The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education von Horner, Robert H., Carr, Edward G., Halle, James, McGee, Gail, Odom, Samuel, Wolery, Mark

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Comprehensive Synthesis of Early Intensive Behavioral Interventions for Young Children with Autism Based on the UCLA Young Autism Project Model von Reichow, Brian, Wolery, Mark

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A Commentary: Single-Case Design Technical Document of the What Works Clearinghouse von Wolery, Mark

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Intervention Research: The Importance of Fidelity Measurement von Wolery, Mark

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COMPARISON OF PROGRESSIVE PROMPT DELAY WITH AND WITHOUT INSTRUCTIVE FEEDBACK von Reichow, Brian, Wolery, Mark

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The effects of instructional interventions related to street crossing and individuals with disabilities von Wright, Tessa, Wolery, Mark

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Comparison of Overlap Methods for Quantitatively Synthesizing Single-Subject Data von Wolery, Mark, Busick, Matthew, Reichow, Brian, Barton, Erin E.

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Use of Songs to Promote Independence in Morning Greeting Routines for Young Children with Autism von Kern, Petra, Wolery, Mark, Aldridge, David

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Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction von Ledford, Jennifer R., Wolery, Mark

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Classroom Instruction: Background, Assumptions, and Challenges von Wolery, Mark, Hemmeter, Mary Louise

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Voices from the Field von Wolery, Mark

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Procedural Fidelity: An Analysis of Measurement and Reporting Practices von Ledford, Jennifer R., Wolery, Mark

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Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction von Ledford, Jennifer R., Wolery, Mark

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Effects of Structured Teaching on the Behavior of Young Children With Disabilities von Bennett, Katherine, Reichow, Brian, Wolery, Mark

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Teaching Pretend Play to Children With Disabilities: A Review of the Literature von Barton, Erin E., Wolery, Mark

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Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children With Autism von Rogers, Laura, Hemmeter, Mary Louise, Wolery, Mark

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Training Teachers to Promote Pretend Play in Young Children with Disabilities von Barton, Erin E., Wolery, Mark

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Using Response-Prompting Procedures during Small-Group Direct Instruction: Outcomes and Procedural Variations von Ledford, Jennifer R, Lane, Justin D, Elam, Katherine L, Wolery, Mark

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Embracing Our Visual Inspection and Analysis Tradition: Graphing Interobserver Agreement Data von Artman, Kathleen, Wolery, Mark, Yoder, Paul

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Peer Modeling of Commenting During Small Group Direct Instruction for Academic Behaviors von Urlacher, Sarah, Wolery, Mark, Ledford, Jennifer R.

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