasks, Child Development, vol.75, issue.2, pp.523-541, 2004.

K. J. Whalon, M. A. Conroy, J. R. Martinez, and B. L. Werch, School-Based PeerRelated Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies, Journal of Autism and Developmental Disorders, vol.45, issue.6, pp.1513-1531, 2015.

J. Wiener and C. Y. Tardif, Social and emotional functioning of children with learning disabilities: does special education placement make a difference? Learning Disabilities Research & Practice, vol.19, pp.20-32, 2004.

L. D. Wiggins, D. L. Robins, L. B. Adamson, R. Bakeman, and C. C. Henrich, Support for a Dimensional View of Autism Spectrum Disorders in Toddlers, Journal of Autism and Developmental Disorders, vol.42, issue.2, pp.191-200, 2012.

J. H. Williams, A. Whiten, and T. Singh, A Systematic Review of Action Imitation in Autistic Spectrum Disorder, Journal of Autism and Developmental Disorders, vol.34, issue.3, pp.285-299, 2004.

K. L. Williams, A. V. Kirby, L. R. Watson, J. Sideris, J. Bulluck et al., Sensory features as predictors of adaptive behaviors: A comparative longitudinal study of children with autism spectrum disorder and other developmental disabilities, vol.81, pp.103-112, 2018.

,

L. Wing, Asperger's syndrome: a clinical account, Psychological medicine, vol.11, issue.1, pp.115-129, 1981.

L. Wing, The continuum of autistic characteristics, pp.91-110, 1988.

L. Wing, Autistic continuum disorders: An aid to diagnosis, 1993.

L. Wing, J. Gould, and C. Gillberg, Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV?, vol.32, pp.768-773, 2011.

F. Winnykamen, Expert et/ou tuteur: les comparaisons entre dyades adulte/enfant et enfant/enfant peuvent-elles éclairer les processus de guidage, vol.2, pp.13-35, 1996.

P. Wolfberg, Peer play and the autism spectrum: the art of guiding children's socialization and imagination, 2003.

P. Wolfberg, K. Bottema-beutel, and M. Dewitt, Including Children with Autism in Social and Imaginary Play with Typical Peers: Integrated Play Groups Model, American Journal of Play, vol.5, issue.1, pp.55-80, 2012.

P. Wolfberg, M. Dewitt, G. S. Young, and T. Nguyen, Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings, Journal of Autism and Developmental Disorders, vol.45, issue.3, pp.830-845, 2015.

P. Wolfberg and A. L. Schuler, Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism, Journal of Autism and Developmental Disorders, vol.23, issue.3, pp.467-489, 1993.

P. Wolfberg and A. L. Schuler, Fostering peer interaction, imaginative play and spontaneous language in children with autism, Child Language Teaching and Therapy, vol.15, issue.1, pp.41-52, 1999.

M. Wolff, M. P. Gattegno, J. Adrien, C. Gibeau, and P. Isnard, Contribution of tablets to the support of children and adolescents with autistic disorders, Journal Européen des Systèmes Automatisés, vol.48, issue.4-6, pp.261-282, 2014.

,

C. Wong, S. L. Odom, K. A. Hume, A. W. Cox, A. Fettig et al., Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review, Journal of Autism and Developmental Disorders, vol.45, issue.7, pp.1951-1966, 2015.

D. Wood, J. S. Bruner, and G. Ross, The role of tutoring in problem solving, Journal of child psychology and psychiatry, vol.17, issue.2, pp.89-100, 1976.

D. Wood, H. Wood, S. Ainsworth, and C. Malley, On Becoming a Tutor: Toward an Ontogenetic Model, Cognition and Instruction, vol.13, issue.4, pp.565-581, 1995.

,

, The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines, 1992.

, Declaration of Helsinki: ethical principles for medical research involving human subjects, World Medical Association, 1964.

T. Yang, P. J. Wolfberg, S. Wu, and P. Hwu, Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan, Autism, vol.7, issue.4, pp.437-453, 2003.

,

B. E. Yerys, G. L. Wallace, J. L. Sokoloff, D. A. Shook, J. D. James et al., Attention deficit/hyperactivity disorder symptoms moderate cognition and behavior in children with autism spectrum disorders, Autism Research, vol.2, issue.6, pp.322-333, 2009.

C. Yianni-coudurier, C. Rattaz, and A. Baghdadli, Facteurs liés à l'évolution des compétences adaptatives chez 77 jeunes enfants avec troubles du spectre autistique (TSA), vol.64, pp.367-375, 2016.

P. Yoder and W. L. Stone, A Randomized Comparison of the Effect of Two Prelinguistic Communication Interventions on the Acquisition of Spoken Communication in Preschoolers With ASD, Journal of Speech, Language, and Hearing Research, vol.49, issue.4, pp.698-711, 2006.

H. E. Young, R. A. Falco, and M. Hanita, Randomized, Controlled Trial of a Comprehensive Program for Young Students with, Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, vol.46, issue.2, pp.544-560, 2016.

,

K. Young, P. Mannix-mcnamara, and B. Coughlan, Authentic inclusion-utopian thinking? -Irish post-primary teachers' perspectives of inclusive education. Teaching and Teacher Education, vol.68, pp.1-11, 2017.

D. A. Zachor and E. Ben-itzchak, Treatment approach, autism severity and intervention outcomes in young children, Research in Autism Spectrum Disorders, vol.4, issue.3, pp.425-432, 2010.

A. L. Zagona and A. M. Mastergeorge, An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders, Focus on Autism and Other Developmental Disabilities, vol.33, issue.3, pp.131-141, 2016.

C. Zercher, P. Hunt, A. Schuler, and J. Webster, Increasing Joint Attention, Play and Language through Peer Supported Play, Autism, vol.5, issue.4, pp.374-398, 2001.

,

F. De, L. Eclaire-a-remplir-par, . Parents, . Un, and . Mineur,

G. Briet and S. Le-sourn-bissaoui-et-gaïd-le-maner-idrissi, Laboratoire de Psychologie : Cognition Comportement et Communication -EA 1285) ont proposé à mon enfant de participer à une recherche dont l'intitulé est : « Inclusion scolaire et mise en place d'un accompagnement médico-social précoce pour les enfants

, Donner des choix Définition : Proposer le choix entre deux activités -Donner le choix entre deux activités -Laisser l'enfant cible choisir afin de lui donner du contrôle sur la situation Féliciter mon copain

, Définition : renforcer les comportements appropriés et toute tentative d'interaction Chacun son tour Définition : inciter l'enfant à prendre / laisser son tour dans les activités