Publications

Dr. Mandy Rispoli

Ehsan, H., Rispoli, M., & Lory, C. (2018). A systematic review of STEM instruction with students with autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 5, 327-348. https://doi.org/10.1007/s40489-018-0142-8

Gerow, S. Rispoli, M., Gregori, E., & Sanchez, L. (Online First). Parent-implemented trial-based functional analysis for young children with ASD. Focus on Autism and Other Developmental Disabilities.

Neely, L., Rispoli, M., Boles, M., Morin, K., Gregori, E., Ninci, J., & Hagan-Burke, S. (Online First). Training interventionists in incidental teaching via a telepractice pyramidal training approach. Behavior Modification. https://doi.org/10.1177/0145445518781770

Brodhead, M., Kim, S., & Rispoli, M. (2019). Further examination of video-based preference assessments without contingent access. Journal of Applied Behavior Analysis, 52, 258-270. doi: 10.1002/jaba.507

Gerow, S., Rispoli, M., Ninci, J., Gregori, E. V., & Hagan-Burke, S. (Online First). Teaching parents to implement functional communication training for young children with developmental delay. Topics in Early Childhood Special Education. doi: 10.1177/0271121417740637

Gregori, E., Rispoli, M., & Gerow, S. (2018). Treatment of self-injurious behavior in adults with intellectual and developmental disabilities: A systematic review. Journal of Physical and Developmental Disabilities, 30, 111-139. https://doi.org/10.1007/s10882-017-9568-7

Lory, C., Rispoli, M., & Gregori, E. (2018). Play interventions involving children with ASD and typically developing peers: A review of research quality. Review Journal of Autism and Developmental Disorders, 5, 78-89. https://doi.org/10.1007/s40489-017-0124-2

Ninci, J., Rispoli, M., Neely, L. C., & Guz, S. (2018). Transferring picture exchange requests to receptive identification for children with ASD. Developmental Neurorehabilitation, 21, 178-187. https://doi.org/10.1080/17518423.2018.1437840

Gerow, S., Hagan-Burke, S., Rispoli, M., Gregori, E., Mason, R., & Ninci, J. (2018). A systematic review of parent-implemented functional communication training for children with ASD. Behavior Modification, 42, 335-363. https://doi.org/10.1177/0145445517740872

Ninci, J., Rispoli, M., Burke, M. D., & Neely, L. C. (2018). Embedding interests of individuals with autism spectrum disorder: A quality review. Review Journal of Autism and Developmental Disorders, 5, 15-28. https://doi.org/10.1007/s40489-017-0120-6

Rispoli, M., Brodhead, M., Wolfe, K., & Gregori, E. (2018). Trial-based functional analysis informs treatment for vocal scripting. Behavior Modification, 42, 441-465.  https://doi.org/10.1177/0145445517742882

Wolfe, K., Blankenship, A., & Rispoli, M. (2018). Generalization of skills acquired in Language for Learning by young children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30, 1 – 16. https://doi.org/10.1007/s10882-017-9572-y

Wolfe, K., Rispoli, M., Taylor, L., & Drasgow, E. (2018). Investigating generalization difficulties during instruction in Language for Learning. Advances in Neurodevelopmental Disorders 2, 75-85.https://doi.org/10.1007/s41252-017-0049-x

Neely, L., Rispoli, M., Gerow, S., Hong, E., & Hagan-Burke, S. (2017). Fidelity outcomes for autism-focused interventionists coached via telepractice: A systematic literature review. Journal of Physical and Developmental Disabilities, 29, 849-874. https://doi.org/10.1007/s10882-017-9550-4

Ninci, J., Gerow, S., Rispoli, M., & Boles, M. B. (2017). Systematic review of vocational preferences on the behavioral outcomes of individuals with disabilities. Journal of Developmental and Physical Disabilities, 29, 875-894. https://doi.org/10.1007/s10882-017-9560-2

Rispoli, M., Zaini, S., Mason, R., Brodhead, M., & Burke, M. D., Gregori, E. (2017). A systematic review of teacher self-monitoring on implementation of behavioral practices. Teaching and Teacher Education, 63 58-72. doi: 10.1016/j.tate.2016.12.007

Burke, M.D., Rispoli, M. Clemens, N., Lee Y., Sanchez, L. & Hatton, H. (2016). Integrating universal behavioral screening within program-wide positive behavior support. Journal of Positive Behavior Interventions, 18, 5-16. doi:10.1177/1098300715580993.

