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European Journal of Behavior Analysis Volume 21, 2020 - Issue 1
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Research Article

Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism

Samuel L. Odoma Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, USA;b Department of Special Education, Stockholm University, Stockholm, SwedenCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1745-7915View further author information
ORCID Icon,
Laura J. Hallc Department of Special Education, San Diego State University, San Diego, USAORCID Iconhttps://orcid.org/0000-0001-7055-8024View further author information
ORCID Icon &
Jessica Suhrheinrichc Department of Special Education, San Diego State University, San Diego, USA;d Child and Adolescent Services Research Center, University of California at San Diego, San Diego, CA, USAView further author information
Pages 55-73 | Received 26 Sep 2018, Accepted 03 Jul 2019, Published online: 17 Jul 2019

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Laci Watkins, Susan White, Sara McDaniel, Megan Fedewa, Daniel Cohen & Rajesh Kana. (2023) Including students with autism within the PBIS framework: Recommendations for research and research-informed practice. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-11.
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Bengisu Atas, Ismail Ozsandikci, Seray Olcay & Dincer Saral. (2023) Opinions About Evidence-Based Practices Among Special Education Teachers. Journal of Evidence-Based Social Work 20:1, pages 145-157.
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Joseph Mintz. (2022) The role of universities and knowledge in teacher education for inclusion. International Journal of Inclusive Education 0:0, pages 1-11.
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Eric N. Shannon & Mandy Rispoli$suffix/text()$suffix/text(). (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, pages 1-6.
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Jeff Sigafoos. (2020) Commentary on “Peer-mediated Early Start Denver Model ‘playdates’ for a young child with autism spectrum disorder: a case study” (van Noorden, Waddington, van der Meer & Tupou, 2020). Research and Practice in Intellectual and Developmental Disabilities 7:2, pages 173-178.
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Lise Roll-Pettersson, Karola Dillenburger, Mickey Keenan, Shahla Alai-Rosales & Zuilma Gabriela Sigurdardottir. (2020) Higher education, behaviour analysis, and autism: time for coalescence. European Journal of Behavior Analysis 21:1, pages 1-8.
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Lise Roll-Pettersson, Angeliki Gena, Sigmund Eldevik, Paolo Moderato, Zuilma Gabriela Sigurdardottir, Karola Dillenburger, Mickey Keenan & Shahla Ala’i-Rosales. (2020) Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals. European Journal of Behavior Analysis 21:1, pages 158-184.
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Articles from other publishers (20)

Sophia R. D’Agostino, Sarah E. Pinkelman & Melissa Maye. (2023) Implementation of Naturalistic Developmental Behavioral Intervention Strategies: An Examination of Preschool Teachers’ Perceptions. Journal of Early Intervention.
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Gary Yu Hin Lam, Jaimie Timmons & Agnieszka Zalewska. (2023) Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults. Research in Autism Spectrum Disorders 107, pages 102220.
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Kane Carlock, Malena A. Nygaard & Heather E. Ormiston. (2023) School Principals’ Perceived Barriers and Facilitators to the Normalization of School-Based Mental Health Services: A Multimethod Investigation. School Mental Health 15:3, pages 940-954.
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Kyle Sterrett, Maira Tafolla Magaña, Amanda Gulsrud, Tanya Paparella & Connie Kasari. (2022) Predictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism. Journal of Autism and Developmental Disorders 53:8, pages 3023-3033.
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Joseph Mintz & Amelia Roberts. (2023) Prospects for applying a theory of change model to the use of research evidence in autism education. Frontiers in Education 8.
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Thomas S. Critchfield, William L. Heward & Dorothea C. Lerman. (2022) Fifteen Years and Counting: The Dissemination Impact of Behavior Analysis in Practice. Behavior Analysis in Practice 16:2, pages 399-406.
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Elizabeth Talbott, Andres De Los Reyes, Devin M. Kearns, Jeannette Mancilla-Martinez & Mo Wang. (2023) Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes. Exceptional Children, pages 001440292311710.
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Kenneth Curley & Yasuhiro Kotera. (2023) Qualitative Investigation into the Perception towards Compassionate Parenting among Parents of Autistic Children: Cross-Cultural Comparison between the UK and The Netherlands. Healthcare 11:8, pages 1199.
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Ciara L. Ousley & Tracy J. Raulston. (2022) A Guide to Incorporate Augmentative and Alternative Communication Into Functional Communication Training. Intervention in School and Clinic 58:4, pages 249-256.
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Lisa Ruble, Lindsey Ogle & John McGrew. (2022) Practice makes proficient: Evaluation of implementation fidelity following COMPASS consultation training. Psychology in the Schools 60:3, pages 743-760.
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Kenneth Curley, Rory Colman, Annabel Rushforth & Yasuhiro Kotera. (2023) Stress Reduction Interventions for Parents of Children with Autism Spectrum Disorder: A Focused Literature Review. Youth 3:1, pages 246-260.
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Aubyn C Stahmer, Jessica Suhrheinrich, Yue Yu, Melina Melgarejo, Patricia SchetterGreg A Young. (2023) Implementation readiness for evidence-based autism practices in school systems. Implementation Research and Practice 4.
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Yurgos Politis, Ian Clemente, Zihyun Lim & Connie Sung. (2023) The development of the conversation skills assessment tool. Autism & Developmental Language Impairments 8.
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Hampus Bejnö, Sven Bölte, Nina Linder, Ulrika Långh, Samuel L. Odom & Lise Roll-Pettersson. (2021) From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children. Journal of Autism and Developmental Disorders 52:9, pages 3890-3908.
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Brian A Boyd, Aubyn C Stahmer, Samuel L Odom, Anna Wallisch & Maya Matheis. (2021) It’s time to close the research to practice gap in autism: The need for implementation science. Autism 26:3, pages 569-574.
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Kristen R. Choi, Bhumi BhaktaElizabeth A. Knight, Tracy A. Becerra-Culqui, Teri L. Gahre, Bonnie Zima & Karen J. Coleman. (2022) Patient Outcomes After Applied Behavior Analysis for Autism Spectrum Disorder. Journal of Developmental & Behavioral Pediatrics 43:1, pages 9-16.
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Samuel L. Odom, Laura J. Hall, Kristi L. Morin, Bonnie R. Kraemer, Kara A. Hume, Nancy S. McIntyre, Sallie W. Nowell, Jessica R. Steinbrenner, Brianne Tomaszewski, Ann M. Sam & Leann DaWalt. (2021) Educational Interventions for Children and Youth with Autism: A 40-Year Perspective. Journal of Autism and Developmental Disorders 51:12, pages 4354-4369.
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Megan S. Kirby, Trina D. Spencer & John Ferron. (2021) How to Be RAD: Repeated Acquisition Design Features that Enhance Internal and External Validity. Perspectives on Behavior Science 44:2-3, pages 389-416.
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Kathleen Dyer & Caroline Redpath. (2021) Providing implementation supports to intensify instruction in an autism classroom. Psychology in the Schools 58:6, pages 1041-1055.
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Alexandra Protopopova, Kelsea M. Brown & Nathaniel J. Hall. (2020) A Multi-Site Feasibility Assessment of Implementing a Best-Practices Meet-And-Greet Intervention in Animal Shelters in the United States. Animals 10:1, pages 104.
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