Abstract
A systematic review was conducted to assess the types of school-based interventions commonly used for adolescents (10 to 21 years) to reduce challenging behavior. A total of 40 articles were identified through the database search and ancillary searches. Participant, implementer, and intervention characteristics were recorded during descriptive coding. This review found that antecedent-based interventions were most commonly used within the school setting. School personnel reported antecedent-based interventions to be acceptable and feasible within the school setting. Results of the descriptive coding found that around 70% of participants were ages 10 to 13 years old, with limited research being conducted with students older than 13; therefore, additional research is needed with this age group. Based on What Works Clearinghouse standards, 25 articles Met Standards or Met Standards with Reservations and 22 articles provided moderate to strong evidence for the efficacy of these interventions within the school setting.
Similar content being viewed by others
References
Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131–145. https://doi.org/10.1177/1088357609339032.
Brosnan, J., & Healy, O. (2011). A review of behavioral interventions for the treatment of aggression in individuals with developmental disabilities. Research in Developmental Disabilities, 32, 437–446. https://doi.org/10.1016/j.ridd.2010.12.023.
Campbell, J. M. (2003). Efficacy of behavioral interventions for reducing problem behavior in persons with autism: A quantitative synthesis of single-subject research. Research in Developmental Disabilities, 24, 120–138. https://doi.org/10.1016/s0891-4222(03)00014-3.
Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81, 28–44. https://doi.org/10.1177/0014402914532235.
Chezan, L. C., Gable, R. A., Mcwhorter, G. Z., & White, S. D. (2017). Current perspectives on interventions for self-injurious behavior of children with autism spectrum disorder: A systematic review of the literature. Journal of Behavioral Education, 26, 293–329. https://doi.org/10.1007/s10864-017-9269-4.
Cihak, D. F., Kildare, L. K., Smith, C. C., McMahon, D. D., & Quinn-Brown, L. (2012). Using video social stories™ to increase task engagement for middle school students with autism spectrum disorders. Behavior Modification, 36, 399–425. https://doi.org/10.1177/0145445512442683.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2014). Applied behavior analysis. Harlow: Pearson Education.
Council for Exceptional Children (CEC) (2014). Council for Exceptional Children Standards for Evidence-based Practices in Special Education. Retrieved from: https://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf.
DeRosa, N. M., Roane, H. S., Bishop, J. R., & Silkowski, E. L. (2016). The combined effects of noncontingent reinforcement and punishment on the reduction of rumination. Journal of Applied Behavior Analysis, 49, 680–685. https://doi.org/10.1002/jaba.304.
Dunlap, G., Foster-Johnson, L., Clarke, S., Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 248–258. https://doi.org/10.1177/154079699602000402.
Elliott, S. N., & Von Brock Treuting, M. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51.
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional communication training and chained schedule procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 24, 529–538. https://doi.org/10.1007/s10882-012-9287-z.
Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback for educators an evidence-based practice? A systematic review and evaluation based on single-case research. Exceptional Children, 81, 227–246. https://doi.org/10.1177/0014402914551738.
Gerow, S., Hagan-Burke, S., Rispoli, M., Gregori, E., Mason, R., & Ninci, J. (2018). A systematic review of parent-implemented functional communication training for children with ASD. Behavior Modification, 42, 335–263. https://doi.org/10.1177/0145445517740872.
Hansen, B., & Wadsworth, J. (2015). Effects of an antecedent intervention on repetitive behaviors of a child with autism. Child & Family Behavior Therapy, 37, 51–62. https://doi.org/10.1080/07317107.2015.1000235.
Heyvaert, M., Saenen, L., Campbell, J. M., Maes, B., & Onghena, P. (2014). Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research. Research in Developmental Disabilities, 35, 120–138. https://doi.org/10.1016/j.ridd.2014.06.017.
