Bold names denote current students and faculty of ABIL
Italics denote former faculty of ABIL
*asterisk denotes student alumni of ABIL
(updated 2/21/2022)
2023
Borosh, A. M., Newson, A., Mason, R. A., Richards, C., & Collins Crosley, H. (in press). Special education teacher-delivered training for paraeducators: A systematic and quality review. Teacher Education and Special Education.
*Lory, C. Rispoli, M., Keehn, B., Mason, R. A., Mason, B., Kang, S., Borosh, A. M., Shannon, E., & Crosley, H. (online first, 2023). Exploring subtypes of repetitive behavior in children with autism through functional analysis and wearable technology: A pilot biobehavioral assessment. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-023-00317-6
2022
Mason, R. A., *Lory, C., *Gregori, E., Gerow, S., Rispoli, M., David, M., & *Kim, S. Y., & Wang, D. (online first, 2022). Evidence-based practice in inclusive settings for students with autism: A best-evidence synthesis. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-022-00352-4
Miranda, D. R. G., Brodhead, M. T., Sipila-Thomas, E. S., Fisher, M. H., Plavnick, J. B., Thomas, A. L., & Melanson, I. J. (online first, 2022). Analysis of four measures of positional bias within multiple stimulus without replacement preference assessment. Behavioral Interventions, 1-26. https://doi.org/10.1002/bin.1919
Zhang, J., Miranda, D. R., & Xin, Y. P. (2022). Disability awareness program for young children: A community-service learning program at preschool and elementary school. Purdue Journal of Service-Learning and International Engagement, 9(1), Article 7. https://doi.org/10.5703/1288284317393
White, A. N., Brodhead, M. T., Sipila-Thomas, E. S., Miranda, D. R. G., Long, H. M., & Fisher, M. H. (online first, 2022). Spartan caregiver support: Program description and key findings during Michigan’s stay-at-home order. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-022-00281-7
Rispoli, M., Shannon, E., Voorhis, C., Lang, R., Mason, R., Kelleher, B. (online first, 2022) Telehealth training in naturalistic communication intervention for mothers of children with Angelman Syndrome. Advances in Neurodevelopmental Disorders. https://rdcu.be/cVPvo
Boyle, M., Augustine, J. J., Garton, E. M., Sharp, S. S., & Mansfield, H. M. (online first, 2022). Incorporating noncontingent reinforcement into functional communication training. Behavioral Development. https://doi.org/10.1037/bdb0000109
Rispoli, M., *Lory, C., Shannon, E. N., & Voorhis, C. (2022). Evidence-based practices to address problem behavior. In In L. C. Chezan, K. Wolfe, & E. Drasgrow (Eds), Evidence-based practices for supporting individualized with Autism Spectrum Disorder. Lanham, M.D: Rowman & Littlefield. Link to book.
Mason, R. A., *Gregori, E., Smith, J. E., Austin (Borosh), A. M., *Crosley, H. (2022). Implementation of evidence-based practices. In L. C. Chezan, K. Wolfe, & E. Drasgrow (Eds), Evidence-based practices for supporting individualized with Autism Spectrum Disorder. Lanham, M.D: Rowman & Littlefield. Link to book.
Rispoli, M. & David, M. (2022). Monitoring educational progress. In J. L. Matson, & P. Sturmey (Eds), Handbook of autism and pervasive developmental disorder, pp 411-427. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_17
*Gregori, E., Mason, R. A., Wang, D. , Griffin, Z., & Iriarte, A. (2022). Effects of telecoaching on conversation skills for high school and college students with autism spectrum disorder. Journal of Special Education Technology, 37(2), 241-252. https://doi.org/10.1177/01626434211002151
David, M., Mason, R. A., Davis, J., *Gregori, E., Lei, Q, *Lory, C., & Wang, D. (online first, 2022). School-based interventions targeting challenging behavior of adolescents with developmental disabilities: A meta-analysis. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-022-09841-0
*Lory, C., Smith, J.E., Mason, R. A., *Gregori, E., *Matijevic, J., & Rispoli, M. (in press). Effects of individualized coaching on teacher implementation fidelity of systematic instruction with students with developmental disabilities. Education and Training in Autism and Developmental Disabilities.
