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Table of Contents

  1. The Use of Contingent Acoustical Feedback to Decrease Toe Walking in a Child with Autism
  2. Ansley C. Hodges, Alison M. Betz, David A. Wilder, Kristen Antia
  3. pp. 151-160
  4. DOI: https://doi.org/10.1353/etc.2019.0007
  5. restricted access
  1. Patterns of Growth: Cluster Analysis of Written Expression Curriculum-Based Measurement
  2. Stacy L. Weiss, Jason Brinkley, Josh Bock
  3. pp. 161-184
  4. DOI: https://doi.org/10.1353/etc.2019.0008
  5. restricted access
  1. Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback
  2. Erica S. Jowett Hirst, Falyn M. Lockenour, Jamie L. Allen
  3. pp. 185-199
  4. DOI: https://doi.org/10.1353/etc.2019.0009
  5. restricted access
  1. Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings
  2. Christopher C. Rubow, Christina R. Noel, Joseph H. Wehby
  3. pp. 201-223
  4. DOI: https://doi.org/10.1353/etc.2019.0010
  5. restricted access
  1. Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention
  2. Alexandra Beckman, Benjamin A. Mason, Howard P. Wills, Linda Garrison-Kane, Jonathan Huffman
  3. pp. 225-244
  4. DOI: https://doi.org/10.1353/etc.2019.0011
  5. restricted access
  1. Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study
  2. Todd Haydon, Carla Schmidt, Amanda Buncher, Christina Carnahan
  3. pp. 245-263
  4. DOI: https://doi.org/10.1353/etc.2019.0012
  5. restricted access
  1. Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices
  2. Brandi Simonsen, Jen Freeman, Jessica Swain-Bradway, Heather Peshak George, Robert Putnam, Kathleen Lynne Lane, Jeffrey Sprague, Patti Hershfeldt
  3. pp. 265-289
  4. DOI: https://doi.org/10.1353/etc.2019.0013
  5. restricted access