Hill, A. P., Zuckerman, K. E., Hagen, A. D., Kriz, D. J., Duvall, S. W., Santen, J. V., et al. (2014). Aggressive behavior problems in children with autism spectrum disorders: Prevalence and correlates in a large clinical sample. Research in Autism Spectrum Disorders, 8, 1121–1133. https://doi.org/10.1016/j.rasd.2014.05.006.
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423–446. https://doi.org/10.1023/a:1020593922901.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. https://doi.org/10.1177/001440290507100203.
Humenik, A. L., Curran, J., Luiselli, J. K., & Child, S. N. (2008). Intervention for self-injury in a child with autism: Effects of choice and continuous access to preferred stimuli. The Behavioral Development Bulletin, 14, 17–22.
Kelly, A. N., Axe, J. B., Allen, R. F., & Maguire, R. W. (2015). Effects of presession pairing on the challenging behavior and academic responding of children with autism. Behavioral Interventions, 30, 135–156. https://doi.org/10.1002/bin.1408.
Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38. https://doi.org/10.1177/0741932512452794.
Lanovaz, M. J., & Sladeczek, I. E. (2011). Vocal stereotypy in individuals with autism Spectrum disorders. Behavior Modification, 36, 146–164. https://doi.org/10.1177/0145445511427192.
Luiselli, J. K. (Ed.). (2006). Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settings. Baltimore: Paul H. Brookes Publishing Company.
Machalicek, W. (2012). Evidence-based instructional interventions. In Educational interventions for students with autism (pp. 80–111). Hoboken: John Wiley & Sons.
Machalicek, W., O’Reilly, M. F., Beretvas, N., Sigafoos, J., & Lancioni, G. E. (2007). A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 229–246. https://doi.org/10.1016/j.rasd.2006.10.005.
Machalicek, W., O’Reilly, M. F., Beretvas, N., Sigafoos, J., Lancioni, G. E., Sorrells, A., … Rispoli, M. (2008). A review of school-based instructional interventions for students with autism spectrum disorder. Research in Autism Spectrum Disorder, 2, 395–416. https://doi.org/10.1016/j.rasd.2007.07.001.
Manente, C. J., & LaRue, R. H. (2017) Treatment of self-injurious behavior using differential punishment of high rates of behavior (DPH). Behavioral Interventions, 32, 262–271. https://doi.org/10.1002/bin.1477.
Martens, B., & McIntyre, L. L. (2009). The importance of treatment integrity in school-based behavioral intervention. In Behavioral interventions in school: Evidence based strategies (pp. 59–71). Washington, D.C.: American Psyclogical Association.
Martinez, J. R., Werch, B. L., & Conroy, M. A. (2016). School-based interventions targeting challenging behaviors exhibited by young children with autism spectrum disorder: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 51, 265–280. https://doi.org/10.1007/s10803-015-2373-1.
Matson, J. L., & Cervantes, P. E. (2014). Assessing aggression in persons with autism spectrum disorders: An overview. Research in Developmental Disabilities, 35, 3269–3275. https://doi.org/10.1016/j.ridd.2014.08.004.
Matson, J. L., & Nebel-Schwalm, M. (2007). Assessing challenging behaviors in children with autism spectrum disorders: A review. Research in Developmental Disabilities, 28, 567–579. https://doi.org/10.1016/j.ridd.2006.08.001.
Matson, J. L., & Smith, K. R. (2008). Current status of intensive behavioral interventions for young children with autism and PDD-NOS. Research in Autism Spectrum Disorders, 2, 60–74. https://doi.org/10.1016/j.rasd.2007.03.003.
Minshawi, N., Hurwitz, S., Fodstad, J., Biebl, S., Morris, D., & Mcdougle, C. (2014). The association between self-injurious behaviors and autism spectrum disorders. Psychology Research and Behavior Management, 125. https://doi.org/10.2147/prbm.s44635.