McCormick, C. E. B., Peskova, V., Morgan, A. Carlson, E. & Mason, R. A. (2022) “Setting them up for success”: Including youth on the autism spectrum in 4-H. Frontiers in Psychiatry, 13. https://www.frontiersin.org/articles/10.3389/fpsyt.2022.913600/full
Johnson, H., Carpenter, M., Borosh, A., & Folkerts, R. (online first, 2022). Including students with significant support needs in the development of behavior support plans. Inclusive Practices, 1(3), 106-113. https://doi.org/10.1177/27324745221082953
Sulu, M., Martella, R., Grimmet, K., Borosh, A., Erden, E. (online first, 2022). Investigating the effects of self-monitoring interventions with students with disabilities on the maintenance and generalization of on-task behavior: A systematic literature review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-022-00304-y
2021
*Gregori, E., Rispoli, M., Neely, L., *Lory, C., *Kim, S., & David, M. (2021). Training direct service personnel in functional communication training with adults with disabilities. Journal of Developmental and Physical Disabilities, 33. https://doi.org/10.1007/s10882-020-09766-6
Bross, L. A., Travers, J. C., Huffman, J. M., Davis, J. L., & Mason, R. A. (2021). A meta-analysis of video modeling interventions to enhance job performance of autistic adolescents and adults. Autism in Adulthood, 3(4), https://doi.org/10.1089/aut.2020.0038
*Kim, S. Y., Rispoli, M., Mason, R., *Lory, C., *Gregory, E., Roberts, C. A., Whitford, D., David, M. (2021, online first). A systematic quality review of technology-aided reading interventions for students with autism spectrum disorder. Remedial and Special Education, https://doi.org/10.1177/07419325211063612
David, M., Rispoli, M., *Gregori, E., *Lory, C., *Kim, S. Y., & Wang, D. (2021). A quality review of school-based challenging behavior for adolescents with developmental disabilities. Review Journal of Autism and Developmental Disorders, 8, 145-169. https://doi.org/10.1007/s40489-020-00207-w
Rispoli, M., David, M., *Gregori, E., Mason, R., & *Lory, C. (2021, online first). Effects of multilevel supports on special education preschool teacher implementation of function-based interventions. Journal of Behavioral Education. https://doi.org/10.1007/s10864-021-09461-2
*Gregori, E., Rispoli, M., *Lory, C., David, M., Mason, R. A. (online first, 2021). Effects of teachers as coaches for paraprofessionals implementing functional communication training. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720983538
Zhang, J., Rispoli, M., Xin, Y. P., & Sulu, M. D. (in press). Mathematics interventions for secondary students with Autism Spectrum Disorder: A review of research quality. Education and Training in Autism and Developmental Disabilities.
Sulu, M. D., Martella, R. C., Toper, O., Marchand-Martella, N. E., Kiyak, U. E. (in press). Explicit and systematic scripted instructional programs for students with autism spectrum disorder: An updated and extended review. Review Journal of Autism and Developmental Disorders.
Wei, Q., Machalicek, W., Crowe, B., Kunze, M., & Rispoli, M. (2021). Restricted and repetitive patterns of behavior and interests in children with autism spectrum disorder: A systematic review of behavioral interventions. Education and Training in Autism and Developmental Disabilities, 56(2), 1115-139. https://www.proquest.com/openview/68d46ea518d407c35b6c58bc77c1afe6/1?pq-origsite=gscholar&cbl=2032023
Shannon, E.N., & Rispoli, M. (Commentary authors) (2021). Functional communication training is effective for treating problem behavior and requires additional study in natural contexts to become an evidence-based practice in psychology. Evidence-Based Communication Assessment and Intervention, 15(1), 1-6. https://www.tandfonline.com/doi/full/10.1080/17489539.2021.1945247
*Begeske, J., *Lory, C., David, M., & Rispoli, M., (online first, 2021). Teacher education and students with disabilities in art class: A program evaluation. Arts Education Policy Review. https://doi.org/10.1080/10632913.2021.1937762
*Kim S. Y., *Lory C., Kim S. J., *Gregori E., & Rispoli, M. (2021). Teaching academic skills to people with intellectual and developmental disabilities. In: Lang R., Sturmey P. (Eds) Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-66441-1_5
2020
Mason, R.A., Wills, H.P., Irvin, D., Jia, F., & Kamps, D. (2020). Ecobehavioral assessment of paraeducator behaviors that support engagement of students with disabilities. Exceptional Children, 86(4), 413-429. https://doi.org/10.1177/0014402919893693
Bross, L. A., Huffman, J., Watson, E. K., Wills, H. P., & Mason, R. A. (2020). Social skills instruction, online modules, and telecoaching to develop planning skills of young adults with autism. Journal of Special Education Technology, 36(4), 297-310. https://doi.org/10.1177/0162643420924188
Lei, Q., Mason, R. A., Xin, Y. P., Davis, J. L., David, M., & *Lory, C. (2020). Meta-analysis of single-case design studies on mathematics word problem-solving instructions for scaffolding English learners at risk for learning disabilities. Learning Disabilities Research and Practice, 35(4), 201-217. https://doi.org/10.1111/ldrp.12233
Ceglio, K., Rispoli M. & Flake, E. (2020). Training medical professionals to work with patients with neurodevelopmental disorders: A systematic review. Developmental Neurorehabilitation. 23(7), 463-473. doi: 10.1080/17518423.2020.1777217.
