Erik Drasgow

Affiliations: 
Special Education University of South Carolina, Columbia, SC 
Area:
Teacher Training Education, Special Education, Early Childhood Education
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"Erik Drasgow"
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Publications

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Chezan LC, McCammon MN, Drasgow E, et al. (2020) The Ecological Validity of Research Studies on Function-Based Interventions in Schools for Children With Autism Spectrum Disorder. Behavior Modification. 145445520964921
Wolfe K, Pound S, McCammon MN, et al. (2019) A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder. Behavior Modification. 145445519859803
Chezan LC, Drasgow E, McWhorter GZ, et al. (2018) Discrimination and Generalization of Negatively-Reinforced Mands in Young Children With Autism Spectrum Disorder. Behavior Modification. 145445518781957
Wolfe K, Seaman MA, Drasgow E, et al. (2018) An evaluation of the agreement between the conservative dual-criterion method and expert visual analysis. Journal of Applied Behavior Analysis
Chezan LC, Drasgow E, Martin CA, et al. (2016) Negatively-Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children With Autism and Language Delays. Behavior Modification
Wolfe K, Seaman MA, Drasgow E. (2016) Interrater Agreement on the Visual Analysis of Individual Tiers and Functional Relations in Multiple Baseline Designs. Behavior Modification
Drasgow E, Martin CA, Chezan LC, et al. (2015) Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays. Behavior Modification
Marciano ST, Drasgow E, Carlson RG. (2015) The Marital Experiences of Couples Who Include a Child With Autism Family Journal. 23: 132-140
Martin CA, Drasgow E, Halle JW. (2015) Training Teachers to Enhance the Play Skills of Young Children With Developmental Disabilities During Outdoor Time by Embedding Instructional Interactions Journal of Early Intervention. 37: 247-269
Rathel JM, Drasgow E, Brown WH, et al. (2014) Increasing Induction-Level Teachers’ Positive-to-Negative Communication Ratio and Use of Behavior-Specific Praise Through E-Mailed Performance Feedback and Its Effect on Students’ Task Engagement Journal of Positive Behavior Interventions. 16: 219-233
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