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Teacher Perceptions of the Usability of School-Based Behavior Assessments
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Miller, Faith G.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Fabiano, Gregory A. – Behavioral Disorders, 2014
Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings-Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System-Performance Screening Guide…
Descriptors: Teacher Attitudes, Usability, Behavior Rating Scales, Observation
The UCLA Young Autism Project: A Reply to Gresham and Macmillan.
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Smith, Tristam; Lovass, O. Ivar – Behavioral Disorders, 1997
Responds to "Autistic Recovery? An Analysis and Critique of the Empirical Evidence on the Early Intervention Project" (Gresham and MacMillan), which criticizes research showing the effectiveness of the UCLA Youth Autism Project program for children with autism. The article's misunderstandings are discussed and the program is explained. (CR)
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment
Denial and Defensiveness in the Place of Fact and Reason: Rejoinder to Smith and Lovass.
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Gresham, Frank M.; MacMillan, Donald L. – Behavioral Disorders, 1997
Responds to "The UCLA Young Autism Project: A Reply to Gresham and MacMillan" (Smith and Lovaas), which criticized a review questioning the effectiveness of an intervention for children with autism. The Smith and Lovass article is described as defensive, factually inaccurate, and as not adequately addressing the question of external validity.…
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment
Autistic Recovery? An Analysis and Critique of the Empirical Evidence on the Early Intervention Project.
Peer reviewed Peer reviewed
Gresham, Frank M.; Macmillan, Donald L. – Behavioral Disorders, 1997
Critiques research findings on the effectiveness of the Early Intervention Project (EIP) for children with autism. The review finds sufficient threats to the experimental validity of the EIP to prevent unqualified endorsement of it as a validated treatment for children with autism. The review found in particular there were threats to external…
Descriptors: Autism, Early Intervention, Experimental Programs, Outcomes of Treatment