Publications Database

Koenig K. et al. (2009)

Group intervention to promote social skills in school-age children with pervasive developmental disorders: Reconsidering efficacy.

Journal of Autism and Developmental Disorders

39(8), pp. 1163-1172

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Kratochwill T. R. et al. (2010)

Single-case designs technical documentation.

Washington, DC: What Works Clearinghouse

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Laties V. G. , Mace F. C. (1993)

Taking stock: The first 25 years of the Journal of Applied Behavior Analysis.

Journal of Applied Behavior Analysis

26(4), pp. 513-525

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Lechago S. A. , Carr J. E. (2008)

Recommendations for reporting independent variables in outcome studies of early and intensive behavioral intervention for autism.

Behavior Modification

32(4), pp. 489-503

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Ledford J. R. et al. (2016)

Research for young children with autism spectrum disorders: Evidence of social and ecological validity.

Topics in Early Childhood Special Education

February, 35(4), pp. 223-233.

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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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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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Loyd D. (2013)

Obtaining consent from young people with autism to participate in research.

British Journal of Learning Disabilities

41(2), pp. 133-140.

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Mandy W. P. L.

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

Autism

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Martin J. A. (2015)

Research with adults with Asperger's syndrome: participatory or emancipatory research?

Qualitative Social Work

March, 14(2), pp. 209-223.

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Matson J. L. et al. (2013)

Why are there so many unsubstantiated treatments in autism?

Research in Autism Spectrum Disorders

7(3), pp. 466-474.

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McConachie H. , Fletcher-Watson S. , COST Action Enhancing the Scientific Study of Early Autism (2015)

Building capacity for rigorous controlled trials in autism: the importance of measuring treatment adherence.

Child Care Health and Development

March, 41(2), pp.169-177.

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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. (2014)

Education programmes for young children with autism spectrum disorder: An evaluation framework.

Research in Developmental Disabilities

September, 35(12), pp. 3689-3697.

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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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Mechler K. et al.

Defining the hidden evidence in autism research. Forty per cent of rigorously designed clinical trials remain unpublished ‐ a cross‐sectional analysis.

International Journal of Methods in Psychiatric Research

pp. 1-7.

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Mesibov G. , Shea V. (2011)

Evidence-based practices and autism.

Autism

15(1), pp. 114-133

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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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Milton D. E. (2014)

Autistic expertise: A critical reflection on the production of knowledge in autism studies.

Autism

October, 17(8), pp 794-802.

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Milton D. E. , Bracher M. (2013)

Autistics speak but are they heard?

Medical Sociology online

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