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Gregory L. Lyons
Researcher at University of Wisconsin-Madison
Publications - 14
Citations - 576
Gregory L. Lyons is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Autism & Inclusion (education). The author has an hindex of 9, co-authored 14 publications receiving 474 citations. Previous affiliations of Gregory L. Lyons include University of California, San Francisco & University of California, Santa Barbara.
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Journal ArticleDOI
Using Perseverative Interests to Elicit Joint Attention Behaviors in Young Children with Autism: Theoretical and Clinical Implications for Understanding Motivation.
TL;DR: This article used a single-subject reversal design with alternating treatments to examine whether joint attention initiations for social sharing would occur as a collateral effect of utilizing the motivational techniques of Pivotal Response Treatment (PRT) in conjunction with perseverative interest stimuli for three young nonverbal children with autism.
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Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities
Erik W. Carter,Jennifer M. Asmus,Colleen K. Moss,Elizabeth E. Biggs,Daniel M. Bolt,Tiffany L. Born,Matthew E. Brock,Gillian N. Cattey,Rui Chen,Molly Cooney,Ethan Fesperman,Julia M. Hochman,Heartley B. Huber,Jenna Lequia,Gregory L. Lyons,Kerrie A. Moyseenko,Lindsay M. Riesch,Rebecca A. Shalev,Lori B. Vincent,Katie Weir +19 more
TL;DR: In this paper, the authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms.
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Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review
Russell Lang,Russell Lang,Sarah Kuriakose,Gregory L. Lyons,Austin Mulloy,Amanda Boutot,Courtney Britt,Stephanie Caruthers,Lilia Ortega,Mark F. O’Reilly,Giulio E. Lancioni +10 more
TL;DR: A systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with autism spectrum disorders (ASD) was conducted by as mentioned in this paper.
Journal ArticleDOI
Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements:
Erik W. Carter,Colleen K. Moss,Jennifer M. Asmus,Ethan Fesperman,Molly Cooney,Matthew E. Brock,Gregory L. Lyons,Heartley B. Huber,Lori B. Vincent +8 more
TL;DR: In this paper, the authors outline practical steps for establishing these interventions in inclusive classrooms and draw on their recent partnership with schools implementing these interventions for more than 50 high school students with severe disabilities and involving more than 100 peers without developmental disabilities.
Journal ArticleDOI
Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities
Jennifer M. Asmus,Erik W. Carter,Colleen K. Moss,Elizabeth E. Biggs,Daniel M. Bolt,Tiffany L. Born,Kristen Bottema-Beutel,Matthew E. Brock,Gillian N. Cattey,Molly Cooney,Ethan Fesperman,Julia M. Hochman,Heartley B. Huber,Jenna Lequia,Gregory L. Lyons,Lori B. Vincent,Katie Weir +16 more
TL;DR: This randomized controlled trial examined the efficacy ofpeer network interventions to improve the social connections of 47 high school students with severe disabilities and offered recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.