F
Frank J. Symons
Researcher at University of Minnesota
Publications - 168
Citations - 5602
Frank J. Symons is an academic researcher from University of Minnesota. The author has contributed to research in topics: Autism & Rett syndrome. The author has an hindex of 34, co-authored 159 publications receiving 5034 citations. Previous affiliations of Frank J. Symons include Vanderbilt University & University of North Carolina at Chapel Hill.
Papers
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Journal ArticleDOI
Varieties of repetitive behavior in autism: comparisons to mental retardation.
TL;DR: Although abnormal repetition is not specific to autism, an elevated pattern of occurrence and severity appears to characterize the disorder.
Journal ArticleDOI
Single-Subject Experimental Design for Evidence-Based Practice
TL;DR: SSED studies provide a flexible alternative to traditional group designs in the development and identification of evidence-based practice in the field of communication sciences and disorders.
Journal ArticleDOI
Self-injurious behavior: Gene-brain-behavior relationships
Stephen R. Schroeder,Mary Lou Oster-Granite,Gershon Berkson,James W. Bodfish,George R. Breese,Michael F. Cataldo,Edwin H. Cook,Linda S. Crnic,Iser G. DeLeon,Wayne W. Fisher,James C. Harris,Robert H. Horner,Brian A. Iwata,Hyder A. Jinnah,Bryan H. King,Jean M. Lauder,Mark H. Lewis,Karl M. Newell,William L. Nyhan,Johannes Rojahn,Gene P. Sackett,Curt A. Sandman,Frank J. Symons,Richard E. Tessel,Travis Thompson,Dean F. Wong +25 more
TL;DR: This paper summarizes a conference held at the National Institute of Child Health and Human Development on December 6-7, 1999, on self-injurious behavior in developmental disabilities, where findings over the last decade, especially new discoveries since 1995, were emphasized.
Book
Observational measurement of behavior
Paul J. Yoder,Frank J. Symons +1 more
TL;DR: This textbook introduces graduate students to the competent conduct of observational research methods and measurement and embraces both single-subject and group-design perspectives of observational methods, instructing students when and how to use both methodologies.
Journal ArticleDOI
A Descriptive Analysis of Aggressive Behavior in Classrooms for Children with Emotional and Behavioral Disorders
TL;DR: In this paper, the authors extend previous research describing classroom interactions of children with emotional and behavioral disorders (EBD) using direct observation and sequential analytic techniques, and they describe classroom interactions with children with EBD.