Brodhead, M., T., Abel, E. A., Al-Dubayan, M., Brouwers, L., Abston, G. W., & Rispoli, M. J. (2016). An evaluation of a brief multiple-stimulus without replacement preference assessment conducted in an electronic pictorial format. Journal of Behavioral Education, 25, 417-430. doi:10.1007/s10864-016-9524-3.

Neely, L., Rispoli, M., Gerow, S., & Hong, E. (2016). Preparing interventionists via telepractice in incidental teaching for children with autism. Journal of Behavioral Education, 25, 393- 416. doi:10.1007/s10864-016-9250-7

Burke, M.D., Rispoli, M. Clemens, N., Lee Y., Sanchez, L. & Hatton, H. (2016). Integrating universal behavioral screening within program-wide positive behavior support. Journal of Positive Behavior Interventions, 18, 5-16. doi:10.1177/1098300715580993

Camargo, S. P. H., Rispoli, M., Ganz, J.B., Hong, E., Davis, H. S., & Mason, R. (2016). Behaviorally-based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25, 223-248. doi: 10.1007/s10864-015-9240-1

McCoy, A., Holloway, J., Healy, O., Rispoli, M., & Neely, L. (2016). A systematic review and evaluation of video modeling, role-play and computer-based instruction as social skills interventions for children and adolescents with high functioning autism. Review Journal of Autism and Developmental Disorders, 3, 48-67. doi 10.1007/s40489-015-0065-6

Neely, L., Gerow, S., Rispoli, M., Lang, R., & Pullen, N. (2016). Treatment of echolalia in individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 3, 82-91. doi: 10.1007/s40489-015-0067-4

Rispoli, M., & Neely L. & Healy, O., Gregori, E. (2016). Training public school special educators to implement two functional analysis models. Journal of Behavioral Education, 25, 249-274. doi:10.1007/s10864-016-9247-2

Rispoli, M., O’Reilly, M., Lang, R., Machalicek, W., Kang, S., Davis, T, & Neely, L. (2016). An examination of within-session responding following access to reinforcing stimuli in children with autism.  Research in Developmental Disabilities, 48, 25-34. doi:10.1016/j.ridd.2015.10.013

Gerow, S., Rispoli, M., Boles, M., & Neely, L. (2015). An analysis of contingency statements in a DRO procedure: A case report. Developmental Neurorehabilitation, 18, 203-208.

Lee, A., Lang, R., Davenport, K., Moore, M., Rispoli, M., van der Meer, L., Carnett, A., Raulston, T., Tostanoski, A., & Chung, C. (2015). Comparison of therapist implemented and iPad-assisted interventions for children with autism. Developmental Neurorehabilitation 18, 97-103.

Neely, L., Davis, J., Davis, H., & Rispoli, M. (2015). Review of interobserver reliability trends in autism behavioral research. Research in Autism Spectrum Disorders, 9, 1 -12.

Neely, L., Rispoli, M., Gerow, S., & Ninci, J. (2015). Effects of antecedent exercise on academic engagement and stereotypy during instruction. Behavior Modification, 39, 98-116.

Rispoli, M., Ninci, J., Burke, M., Zaini, S., Hatton, H., & Sanchez, L. (2015). Evaluating the accuracy of results for teacher implemented trial-based functional analyses. Behavior Modification, 39, 627-653. doi:10.1177/0145445515590456

Rispoli, M., Burke, M., Hatton, H., Ninci, J., Zaini, S., & Sanchez, L. (2015). Training Head Start teachers to conduct trial-based functional analyses of challenging behavior.  Journal of Positive Behavior Interventions, 17, 235-244. doi:10.1177/1098300715577428

Dr. Rose Mason

Rosenbloom, R., Wills, H.P., Mason, R.A., Mason, B.A., Huffman, J. (2019). The effects of a technology-based self-monitoring intervention on on-task, disruptive, and task-completion behaviors for adolescents with autism. Journal of Autism and Developmental Disabilities. Manuscript Accepted for publication

Huffman, J.M., Bross, L.A., Watson, E.K., Wills, H.P., Mason, R.A. (2019). A demonstration of self-monitoring to support a college student with autism spectrum disorder. Advancements in Neurodevelopmental Disorders. DOI: 10.1007/s41252-019-00124-y. Invited

Mason, R. A., Gregori, E., Wills, H. P., Kamps, D., & Huffman, J. (2019). Covert Audio Coaching to Increase Question Asking by Female College Students with Autism: Proof of Concept. Journal of Developmental and Physical Disabilities, 1-17. (IF = .95)

Wills, H.P., Mason, R.A., Gregori, E., & Veatch, M. (2019). Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders. Journal of Behavior Education (IF: 1.35) Manuscript accepted for publication Invited

