Emily Gregori

Emily Gregori
University of Illinois at Chicago | UIC · Department of Special Education

Doctor of Philosophy

About

39
Publications
12,501
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465
Citations
Citations since 2017
36 Research Items
463 Citations
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2017201820192020202120222023050100150

Publications

Publications (39)
Article
Full-text available
Educators are charged with the task of providing specialized programming to meet individual needs while also ensuring this occurs in the least restrictive environment, with as much inclusion as possible. Research has demonstrated the importance of access to evidence-based practices (EBP) to ensuring positive outcomes on targeted skills for students...
Article
Full-text available
Caregiver-implemented interventions are increasingly utilized to address the needs of families of autistic children. The purpose of this systematic review was to synthesize the studies evaluating interventions implemented by caregivers of autistic teens and young adults. We identified 10 studies that evaluated the efficacy of a caregiver-implemente...
Article
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English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013),...
Article
Full-text available
Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this can lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis were to examine the effects of behavioral intervention in reducing challenging behaviors of adolescents...
Article
Full-text available
Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study chara...
Article
Full-text available
Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach t...
Article
Full-text available
Challenging behaviors are prevalent among adults with intellectual and developmental disabilities (IDD). In this review, we used the What Works Clearinghouse Standards (WWC) to evaluate the quality of 84 studies that aimed to treat the challenging behaviors of adults with IDD, ages 22 years and older, using a function-based intervention. Then, we s...
Article
Full-text available
Adults with intellectual and developmental disabilities (IDD) may engage in challenging behavior. These behaviors present challenges to support staff who often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach support staff a nu...
Article
Full-text available
There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been imple...
Chapter
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This chapter provides an overview of educational needs of students with intellectual and developmental disabilities (IDD) in academic subject areas and research-based instructional strategies to address their needs in educational settings. A review of recent academic intervention research is provided with a focus on variations in participant charac...
Article
Individuals with autism spectrum disorder (ASD) often have difficulty engaging in conversations with same-age peers. Deficits in conversation skills can hinder one’s ability to sustain friendships and may lead to social isolation. Research has shown that technology-based interventions can improve conversation skills and reduce the social stigmatiza...
Article
The purpose of this review was to evaluate the quality of research focused on the effects of telehealth‐mediated behavior‐analytic assessments and interventions on client outcomes. The majority of studies utilized a single‐case methodology (n = 44; 81%), while 10 studies (19%) used a group design. Of the 246 single‐case designs, 99 (40%) met design...
Article
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Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often c...
Article
Background Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing approp...
Article
Full-text available
Children with autism tend to engage in challenging behavior more than other children, which impacts their ability to engage appropriately with instructional tasks. Existing literature has established that visual activity schedules are effective for maximizing on-task behaviors and reducing challenging behavior in individuals with autism. However, i...
Preprint
This is a pre-print of this manuscript and is currently under-review. Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challengin...
Article
Full-text available
Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of intervent...
Article
Full-text available
Functional communication training (FCT) is one of the most common treatments for challenging behavior and is considered an empirically supported practice for children and adolescents with autism spectrum disorder (ASD). However, no previous systematic review has evaluated the quality of FCT for adults with ASD, and the empirical support for this pr...
Article
Full-text available
Deficits in social-communication skills are a core feature of autism spectrum disorder (ASD). Deficits in social communication progress into adolescence and adulthood, making complex social interactions particularly difficult and preventing the development of meaningful friendships. Interventions aimed to improve conversational skills needed to fos...
Article
The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a...
Article
The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are limi...
Article
Background/Aims Individuals with autism spectrum disorder often have significant speech deficits, or complex communication needs. People with complex communication needs frequently reach adulthood without sufficient tools to communicate effectively and require instruction in the use of augmentative and alternative communication. Because communicati...
Article
Full-text available
Individuals with autism spectrum disorder (ASD) often require differentiated strategies to access academic content. Hence, research-based interventions to support STEM (Science, Mathematics, Technology, and Engineering) education for individuals with ASD are necessary to guide implementation. This review serves to (a) summarize studies that investi...
Article
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The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention inclu...
Article
Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in t...
Article
We investigated the effects of a telehealth pyramidal training package on participants’ implementation of incidental teaching. A total of eight adults worked with eight children with autism. Coaches were first taught to implement incidental teaching and then taught subsequent interventionists. The training package consisted of an online module and...
Article
Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the...
Article
Full-text available
Children with autism spectrum disorder (ASD) often struggle to acquire appropriate play behaviors, which may hinder their integration within natural settings. Individuals with ASD require more systematic instruction and supports to learn to play with their peers. Among interventions that teach play skills to children with ASD, some have involved ty...
Article
There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemente...
Article
Full-text available
The current review summarized 54 peer-reviewed articles concerning the assessment treatment of self-injurious behavior (SIB) in adults with intellectual and developmental disabilities. Results indicated that functional analysis was most commonly used to identify the operant function of SIB. Noncontingent reinforcement, differential reinforcement, f...
Article
Supporting parents in reducing challenging behavior of children with autism spectrum disorder (ASD) requires the identification of effective, feasible, and sustainable interventions. Functional communication training (FCT) is one of the most well-established interventions in the behavioral literature and is used increasingly by parents. However, th...
Article
Research on trial-based functional analysis has primarily focused on socially maintained challenging behaviors. However, procedural modifications may be necessary to clarify ambiguous assessment results. The purposes of this study were to evaluate the utility of iterative modifications to trial-based functional analysis on the identification of put...
Article
The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent t...
Article
The use of mobile technology is ubiquitous in modern society and is rapidly increasing in novel use. The use of mobile devices and software applications (“apps”) as augmentative and alternative communication (AAC) is rapidly expanding in the community, and this is also reflected in the research literature. This article reports the social-communicat...
Article
Behavioral intervention success relies in part on the accuracy with which interventions are implemented. Self-monitoring may be effective for improving teacher implementation fidelity of behavioral interventions. The purpose of this systematic review was to summarize the research on teacher self-monitoring of behavioral interventions and to summari...
Article
Full-text available
The purpose of this study was to investigate the efficacy and efficiency of a training package to teach public school special educators to conduct functional analyses of challenging behavior. Six public school educators were divided into two cohorts of three and were taught two models of functional analysis of challenging behavior: traditional and...
Article
Full-text available
This review analyzed the quality of 39 single-case studies and 83 individual experiments focused on teaching employment skills to individuals with developmental disabilities. Experiments were assessed and included in further analyses based on the basic design standards and evidence standards (Kratochwill et al., 2010, 2013). Study elements were als...
Article
Objectives: This compares effects of explicit delay cue to reinforcement to general delay cue to reinforcement when attempting to decrease tangible-maintained challenging behaviours of children with autism spectrum disorder (ASD). Methods: Two school-age children with ASD participated in this study. In order to evaluate the effects of a general...

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