Publications Database

Adkins T. , Axelrod S. (2002)

Topography-versus selection-based responding: Comparison of mand acquisition in each modality.

Behavior Analyst Today

2 pp. 259-266

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Allen M. L. , Hartley C. , Cain K. (2015)

Do iPads promote symbolic understanding and word learning in children with autism?

Frontiers in Psychiatry

6

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Angell M. E. et al. (2011)

Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities.

Focus on Alternative and Complementary Therapies

26(4), pp. 206-217.

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Arthur-Kelly M. et al. (2009)

Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder.

Disability and Rehabilitation

31(18), pp. 1474-1486

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Ashburner J. et al. (2014)

Occupational therapy services for people with autism spectrum disorders: Current state of play, use of evidence and future learning priorities.

Australian Occupational Therapy Journal

April, 61(2), pp. 110-120.

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Ball J. (2008)

Left in the dark: shedding light on misconceptions about ABA and DTT.

Autism Asperger's Digest

pp. 18-20

Bernad-Ripoll S. (2007)

Using a self-as-model video combined with Social Stories to help a child with Asperger syndrome understand emotions.

Focus on Autism and Other Developmental Disabilities

2(2), pp. 100-106

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Betz A. , Higbee T. S. , Reagon K. A. (2008)

Using joint activity schedules to promote peer engagement in preschoolers with autism.

Journal of Applied Behavior Analysis

41(2), pp. 237-241

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Blankenship K. , Minshawi N. F. (2010)

Behavioral therapy with an individual with Asperger's disorder.

Psychiatry

7(8), pp. 38-41

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Bondy A. , Frost L. (1998)

The Picture Exchange Communication System.

Seminars in Speech and Language

19(4), pp. 373-388

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Bondy A. , Frost L. (1994)

The Picture Exchange Communication System.

Focus on Autistic Behavior

9(3), pp. 1-19

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Bopp K. D. , Brown K. E. , Mirenda P. (2004)

Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities.

American Journal of Speech-Language Pathology

13(1), pp. 5-19

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Boutot E. A. (2009)

Using I Will cards and social coaches to improve social behaviors of students with Asperger syndrome.

Intervention in School and Clinic

44 pp. 276-281

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Breslin C. M. , Rudisill M. E. (2011)

The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder.

Adapted Physical Activity Quarterly

28(4), pp. 342-353.

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Bryan L. C. , Gast D. L. (2000)

Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules.

Journal of Autism and Developmental Disorders

30(6), pp. 553-567

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Buckley S. , Newchok D. (2005)

Differential impact of response effort within a response chain on use of mands in a student with autism.

Research in Developmental Disabilities

26(1), pp. 77-85

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Buday E. (1995)

The effects of signed and spoken words taught with music on sign and speech imitation by children with autism.

Journal of Music Therapy

32(3), pp. 189-202

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Buggey T. et al. (1999)

Training responding behaviors in students with autism: Using videotaped self-modeling.

Journal of Positive Behavior Interventions

1(4), pp. 205-214

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Buggey T. (2005)

Video self-modeling applications with children with autism spectrum disorder in a small private school.

Focus on Autism and Other Developmental Disabilities

20(1), pp. 52-63

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Burckley E. , Tincani M. J. , Fisher A. G. (2015)

An iPad-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability.

Developmental Neurorehabilitation

April, 18(2), pp.131-136.

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