Michael P. Brady

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Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students(More)
We evaluated the efficacy of an instructional procedure to teach young children with autism to evacuate settings and notify an adult during a fire alarm. A multiple baseline design across children showed that an intervention that included modeling, rehearsal, and praise was effective in teaching fire safety skills. Safety skills generalized to novel(More)
Children with autism spectrum disorders (ASD) frequently present intervention challenges for parents. Covert audio coaching (CAC) has not been studied with parents, nor as an intervention to teach household routines and tasks. Further, evidence of generalization with CAC is limited. We examined the effectiveness of immediate feedback via CAC on mothers'(More)
This paper presents the results of the continued development of creep-resistant, alumina-forming austenitic (AFA) stainless steel alloys, which exhibit a unique combination of excellent oxidation resistance via protective alumina (Al 2 O 3) scale formation and high-temperature creep strength through the formation of stable nano-scale MC carbides and(More)
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