Publications Database

Litras S. , Moore D. W. , Anderson A. (2010)

Using video self-modelled social stories to teach social skills to a young child with autism.

Autism Research and Treatment

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Lydon H. , Healy O. , Leader G. (2011)

A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder.

Research in Autism Spectrum Disorders

5(2), pp. 872-884.

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MacDonald R. P. et al. (2009)

Using video modeling to teach reciprocal pretend play to children with autism.

Journal of Applied Behavior Analysis

42(1), pp. 43-55

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MacDonald R. P. et al. (2005)

Using video modelling to teach pretend play to children with autism.

Behavioral Interventions

20(4), pp. 225-238

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Maione L. , Mirenda P. (2006)

Effects of video modelling and video feedback on peer-directed social language skills of a child with autism.

Journal of Positive Behavior Interventions

8(2), pp. 106-118

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Marcus A. , Wilder D. A. (2009)

A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.

Journal of Applied Behavior Analysis

42(2), pp. 335-341.

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Mason R. A. et al. (2012)

Effects of video modeling on communicative social skills of college students with asperger syndrome.

Developmental Neurorehabilitation

15(6), pp. 425-434.

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Mason R. A. et al. (2016)

Video self-modeling for individuals with disabilities: A best-evidence, single case meta-analysis.

Journal of Developmental and Physical Disabilities

28 pp. 623–642.

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Mason R. A. et al. (2013)

Video-based modeling: Differential effects due to treatment protocol.

Research in Autism Spectrum Disorders

January, 7(1), pp. 120-131.

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Matson J. L. (2007)

Group-delivered direct instruction of social and play skills was more effective in teaching children with autism pro-social skills than an unstructured 'play activities' model.

Evidence-Based Communication Assessment and Intervention

1(4), pp. 176-178

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McDuffie A. S. et al. (2013)

Distance video-teleconferencing in early intervention: Pilot study of a naturalistic parent-implemented language intervention.

Topics in Early Childhood Special Education

November, 33(3), pp. 172-185.

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McGregor E. , Whiten A. , Blackburn P. (1998)

Transfer of the picture-in-the-head analogy to natural contexts to aid false belief understanding in autism.

Autism

2(4), pp. 367-387.

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McHugh L. , Bobarnac A. , Reed P. (2011)

Brief report: Teaching situation-based emotions to children with autistic spectrum disorder.

Journal of Autism and Developmental Disorders

41(10), pp. 1423-1428

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Mechling L. C. , Ayres K. M. (2012)

A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes.

Journal of Autism and Developmental Disorders

42(11), pp. 2364-2373.

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Mechling L. C. , Gast D. L. , Cronin B. A. (2006)

The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with autism.

Focus on Autism and Other Developmental Disabilities

21(1), pp. 7-13

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Mineo B. et al. (2009)

Engagement with electronic screen media among students with autism spectrum disorders.

Journal of Autism and Developmental Disorders

39(1), pp. 172-187

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Mintz J. (2013)

Additional key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with autism spectrum disorders: evaluation of the 2nd HANDS Prototype.

Computers and Education

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Mintz J. et al. (2012)

Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with autistic spectrum disorders.

Computers and Education

58(2012), pp. 53-62

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Morin K. et al. (2018)

A systematic quality review of high-tech AAC interventions as an evidence-based practice.

Augmentative and Alternative Communication

June, 34(2), pp. 104-117.

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Murzynski N. T. , Bourret J. C. (2007)

Combining video modeling and least-to-most prompting for establishing response chains.

Behavioral Interventions

22(2), pp. 147-152

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