National Autism Center (NAC) (2015). Findings and conclusions: National standards project, phase 2. Randolph: National Autism Center. Retrieved from: http://www.nationalautismcenter.org/national-standards-project/phase-2/
National Center for Education Statistics (2011). Schools and Staffing Survey. Retrieved from: https://nces.ed.gov/surveys/sass/tables/sass1112_2013314_t1s_007.asp
O’Reilly, M., Fragale, C., Gainey, S., Kang, S., Koch, H., Shubert, J., … Sigafoos, J. (2012). Examination of an antecedent communication intervention to reduce tangibly maintained challenging behavior: A controlled analog analysis. Research in Developmental Disabilities, 33, 1462–1468. https://doi.org/10.1016/j.ridd.2012.03.017.
Odom, S. L. (2009). The tie that binds. Topics in Early Childhood Special Education, 29(1), 53–61. https://doi.org/10.1177/0271121408329171.
Ogden, T., & Fixsen, D. L. (2014). Implementation science. Zeitschrift für Psychologie, 222(1), 4–11. https://doi.org/10.1027/2151-2604/a000160.
Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders., 32, 535–543. https://doi.org/10.1023/A:1021250813367.
Schlichenmeyer, K. J., Dube, W. V., & Vargas-Irwin, M. (2015). Stimulus fading and response elaboration in differential reinforcement for alternative behavior. Behavioral Interventions, 30, 51–64. https://doi.org/10.1002/bin.1402.
Schlosser, R. W., Wendt, O., & Sigafoos, J. (2007). Not all systematic reviews are created equal: Considerations for appraisal. Evidence-Based Communication Assessment and Intervention, 1, 138–150. https://doi.org/10.1080/17489530701560831.
Sham, E., & Smith, T. (2014). Publication bias in studies of an applied behavior-analytic intervention: An initial analysis. Journal of Applied Behavior Analysis, 47, 663–678. https://doi.org/10.1002/jaba.146.
The Individuals with Disabilities Education Improvement Act of 2004. (2004). Pub. L. No. 108–446, 101,118 Stat. 2647.
The National Professional Development Center on Autism Spectrum Disorder (NPDC) (2014). Comparison of NPDC and NSP practices. North Chapel, NC: Frank Porter Graham Child Development Institute. Retrieved from: http://autismpdc.fpg.unc.edu/evidence-based-practices
van Roekel, E., Scholte, R. H. J., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40, 63–73. https://doi.org/10.1007/s10803-009-0832-2.
Wacker, D.P., Lee, J.F., Padilla Dalamu, Y.C., Kopelman, T.G., Lindgren, S.D., Kuhle, J., … Waldron, D.B. (2013). Conducting functional communication traning via telehealth to reduce problem behavior of young children with autism. Journal of Developmental and Physical Disabilities, 25, 35–48. https://doi.org/10.1007/s10882-012-9314-0.
Walker, V. L., & Snell, M. E. (2017). Teaching paraprofessionals to implement function-based interventions. Focus on Autism & Other Developmental Disabilities, 32, 114–123. https://doi.org/10.1177/1088357616673561.
What Works Clearinghouse. (2017). Standards and procedures handbook, Version 4.0. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf.
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. https://doi.org/10.1901/jaba.1978.11-203.
Wong, C., Odom, S. L., Hume, K. A., Cox, C. W., Fettig, A., Kurcharczyk, S.,… Schultz, T.R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951-1966 https://doi.org/10.1007/s10803-014-2351-z
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethical Approval
This article does not contain any studies with human participants performed by any of the authors.
Conflict of Interest
Gabby Rivera declares that she has no conflict of interest. Stephanie Gerow declares that she has no conflict of interest. Marie Kirkpatrick declares that she has no conflict of interest.
Appendix
Appendix
Adami, S., Falcomata, T. S., Muething, C. S., & Hoffman, K. (2017). An evaluation of lag schedules of reinforcement during functional communication training: Effects on varied mand responding and challenging behavior. Behavior Analysis in Practice, 10, 209–213. https://doi.org/10.1007/s40617-017-0179-7
Banda, D. R., McAfee, J. K., & Hart, S. L. (2012). Decreasing self-injurious behavior and fading self-restraint in a student with autism and tourette syndrome. Behavioral Interventions, 27, 164–174. https://doi.org/10.1002/bin.1344
Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J.S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131–145. https://doi.org/10.1177/1088357609339032
Boesch, M. C., Taber-Doughty, T., Wendt, O., & Smalts, S. S. (2015). Using a behavioral approach to decrease self-injurious behavior in an adolescent with severe autism: A data-based case study. Education & Treatment of Children, 38, 305–328. https://doi.org/10.1353/etc.2015.0012
Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8, 155–164. https://doi.org/10.1177/10983007060080030401
Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism: Antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9, 195–202. https://doi.org/10.1177/10983007070090040201
Carr, E. G. & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126. https://doi.org/10.1901/jaba.1985.18-111
Cihak, D. F., Kildare, L. K., Smith, C. C., McMahon, D. D., & Quinn-Brown, L. (2012) Using video social stories™ to increase task engagement for middle school students with autism spectrum disorders. Behavior Modification, 36, 399–425. https://doi.org/10.1177/0145445512442683
Devlin, S., Healy, O., Leader, G., & Hughes, B. M. (2011). Comparison of behavioral intervention and sensory-integration therapy in the treatment of challenging behavior. Journal of Autism & Developmental Disorders, 41, 1303–1320. https://doi.org/10.1007/s10803-010-1149-x
Dunlap, G., Foster-Johnson, L., Clarke, S., Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 248–258. https://doi.org/10.1177/154079699602000402
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251–264. https://doi.org/10.1901/jaba.1991.24-251
Fahmie, T. A., Iwata, B. A., & Mead, S. C. (2016). Within-subject analysis of a prevention strategy for problem behavior. Journal of Applied Behavior Analysis, 49, 915–926. https://doi.org/10.1002/jaba.343
Flynn, S. D., & Lo, Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25, 1–31. https://doi.org/10.1007/s10864-015-9231-2
Gomi, Y., & Noro, F. (2010). Function-based interventions for behavior problems of a student with a developmental disability: School-based treatment implementation. Japanese Journal of Special Education, 47, 457–469.
Hirasawa, N., Fujiwara, Y., & Yamane, M. (2009). Physical arrangements and staff implementation of function-based interventions in school and community settings. Japanese Journal of Special Education, 46, 435–446.
Horner, R. H., & Budd, C. M. (1985). Acquisition of manual sign use: Collateral reduction of maladaptive behavior, and factors limiting generalization. Education and Training of the Mentally Retarded, 20, 39–47.
Kelly, A. N., Axe, J. B., Allen, R. F., & Maguire, R. W. (2015). Effects of presession pairing on the challenging behavior and academic responding of children with autism. Behavioral Interventions, 30, 135–156. https://doi.org/10.1002/bin.1408
Kennedy, C.H., Meyer, K. A., Knowles, T., & Shukla, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33, 559–571. https://doi.org/10.1901/jaba.2000.33-559
Kennedy, C.H., & Haring, T.G. (1993). Combining reward and escape DRO to reduce the problem behavior of students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 85–92. https://doi.org/10.1177/154079699301800202
Kuttler, S., Smith Myles, B., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13, 176–182. https://doi.org/10.1177/108835769801300306
Mace, F. C., Pratt, J. L., Prager, K. L., & Pritchard, D. (2011). An evaluation of three methods of saying ‘no’ to avoid an escalating response class hierarchy. Journal of Applied Behavior Analysis, 44, 83–94. https://doi.org/10.1901/jaba.2011.44-83
Machalicek, W., O’Reilly, M., Chan, J. M., Lang, R., Rispoli, M., Davis, T., … Didden, R. (2009). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavioral support plans for students with autism. Education and Training in Developmental Disabilities, 44, 207–217.
Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational Psychology, 25, 287–304. https://doi.org/10.1080/0144341042000301210
O’Neill, R. E., & Sweetland-Baker, M. (2001). Brief report: An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31, 235–240. https://doi.org/10.1023/A:1010711518182
O’Reilly, M., Edrisinha, C., Sigafoos, J., Lancioni, G., Cannella, H., Machalicek, W., & Langthorne, P. (2007). Manipulating the evocative and abative effects of an establishing operation: Influences on challenging behavior during classroom instruction. Behavioral Interventions, 22(2), 137–145. https://doi.org/10.1002/bin.226
O’Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., & Andrews, A. (2005). An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autism. Journal of Autism and Developmental Disorders, 35, 305–311. https://doi.org/10.1007/s10803-005-3294-1
Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function-based social stories™ with children with autism. Behavior Modification, 39, 912–931. https://doi.org/10.1177/0145445515603708
Peck Peterson, S. M., Caniglia, C., & Royster, A. J. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16, 240–246. https://doi.org/10.1177/108835760101600407
Pritchard, D., Hoerger, M., Dyer, T., Graham, N., Penney, H., & Mace, F.C. (2014). Sodium valproate withdrawal correlates with reduced aggression. British Journal of Learning Disabilities, 42, 162–167. https://doi.org/10.1111/bld.12019
Rispoli, M., Lang, R., Neely, L., Camargo, S., Hutchins, N., Davenport, K., & Goodwyn, F. (2013). A comparison of within- and across-activity choices for reducing challenging behavior in children with autism spectrum disorders. Journal of Behavioral Education, 22, 66–83. https://doi.org/10.1007/s10864-012-9164-y
Romaniuk, C., Miltenberger, R., Conyers, C., Jenner, N., Jurgens, M., & Ringenberg, C. (2002). The influence of activity choice on behavior problems maintained by escape versus attention. Journal of Applied Behavior Analysis, 35, 349–362. https://doi.org/10.1901/jaba.2002.35-349
Roscoe, E. M., Kindle, A. E., & Pence, S. T. (2010). Functional analysis and treatment of aggression maintained by preferred conversational topics. Journal of Applied Behavior Analysis, 43, 723–727. https://doi.org/10.1901/jaba.2010.43-723
Santiago, J. L., Hanley, G. P., Moore, K., & Jin, C. S. (2016). The generality of interview-informed functional analyses: Systematic replications in school and home. Journal of Autism and Developmental Disorders, 46, 797–811. https://doi.org/10.1007/s10803-015-2617-0
Scattone, D., Wilczynski, S.M., Edwards, R.P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders. 32, 535–543. https://doi.org/10.1023/A:1021250813367
Schlichenmeyer, K. J., Dube, W. V., & Vargas-Irwin, M. (2015). Stimulus fading and response elaboration in differential reinforcement for alternative behavior. Behavioral Interventions, 30, 51–64. https://doi.org/10.1002/bin.1402
Schmidt, J. D., Luiselli, J. K., Rue, H., & Whalley, K. (2013). Graduated exposure and positive reinforcement to overcome setting and activity avoidance in an adolescent with autism. Behavior Modification, 37, 128–142. https://doi.org/10.1177/0145445512456547
Slaton, J. D., Hanley, G. P., & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50, 252–277. https://doi.org/10.1002/jaba.384
Sprague, J. R., & Horner, R. H. (1992). Covariation within functional response classes: Implications for treatment of severe problem behavior. Journal of Applied Behavior Analysis, 25, 735–745. https://doi.org/10.1901/jaba.1992.25-735
Walker, V. L., & Snell, M. E. (2017). Teaching paraprofessionals to implement function-based interventions. Focus on Autism & Other Developmental Disabilities, 32, 114–123. https://doi.org/10.1177/1088357616673561
Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14, 449–463. https://doi.org/10.1901/jaba.1981.14-449
Rights and permissions
About this article
Cite this article
Rivera, G., Gerow, S. & Kirkpatrick, M. A Review of School-Based Interventions to Reduce Challenging Behavior for Adolescents with ASD. J Dev Phys Disabil 31, 1–21 (2019). https://doi.org/10.1007/s10882-018-9626-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10882-018-9626-9