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The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Single-subject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the contributionsExpand
Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism
This study evaluated the effectiveness of point-of-view video modeling in teaching selected toy-play skills to two preschoolers with autism. This type of modeling involved the experimenters carryingExpand
Comprehensive Synthesis of Early Intensive Behavioral Interventions for Young Children with Autism Based on the UCLA Young Autism Project Model
  • B. Reichow, M. Wolery
  • Psychology, Medicine
  • Journal of autism and developmental disorders
  • 29 June 2011
The findings suggest EIBI is an effective treatment, on average, for children with autism, and the conditions under which this finding applies are discussed. Expand
A Unified Theory of Practice in Early Intervention/Early Childhood Special Education
Over the last decade, the field of early intervention/early childhood special education (EI/ECSE) has emerged as a primary service for infants and preschool children with disabilities and theirExpand
Comparison of Overlap Methods for Quantitatively Synthesizing Single-Subject Data
Four overlap methods for quantitatively synthesizing single-subject data were compared to visual analysts’ judgments. The overlap methods were percentage of nonoverlapping data, pairwise data overlapExpand
Evaluation of E-mail Feedback on the Verbal Behaviors of Pre-service Teachers
The effects of e-mail feedback with written verbatim examples and frequency counts of expansions on pre-service teachers' verbal behaviors were examined in two studies. In Experiment I, e-mailExpand
Developmental Correlates of Different Types of Motor Imitation in Young Children with Autism Spectrum Disorders
Findings support previous findings that motor imitation may not reflect a unitary construct for children with ASD and that different skills may underlie the performance of different types of motor imitation. Expand
Effects of transitions to new child care classes on infant/toddler distress and behavior
Results suggest that transitions were associated with increased distress, especially for younger children, and although overall classroom quality was low, children in higher quality pre-transition classrooms showed more distress after transitioning than children in lower quality classrooms. Expand
Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation
Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. AExpand
Effects of Simultaneous Prompting and Instructive Feedback
This study evaluated the use of simultaneous prompting with instructive feedback. Children were taught to receptively identify rebus symbols. Information regarding the classification of the symbolsExpand