David F. Cihak

Developmental and Educational Psychology · 2005–2017

A researcher in the Science corpus: 8 papers; trusts 13 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 46 citations into it
• Cognitive Neuroscience — 36 citations into it
• Clinical Psychology — 22 citations into it
• Psychiatry and Mental health — 12 citations into it
• Education — 11 citations into it
• Safety Research — 11 citations into it

Whom David F. Cihak trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. L. Schreibman
2. Monica E. Delano
3. G. Lindsay
4. Tom Buggey
5. L. Mechling
6. J. Hine
7. K. Ayres
8. Scott Bellini
9. Aubyn C. Stahmer
10. Juane Heflin

Who trusts David F. Cihak overall

1. Ryan O. Kellems
2. Mary E. Morningstar
3. F. Spooner
4. Toni R. Van Laarhoven
5. L. Mechling
6. Robin H. Kay
7. Bertram Ploog
8. Victoria F. Knight

Papers from David F. Cihak's perspective

Ordered by how strongly the researchers David F. Cihak trusts endorse each paper. Same corpus, a different order for every researcher.

1. Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting
2. Intervention and Instruction with Video for Students with Autism: A Review of the Literature (Education and Training in Developmental Disabilities)
3. The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
4. A videotaped self‐modelling and self‐monitoring treatment program to decrease off‐task behaviour in children with autism
5. A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders
6. The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities
7. Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism
8. Video Modeling Interventions for Individuals with Autism
9. The Use of Video Priming to Reduce Disruptive Transition Behavior in Children with Autism
10. Autism: Teaching Does Make a Difference

Their papers

• A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures (2006) — 152 citations
• Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria (2017) — 49 citations
• Effects of the TOUCHMATH Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities (2010) — 62 citations
• Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders (2010) — 122 citations
• The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom (2010) — 313 citations
• Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities (2008) — 120 citations
• Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders (2008) — 134 citations
• Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities (2005) — 100 citations