Publications Database

Krasney L. et al. (2003)

Social skills interventions for the autism spectrum: essential ingredients and a model curriculum.

Child and Adolescent Psychiatric Clinics of North America

12(1), pp. 107-122.

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Kregel J. (1999)

Why it pays to hire workers with developmental disabilities.

Focus on Autism and Other Developmental Disabilities

14(3), pp. 130-132, 139.

Leaf J. B. et al.

Advantages and challenges of a home- and clinic-based model of behavioral intervention for individuals diagnosed with autism spectrum disorder.

Journal of Autism and Developmental Disorders

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Leaf J. B. et al. (2016)

Applied behavior analysis is a science and, therefore, progressive.

Journal of Autism and Developmental Disorders

February, 46(2), pp. 720-731.

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LeBlanc L. A. et al. (2006)

Behavioral language interventions for children with autism: Comparing applied verbal behavior and naturalistic teaching approaches.

Analysis of Verbal Behavior

December, 22(1), pp.49-60.

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Lilienfeld S. O. et al. (2014)

The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example.

Evidence-Based Communication Assessment and Intervention

8(2), pp. 62-101.

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Lim C. (2015)

Accommodating autistics and treating autism: Can we have both?

Bioethics

October, 29(8), pp. 564-572.

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Llaneza D. et al. (2010)

Communication, interventions, and scientific advances in autism: a commentary

Physiology and Behavior

100(3), pp. 268-276.

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Lucker J. R. (1998)

Is auditory training safe?

Journal of Autism and Developmental Disorders

28(3), p 267.

Mandy W. P. L.

The Research Domain Criteria: A new dawn for neurodiversity research.

Autism

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Mandy W. P. L. et al. (2011)

Toward specifying pervasive developmental disorder-not otherwise specified.

Autism Research

4(2), pp. 121-131

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Marks L. (2016)

Playing to learn: an overview of the Montessori approach with pre-school children with autism spectrum condition.

November, 31(6), pp. 313–328.

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Mayor S. (2004)

NICE gives guidance on use of new antiepileptic drugs in children.

British Medical Journal

328(7448), pp. 1093

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McGrew J. H. , Ruble L. , Smith I. M. (2016)

Autism spectrum disorder and evidence-based practice in psychology.

Clinical Psychology: Science and Practice

September, 23(5), pp. 239–255.

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McMahon J. , Cullinan V. (2016)

Exploring eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with autism spectrum disorder (ASD).

Research in Autism Spectrum Disorders

December, 32 pp. 1–12.

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Mesibov G. , Shea V. (2011)

Evidence-based practices and autism.

Autism

15(1), pp. 114-133

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Mesibov G. , Shea V. (2010)

The TEACCH program in the era of evidence-based practice.

Journal of Autism and Developmental Disorders

40(5), pp. 570-579

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Mesibov G. (1993)

Treatment outcome is encouraging.

American Journal on Mental Retardation

97(4), pp. 379-380

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Michael C. (2016)

Why we need research about autism and ageing.

Autism

July, 20(5), pp. 515-516.

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Mills R. , Milton D. E. , Jones S. (2014)

10 rules for ensuring people with learning disabilities and autism develop challenging behaviour and maybe what to do about it.

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