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Mark F. O’Reilly
Researcher at University of Texas at Austin
Publications - 642
Citations - 18844
Mark F. O’Reilly is an academic researcher from University of Texas at Austin. The author has contributed to research in topics: Multiple disabilities & Autism. The author has an hindex of 64, co-authored 632 publications receiving 17238 citations. Previous affiliations of Mark F. O’Reilly include Ohio State University & Texas A&M University.
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Internet survey of treatments used by parents of children with autism
TL;DR: Because parents were using a large number of treatments, many of which lack empirical support, future research should focus on understanding the decision-making processes that underlie treatment selection by parents of children with autism.
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Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review
Debora M. Kagohara,Larah van der Meer,Sathiyaprakash Ramdoss,Mark F. O’Reilly,Giulio E. Lancioni,Tonya N. Davis,Mandy Rispoli,Russell Lang,Russell Lang,Peter B. Marschik,Dean Sutherland,Vanessa A. Green,Jeff Sigafoos +12 more
TL;DR: The results of these 15 studies were largely positive, suggesting that iPods, iPod Touch, iPads, and related devices are viable technological aids for individuals with developmental disabilities.
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Cyberbullying among students with intellectual and developmental disability in special education settings
Robert Didden,Ron H. J. Scholte,Hubert Korzilius,Jan de Moor,Anne Vermeulen,Mark F. O’Reilly,Russell Lang,Giulio E. Lancioni +7 more
TL;DR: Cyberbullying is prevalent among students with intellectual and developmental disability in special education settings and programmes should be developed to deal with this issue in which students, teachers and parents work together.
Journal Article
Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities
Helen I. Cannella-Malone,Jeff Sigafoos,Mark F. O’Reilly,Berenice de la Cruz,Chaturi Edrisinha,Giulio E. Lancioni +5 more
TL;DR: In this paper, the authors compared video prompting and video modeling for teaching six adults with developmental disabilities to set a table and put away groceries, and found that video prompting was effective in promoting rapid acquisition across both tasks.
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A review of peer-mediated social interaction interventions for students with autism in inclusive settings.
Laci Watkins,Mark F. O’Reilly,Michelle Kuhn,Cindy Gevarter,Giulio E. Lancioni,Jeff Sigafoos,Russell Lang +6 more
TL;DR: It is suggested that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes.