Publications Database

Walton K. M. , Ingersoll B. R. (2012)

Evaluation of a sibling-mediated imitation intervention for young children with autism.

Journal of Positive Behavior Interventions

14(4), pp. 241-253.

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Wang M. , Reid D. (2013)

Using the virtual reality-cognitive rehabilitation approach to improve contextual processing in children with autism.

Scientific World Journal

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Wang H. (2017)

Utilizing primary tier intervention to enhance reciprocal turn-taking of children with autism in Taiwan.

Education and Training in Autism and Developmental Disabilities

March, 52(1), pp. 64-76.

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Watanabe M. , Sturmey P. (2003)

The effect of choice-making opportunities during activity schedules on task engagement of adults with autism.

Journal of Autism and Developmental Disorders

33(5), pp.

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Weiskop S. , Richdale A. L. , Matthews J. (2005)

Behavioural treatment to reduce sleep problems in children with autism or Fragile X syndrome.

Developmental Medicine and Child Neurology

47(2), pp. 94-104

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Welterlin A. et al. (2012)

The Home TEACCHing Program for toddlers with autism.

Journal of Autism and Developmental Disorders

42(9), pp. 1827-1835.

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Wert B. Y. , Neisworth J. T. (2002)

Effects of video self-modeling on spontaneous requesting in children with autism.

Journal of Positive Behavior Interventions

5(1), pp. 30-34

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West E. A. (2008)

Effects of verbal cues versus pictorial cues on the transfer of stimulus control for children with autism.

Focus on Autism and Other Developmental Disabilities

23 pp. 229-241.

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Whalen C. , Schreibman L. (2003)

Joint attention training for children with autism using behavior modification procedures.

Journal of Child Psychology and Psychiatry and Allied Disciplines

44 pp. 456-468.

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Whalen C. , Schreibman L. , Ingersoll B. R. (2006)

The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism.

Journal of Autism and Developmental Disorders

36(5), pp. 655-664.

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Whitby P. S. (2013)

The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders.

Focus on Autism and Other Developmental Disabilities

28(2), pp. 78-88.

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Whitcomb S. A. , Bass J. D. , Luiselli J. K. (2011)

Effects of a computer-based early reading program (Headsprout) on word list and text reading skills in a student with autism.

Journal of Developmental and Physical Disabilities

23(6), pp. 491-499.

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White E. R. et al. (2011)

Teaching teamwork to adolescents with autism: the cooperative use of activity schedules.

Behavior Analysis in Practice

4(1), pp. 27-35.

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Williams J. A. , Koegel R. L. , Egel A. L. (1981)

Response-reinforcer relationships and improved learning in autistic children.

Journal of Applied Behavior Analysis

14(1), pp. 53-60.

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Williamson R. L. et al. (2013)

Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets.

Assistive Technology

25(2), pp. 63-71.

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Yakubova G. , Taber-Doughty T. (2013)

Brief report: Learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.

Journal of Autism and Developmental Disorders

43(6), pp. 1465-1472.

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Yakubova G. , Hughes E. M. . , Shinaberry M. (2016)

Learning with technology: Video modeling with concrete-representational-abstract sequencing for students with autism spectrum disorder.

Journal of Autism and Developmental Disorders

July, 46(7), pp. 2349-2362.

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Yakubova G. , Hughes E. M. . , Hornberger E. (2015)

Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder.

Journal of Autism and Developmental Disorders

September, 45(9), pp. 2865-2875.

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Yanardag M. , Akmanoglu N. , Yilmaz I. (2013)

The effectiveness of video prompting on teaching aquatic play skills for children with autism.

Disability and Rehabilitation

35(1), pp. 47-56.

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Zercher C. et al. (2001)

Increasing joint attention, play and language through peer supported play.

Autism

5(4), pp. 374-398

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