Publications

Bold names denote current students and faculty of ABIL
*denotes alumni members of ABIL

2021

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. https://doi.org/10.1080/1789539.2021.1945247

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 Disabilities.

Begeske, J., *Lory, C., David, M., & Rispoli, M., (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 Disability. 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

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. Manuscript accepted for publication.

*Gregori, E., Rispoli, M., *Lory, C., David, M., Mason, R. A. (2021). Effects of teachers as coaches for paraprofessionals implementing functional communication training. Journal of Positive Behavior Interventions. (Online First). https://journals.sagepub.com/doi/full/10.1177/1098300720983538

2020

Mason, R.A., Wills, H.P., Irvin, D., Jia, F., Kamps, D. (2020). Ecobehavior assessment of paraeducator behaviors that support the engagement of children with disabilities. Exceptional Children.

Bross, L. A., Huffman, J., Watson, E., 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. https://doi-org.ezproxy.lib.purdue.edu/10.1177%2F0162643420924188

Lei, Q., Mason, R.A., Davis, J.L. (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, 201-217

*Gregori, E., Rispoli, M., Neely, L., *Lory, C., *Kim, S., & David, M. (2020). Training direct service personnel in functional communication training with adults with disabilities. Journal of Developmental and Physical Disabilities. Advance online publication. https://doi.org/10.1007/s10882-020-09766-6

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, 1-17

*Gregori, E., Wendt, O., Gerow, S., Peltier, C., Rispoli, M., Genc, 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, 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.

Wang, D., Mason, R. A., *Lory, C., *Kim, S. Y., & David, M. (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, 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 disabilities73, 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 modification42(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

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. https://doi.org/10.1007/s10803-014-2272-x