Behavior Analytic Instruction for Learners with Autism

By G. Green. 2001

326 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3713e788c1e30282e8012229a3cc2f46bbcf237d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Matthew J. Tincani
2. Sally J. Rogers
3. A. Kaiser
4. H. Stanislaw
5. J. Howard
6. H. Cohen
7. C. Sparkman
8. Geraldine Dawson

In Developmental and Educational Psychology

1. Matthew J. Tincani
2. H. Stanislaw
3. J. Howard
4. H. Cohen
5. C. Sparkman
6. Brooke Ingersoll
7. Sally J. Rogers
8. Jeff Sigafoos

Citations in the corpus

• A comparison of intensive behavior analytic and eclectic treatments for young children with autism. (2005, methodology): “The behavior analytic treatment was directed by individuals with documented training and credentials in applied behavior analysis, and incorporated techniques that have been operationally defined and tested in many previous studies (see Green, 1996, 2001; Matson et al., 1996).”
• Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, background): “So for many DTT investigators and practitioners massed trial may be only a small part of the overall approach and in fact some eschew any massed trials at all (Green 2001; Grow and LeBlanc 2013).”
• Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities (2007, background): “This phenomenon is well documented in behavioral training programs for individuals with developmental disabilities that have used other types of instructional prompts, such as verbal instructions, gestures or pointing, and physical guidance ( Green, 2001 ).”
• Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism (2004, methodology): “The experimenter used progressive time delay (Green, 2001; Snell & Gast, 1981) to gradually increase the time between presentation of the item and vocal and modeling prompts by up to 4 s.”
• The Use of an Antecedent-Based Intervention to Decrease Stereotypic Behavior in a General Education Classroom (2005, background): “Despite the positive effects demonstrated by research using antecedent interventions to reduce stereotypic behavior, the use of these strategies has been limited among practitioners (Green, 2001) and in general education settings (Conroy & Stichter, 2003).”