Citation: Kr. Logan et al., Preferences and reinforcers for students with profound multiple disabilities: Can we identify them?, J DEV PHY D, 13(2), 2001, pp. 97-122
Authors:
Gast, DL
Jacobs, HA
Logan, KR
Murray, AS
Holloway, A
Long, L
Citation: Dl. Gast et al., Pre-session assessment of preferences for students with profound multiple disabilities, EDUC TRAIN, 35(4), 2000, pp. 393-405
Citation: M. Wolery et Dl. Gast, Classroom research for young children with disabilities: Assumptions that guided the conduct of research, T EAR CHILD, 20(1), 2000, pp. 49-55
Citation: Lc. Bryan et Dl. Gast, Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules, J AUTISM D, 30(6), 2000, pp. 553-567
Citation: Me. Wall et al., Leisure skills instruction for adolescents with severe or profound developmental disabilities, J DEV PHY D, 11(3), 1999, pp. 193-219
Citation: Me. Wall et Dl. Gast, Acquisition of incidental information during instruction for a response-chain skill, RES DEV DIS, 20(1), 1999, pp. 31-50
Authors:
Logan, KR
Jacobs, HA
Gast, DL
Murray, AS
Daino, K
Skala, C
Citation: Kr. Logan et al., The impact of typical peers on the perceived happiness of students with profound multiple disabilities, J ASSN PERS, 23(4), 1998, pp. 309-318
Citation: Ar. Bevill et Dl. Gast, Social safety for young children: A review of the literature on safety skills instruction, T EAR CHILD, 18(4), 1998, pp. 222-234