Supplement B. Excluded Studies and Non-Obtained Studies

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179. Eberlin M, McConnachie G, Ibel S, et al. Facilitated communication: a failure to replicate the phenomenon. J Autism Dev Disord 1993;23(3):507-30.

180. Edgerton CL. The effect of improvisational music therapy on the communicative behaviors of autistic children. J Music Ther 1994;31(1):31-62.

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190. Fertel-Daly D, Bedell G, Hinojosa J. Effects of a weighted vest on attention to task and self-stimulatory behaviors in preschoolers with pervasive developmental disorders. Am J Occup Ther 2001;55(6):629-40.

191. Fineman KR. Shaping and increasing verbalizations in an autistic child in response to visual-color stimulation. Percept Motor Skills 1968;27(3):1071-4.

192. Fischer I, Glanville BW. Programmed teaching of autistic children: scholastic progress over one year. Arch General Psychiat 1970;23(1):90-4.

193. Foxx RM. The use of a negative reinforcement procedure to increase the performance of autistic and mentally retarded children on discrimination training tasks. Anal Interv Dev Disabil 1984;4(3):253-65.

194. Francke J, Geist EA. The effects of teaching play strategies on social interaction for a child with autism: a case study. J Res Child Educ 2003;18(2):125-40.

195. Fraser DL. A nonverbal intervention for the severely language disordered young child: an intensive approach. 6th Biennial National Training Institute of the National Center for Clinical Infant Programs; Washington, DC.; 1989.

196. Frea WD. Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. J Assoc Pers Severe Hand 1997;22(1): 28-35.

197. Frea WD, Arnold CL, Vittimberga GL. A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting . J Pos Behav Interv 2001;3(4):194-8.

198. Fredeen R. Increasing initiations towards peers in children with autism using pivotal response training and collateral gains in quality of initiations [dissertation]. Santa Barbara (CA): University of California; 2005.

199. Freeman KA, Piazza CC. Combining stimulus fading, reinforcement, and extinction to treat food refusal. J Appl Behav Anal 1998;31(4):691-4.

200. Freschi DF, DiLeo PD. Treatment of self-abusive behaviors using positive intervention with an autistic boy. Except Children 1982;49(1):77-8.

201. Friman PC. Effects of punishment procedures on the self-stimulatory behavior of an autistic child. Anal Interv Dev Disabil 1984;4(1): 39-46.

202. Galiatsatos GT, Graff RB. Combining descriptive and functional analyses to assess and treat screaming. Behav Intervent 2003;18(2):123-38.

203. Gamby TE. Remediating generalization deficits in children with autism: an empirical investigation. Dissert Abst Int B: Sciences and Engineering 2002;62(12-B):5962.

204. Ganz JB. Collateral effects of an augmentative communication system on word utterances in children with characteristics of autism [dissertation]. Lawrence (KS): University of Kansas; 2002.

205. Ganz JB, Sigafoos J. Self-monitoring: are young adults with MR and autism able to utilize cognitive strategies independently? Educ Training Dev Disabil 2005;40(1):24-33.

206. Ganz JB, Simpson RL. Effects on communicative requesting and speech development of the picture exchange communication system in children with characteristics of autism. J Autism Dev Disord 2004;34(4):395-409.

207. Garfinkle AN. Using theory-of-mind to increase social competence in young children with autism: a model for praxis in early childhood special education. Dissert Abst Int A: Humanities and Social Sciences 2000;60(7-A):2444.

208. Garfinkle AN, Schwartz IS. Peer imitation: increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms . Top Early Child Spec 2002;22(1):26-38.

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214. Gerhardt PF, Weiss MJ, Delmolino L. Treatment of severe aggression in an adolescent with autism. Behav Anal Today 2004;4(4):386-94.

215. Gevers C, Clifford P, Mager M, et al. Brief report: a theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: an open study of its effectiveness. J Autism Dev Dis 2006;36(4):567-71.

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217. Girardi A. Predictions of behavioural treatment outcome for young children with autism. Ottawa, (Canada): Carleton University; 2006.

218. Gold AJ. Increasing the number of social initiations during cooperative play in children with autism through the use of a multiple-script-set procedure. Dissert Abst Int B: Sciences and Engineering 2004;64(8-B):4018.

219. Goldstein H, Kaczmarek L, Pennington R, et al. Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism. J Appl Behav Anal 1992;25(2):289-305.

220. Gonzalez-Lopez A, Kamps DM. Social skills training to increase social interactions between children with autism and their typical peers. Focus Autism Other Dev Disabil 1997;12(1):2-14.

221. Gordon R. The effects of contingent versus non-contingent running on the out-of-seat behavior of an autistic boy. Child Fam Behav Ther 1986;8(3):37-44.

222. Graetz JE. Promoting social behavior for adolescents with autism with social stories [dissertation]. Fairfax (VA): George Mason University; 2003.

223. