Max Seidman

Does implementing a new intervention disrupt use of existing evidence-based autism interventions?

Nathaniel J. Williams, J. Kimberly, R. Beidas, 2020, Autism : the international journal of research and practice.

Do Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction?

Erica M Reisinger, D. Mandell, B. Maddox, 2019, Journal of Autism and Developmental Disorders.

Trajectories of Evidence Based Treatment for School Children with Autism: What’s the Right Level for the Implementation?

R. Beidas, D. Mandell, Jill Locke, 2019, Journal of Autism and Developmental Disorders.

Trajectories of Evidence Based Treatment for School Children with Autism: What’s the Right Level for the Implementation?

S. Marcus, R. Beidas, D. Mandell, 2019, Journal of Autism and Developmental Disorders.

Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: a cross-sectional observational study

Aaron R. Lyon, Aubyn C. Stahmer, G. Aarons, 2019, Implementation Science.

Randomized Trial of a Computer-Assisted Intervention for Children With Autism in Schools.

S. Marcus, D. Mandell, Keiran M. Rump, 2020, Journal of the American Academy of Child and Adolescent Psychiatry.

Self-Regulation is Bi-Directionally Associated with Cognitive Development in Children with Autism.

D. Mandell, B. Maddox, Keiran M. Rump, 2020, Journal of applied developmental psychology.

Do Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction?

D. Mandell, B. Maddox, Keiran M. Rump, 2019, Journal of Autism and Developmental Disorders.