Beckman, A., Mason, B. A., Wills, H., Garrison-Kane, L. G., & Huffman, J. (2019). Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention. Education & Treatment of Children, 42(2), 225-244.
Buzhardt, J., Greenwood, C., Hackworth, N., Jia, F., Bennetts, S., Walker, D., Matthews, J. (2019), Cross-cultural exploration of growth in expressive communication of english-speaking infants and toddlers, Early Childhood Research Quarterly, 48, 284-94.
Carta JJ, Miller Young RE. Multi-Tiered Systems of Support for Young Children: Driving Change in Early Education. Carta JJ, Miller Young R, editors. Baltimore, MD: Paul H. Brookes; 2019.
Downs, K. R., Caldarella, P., Larsen, R. A. A., Charlton, C. T., Wills, H. P., Kamps, D. M., & Wehby, J. H. (2019). Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions, 21(3), 135-147.
Thiemann-Bourque, K. S., Johnson, L. K., & Brady, N. (2019). Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder. American Journal on Intellectual and Developmental DIsabilities, 124(1), 77-91.
Wills, H. P., Mason, R., Gregori, E., & Veatch, M. (2019). Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders. The Elementary School Journal, 119(4), 562-579.
Wills, H. P., Mason, R., Huffman, J. M., & Heitzman-Powell, L. (2019). Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace. Research in Autism Spectrum Disorders, 58, 9-18.
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