| P50 | author | Mohammad Nasser Saadatzi | Q89172144 |
| P2093 | author name string | James H Graham | |
| | Karla C Welch | |
| | Robert C Pennington | |
| P2860 | cites work | Robots Learn to Recognize Individuals from Imitative Encounters with People and Avatars | Q27300781 |
| | Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder | Q28066676 |
| | Reducing specific phobia/fear in young people with autism spectrum disorders (ASDs) through a virtual reality environment intervention. | Q33838235 |
| | Intensive behavioral treatment for children with autism: four-year outcome and predictors | Q33990584 |
| | Virtual reality job interview training in adults with autism spectrum disorder | Q34206979 |
| | Vocabulary acquisition and verbal short-term memory: computational and neural bases | Q34439284 |
| | Why is joint attention a pivotal skill in autism? | Q35213460 |
| | Virtual reality social cognition training for young adults with high-functioning autism | Q36508494 |
| | Brief report: vocational outcomes for young adults with autism spectrum disorders at six months after virtual reality job interview training | Q36634429 |
| | Review of research on sight word instruction | Q36965477 |
| | JobTIPS: a transition to employment program for individuals with autism spectrum disorders | Q36997055 |
| | Can Robotic Interaction Improve Joint Attention Skills? | Q37630411 |
| | Robots for use in autism research | Q38009343 |
| | Impact of SMART Board technology: an investigation of sight word reading and observational learning | Q38398661 |
| | Joint attention and early social communication: implications for research on intervention with autism | Q41696276 |
| | Targets and cues: gaze-following in children with autism | Q42685851 |
| | One-to-one vs. group academic instruction with handicapped and nonhandicapped preschool children | Q43538192 |
| | Observational and incidental learning by children with autism during small group instruction | Q44422354 |
| | Vicarious learning revisited: a contemporary behavior analytic interpretation | Q45104022 |
| | Bimodal Virtual Reality Stroop for Assessing Distractor Inhibition in Autism Spectrum Disorders | Q48097143 |
| | A national sample of preschoolers with autism spectrum disorders: special education services and parent satisfaction | Q48363620 |
| | Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities | Q48835455 |
| | A comparison of two group-delivered social skills programs for young children with autism | Q50302974 |
| | Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction | Q50303556 |
| | Sense of presence and atypical social judgments in immersive virtual environments. Responses of adolescents with Autism Spectrum Disorders | Q50303750 |
| | Setting generality of peer modeling in children with autism | Q50306732 |
| | Observational learning and children with autism | Q50307189 |
| | Predicting spoken language level in children with autism spectrum disorders | Q50310320 |
| | Virtual reality in neuroscience research and therapy. | Q50781166 |
| | The effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities. | Q52047421 |
| | EYE-CONTACT, DISTANCE AND AFFILIATION | Q78539018 |
| P433 | issue | 11 | |
| P921 | main subject | autism spectrum disorder | Q1436063 |
| P304 | page(s) | 3816-3830 | |
| P577 | publication date | 2018-11-01 | |
| P1433 | published in | Journal of Autism and Developmental Disorders | Q6294817 |
| P1476 | title | Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder | |
| P478 | volume | 48 | |