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dc.contributor.authorMayton, Michael R.
dc.contributor.authorCarter, Stacy L.
dc.contributor.authorZhang, Jie
dc.contributor.authorWheeler, John J.
dc.date.accessioned2021-09-07T17:39:09Z
dc.date.available2021-09-07T17:39:09Z
dc.date.issued2014-03-01
dc.identifier.citationEducation and Training in Autism and Developmental Disabilities, 2014, 49(1), 92–101 © Division on Autism and Developmental Disabilities
dc.identifier.urihttp://hdl.handle.net/20.500.12648/2207
dc.description.abstractThe behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.
dc.subjectAutism
dc.subjectBehavioral Treatments
dc.subjectIndividuals With Disabilities Education Improvement Act Of 2004
dc.titleIntrusiveness of behavioral treatments for children with autism and developmental disabilities: An initial investigation.
dc.typearticle
dc.source.journaltitleEducation and Training in Autism and Developmental Disabilities
dc.source.volume49
dc.source.issue1
refterms.dateFOA2021-09-07T17:39:09Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Faculty Publications
dc.contributor.organizationEast Tennessee State University
dc.contributor.organizationTexas Tech University
dc.contributor.organizationThe College at Brockport
dc.contributor.organizationWest Virginia University
dc.languate.isoen_US


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