Wills, H. P., Mason, R., Huffman, J. M., & Heitzman-Powell, L. (2019). Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace. Research in Autism Spectrum Disorders58, 9-18. (5 – year IF = 2.5)

Mason, R.A., Schnitz, A.G., Gerow, S., An, Z.G, Wills, H.P. (2018).  Effects of teacher-implemented coaching to increase the accuracy of data collected by paraeducators. Journal of Behavioral Education, 1-23.. Journal of Behavior Education, DOI: 10.1007/s10864-018-9310-2 (IF = 1.35)

Irvin, D. W., Ingram, P., Huffman, J., Mason, R. A., & Wills, H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision. Research in developmental disabilities73, 106-114. (5-yr IF: 2.34)

Gerow, S., Hagan-Burke, S., Rispoli, M., Gregori, E., Mason, R. A. , & Ninci, J. (2018). A systematic review of parent-implemented functional communication training for children with ASD. Behavior modification42(3), 335-363. (5-yr IF: 2.15)

Mason, R.A., Schnitz, A., G., Wills, H.P., Bast, D., Rosenbloom, R., Kamps, D.M. (2017).  Improving Paraprofessionals Procedural Integrity: Impact of a Teacher-as-Coach Model. Journal of Autism and Developmental Disabilities, 47(6), 1696-1707 (5-yr IF: 4.36)

Rispoli, M., Zaini, S., Mason, R. A., & Brodhead, M. (2017). A systematic review of teacher self-monitoring on challenging behavior intervention implementation. Teaching and Teacher Education, 63, 58-72. DOI: 10.1016/j.tate.2016.12.007 (IF: 3.34)

Schmidt, C., Schmidt, M., Kamps, D., Thiemann-Bourque, K., Mason, R.A. (2017). Pilot investigation of language development of children with autism receiving peer networks intervention. Journal of Developmental Disabilities, 23(1), 3-17.

Boles M. B., Ganz, J. B., Hagan-Burke, S., Gregori, E., Neely, L., Mason, R. A., Zhang, D., & Willson, V. (2016). Quality review of single-case studies concerning employment skill interventions for individuals with developmental disabilities. Cadernos de educação, (53).

Hong, E. R, Ganz, J. B., Mason, R.A., Morin, K., Davis, J. L., *Ninci, J., Neely, L.C, Boles, M. B., & *Gilliland, W. G. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158-169. (5-yr IF: 2.34)

Mason, R. A., Davis, H. S., Ayres, K. M., Davis, J. L., & Mason, B. A. (2016). Video self-modeling for individuals with disabilities: A best-evidence, single case meta-analysis. Journal of Developmental and Physical Disabilities, 28(4), 623-642. doi: 10.1007/s10882-016-9484-2 (5-yr IF: 4.36)

Kamps, D. M., Heitzman-Powell, L., Rosenberg, N., Mason, R. A., & Schwartz, I. (2016). Effects of Reading Mastery as a small group intervention for young children with ASD. Journal of Developmental and Physical Disabilities, 28, 703-722. (5-yr IF: 4.36)

Davis, J. L., Mason, B. A., Davis, H. S., Mason, R. A., & Crutchfield, S. A. (2016). Self-monitoring interventions for students with ASD: A meta-analysis of school-based research. Review Journal of Autism and Developmental Disabilities, 3(3), 196-2018. doi: 10.1007/s40489-016-0076-y (IF= 1.47)

Camargo, S. P. H., Rispoli, M. J., Ganz, J. B., Hong, E. R., Davis, H. S., & Mason, R. A. (2016). Behaviorally-based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25(2), 223-248. doi: 10.1007/s10864-015-9240-1 (IF = 1.35)

Rosenbloom, R. K., Mason, R. A., Wills, H. P., & Mason, B. A. (2016). Technology delivered self-monitoring application to promote successful inclusion of an elementary student with autism. Assistive Technology. 28 (1)9-16.doi:10.1080/10400435.2015.1059384 (IF= 1.06)

Kamps, D. M., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R. A., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809-1824. doi: 10.1007/s10803-014-2340-2 (5-yr IF: 4.36)

Crutchfield, S. A., Mason, R. A., Chambers, A., Wills, H. P., & Mason, B. A. (2015). Use of a self-monitoring application to reduce stereotypic behavior in adolescents with autism: A preliminary investigation of I-Connect. Journal of Autism and Developmental Disorders, 45(5), 1146–1155. doi: 10.1007/s10803-014-2272-x (5-yr IF: 4.36)