Publications Database

Kubina R. M. , Morrison R. S. , Lee D. L. (2002)

Benefits of adding precision teaching to behavioral interventions for students with autism.

Behavioral Interventions

17(4), pp. 233-246

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Kurt O. , Tekin-Iftar E. (2008)

A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism.

Topics in Early Childhood Special Education

28(1), pp. 53-64

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Lang R. B. et al. (2010)

Functional analysis and treatment of elopement across two school settings.

Journal of Applied Behavior Analysis

43(1), pp. 113-118

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Lang R. B. et al. (2010)

The effects of an abolishing operation intervention component on play skills, challenging behavior, and stereotypy.

Behavior Modification

34(4), pp. 267-289

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Lanovaz M. J. , Argumedes M. (2010)

Immediate and subsequent effects of differential reinforcement of other behavior and noncontingent matched stimulation on stereotypy

Behavioral Interventions

25(3), pp. 229 - 238

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Leaf J. B. , Sheldon J. B. , Sherman J. A. (2010)

Comparison of simultaneous prompting and no-no prompting in two-choice discrimination learning with children with autism.

Journal of Applied Behavior Analysis

43(2), pp. 215-228

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Leaf J. B. et al. (2010)

The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder.

Research in Autism Spectrum Disorders

4(2), pp. 186-198

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Liber D. B. , Frea W. D. , Symon J. B. G. (2008)

Using time-delay to improve social play skills with peers for children with autism.

Journal of Autism and Developmental Disorders

38(2), pp. 312-323

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Lovaas O. I. (1987)

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

Journal of Consulting and Clinical Psychology

55 pp. 3-9

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Lovaas O. I. (1997)

The autistic child: language development through behaviour modification.

New York: Irvington Publishers Inc.

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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Mancil G. R. (2006)

Functional communication training: a review of the literature related to children with autism.

Education and Training in Developmental Disabilities

41(3), pp. 213-224

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Marion C. et al. (2011)

Teaching children with autism spectrum disorder to mand 'What is it?'

Research in Autism Spectrum Disorders

5(4), pp. 1584-1597

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Marquenie K. et al. (2009)

Dinnertime and bedtime routines and rituals in families with a young child with an autism spectrum disorder.

Australian Occupational Therapy Journal

58(3), pp. 145-154.

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Milo J. , Mace F. C. , Nevin J. A. (2010)

The effects of constant versus varied reinforcers on preference and resistance to change.

Journal of the Experimental Analysis of Behavior

93(3), pp. 385-394

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Mohammadzaheri F. et al. (2014)

A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism.

Journal of Autism and Developmental Disorders

November, 44(11), pp. 2769-2777.

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Murphy C. , Barnes-Holmes D. (2010)

Establishing five derived mands in three adolescent boys with autism.

Journal of Applied Behavior Analysis

43(3), pp. 537-541

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Napolitano D. A. et al. (2010)

Increasing response diversity in children with autism.

Journal of Applied Behavior Analysis

43(2), pp. 265-271

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Nelson D. , Gergenti E. , Hollander A. (1980)

Extra prompts versus no extra prompts in self-care training of autistic children and adolescents.

Journal of Autism and Developmental Disorders

10(3), pp. 311-321

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Newman B. et al. (2002)

The effect of providing choices on skill acquisition and competing behavior of children with autism during discrete trial instruction.

Clinical Psychology

17(1), pp. 31-41

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