Mason, R. A., *Gregori, E., Wills, H. P., Kamps, D., & Huffman, J. (2020). Covert audio coaching to increase question asking by female college students with autism: Proof of concept. Journal of Developmental and Physical Disabilities, 32, 75-91. https://doi.org/10.1007/s10882-019-09684-2
*Gregori, E., Wendt, O., Gerow, S., Peltier, C., Genc-Tosun, D., *Lory, C., & Gold, Z. S. (2020). Functional communication training for adults with autism spectrum disorder: A systematic review and quality appraisal. Journal of Behavioral Education, 29(1), 42-63. https://link.springer.com/article/10.1007/s10864-019-09339-4
Rispoli, M. & Machalicek, W. (2020). Advances in telehealth and behavioral assessment and intervention in education: Introduction to the special issue. Journal of Behavioral Education, 29, 189-194. https://doi.org/10.1007/s10864-020-09383-5
Wang, D., Mason, R. A., *Lory, C., *Kim, S. Y., & David, M., & Guo, X. (2020). Vocal stereotypy and autism spectrum disorder: A systematic review of interventions. Research in Autism Spectrum Disorders, 78(19), 101647. https://doi.org/10.1016/j.rasd.2020.101647
*Lory, C., & Rispoli, M. (2020). Effective reduction in vocal stereotypy across natural settings through response interruption and redirection and the potential for maintained effects. Evidence-Based Communication Assessment and Intervention, 14(3), 123–130. https://doi.org/10.1080/17489539.2020.1759766
*Lory, C., Mason, R. A., Davis, J. L., Wang, D., *Kim, S. Y., *Gregori, E., & David, M. (2020). A meta-analysis of challenging behavior interventions for students with developmental disabilities in inclusive school settings. Journal of Autism and Developmental Disorders, 50(4), 1221–1237. https://doi.org/10.1007/s10803-019-04329-x
Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., *Gregori, E., An, Z. G., & Ingram, P. B. (2020). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97-116. https://doi.org/10.1177/0888406419896627
*Lory, C., Kadlaskar, G., McNally Keehn, R., Francis, A. L., & Keehn, B. (2020). Brief report: Reduced heart rate variability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(11), 4183–4190. https://doi.org/10.1007/s10803-020-04458-8
*Lory, C., Rispoli, M., *Gregori, E., *Kim, S. Y., & David, M. (2020). Reducing escape-maintained challenging behavior in children with autism spectrum disorder through visual activity schedule and instructional choice. Education and Treatment of Children, 43(2), 201–217. https://link.springer.com/article/10.1007/s43494-020-00019-x
2019
Neely, L., Rispoli, M., Boles, M., Morin, K., *Gregori, E., Ninci, J., & Hagan-Burke, S. (2019). 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
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) DOI: 10.1007/s10882-019-09684-2
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. The Elementary School Journal. 119(4).. DOI: https://doi.org/10.1086/703177. 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 Disorders, 58, 9-18. https://doi.org/10.1016/j.rasd.2018.11.007.
2018
*Lory, C., Rispoli, M., & *Gregori, E. (2018). Play interventions involving children with autism spectrum disorder 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
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. (2018). Parent-implemented trial-based functional analysis for young children with ASD. Focus on Autism and Other Developmental Disabilities. https://journals.sagepub.com/doi/full/10.1177/1088357618755695
*Kim, S. Y., Rispoli, M., *Lory, C., *Gregori, E., & Brodhead, M. T. (2018). The effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(10), 3608–3622. https://doi.org/10.1007/s10803-018-3633-7
Gerow, S., Rispoli, M., Ninci, J., *Gregori, E. V., & Hagan-Burke, S. (2018). 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
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
Irvin, D. W., Ingram, P., Huffman, J., Mason, R. A., & Wills, H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision. Research in developmental disabilities, 73, 106-114. https://doi.org/10.1016/j.ridd.2017.12.013
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 modification, 42(3), 335-363.https://doi.org/10.1177/0145445517740872
2017
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
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. https://doi.org/10.1007/s10803-017-3086-4.
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. https://doi.org/10.1016/j.tate.2016.12.007
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.
2016
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
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.https://doi.org/10.1016/j.ridd.2016.07.001
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
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. https://doi.org/10.1007/s10882-016-9503-3
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
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. https://doi.org/10.1007/s10864-015-9240-1
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. https://doi.org/10.1080/10400435.2015.1059384
2015
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. https://doi.org/10.3109/17518423.2013.809812
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. https://doi.org/10.3109/17518423.2013.830231
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. https://doi.org/10.1016/j.rasd.2014.09.011
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. https://doi.org/10.1177/0145445514552891
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
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. https://doi.org/10.1007/s10803-014-2340-2
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