References

• 2013Diagnostic and Statistical Manual of Mental Disorders109,522 cited
• 1993TEACHING CHILDREN WITH AUTISM TO USE PHOTOGRAPHIC ACTIVITY SCHEDULES: MAINTENANCE AND GENERALIZATION OF COMPLEX RESPONSE CHAINS421 cited
• 2005Evidence-Based Practices and Students With Autism Spectrum Disorders374 cited
• 1994TEACHING DAILY LIVING SKILLS TO CHILDREN WITH AUTISM IN UNSUPERVISED SETTINGS THROUGH PICTORIAL SELF‐MANAGEMENT363 cited
• 2000Teaching On-Task and On-Schedule Behaviors to High-Functioning Children with Autism Via Picture Activity Schedules348 cited
• 2000The Use of Visual Supports to Facilitate Transitions of Students with Autism332 cited
• 2000The Use of Video Priming to Reduce Disruptive Transition Behavior in Children with Autism234 cited
• 2004Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism142 cited
• 2000Acquisition and Generalization of Activity Schedules and their Effects on Task Engagement in a Young Child with Autism in an Inclusive Pre-School Classroom128 cited
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• 2001Using an Activity Schedule to Smooth School Transitions122 cited
• 1985GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING112 cited
• 2000Effects of Using a Photographic Cueing Package During Routine School Transitions With a Child Who Has Autism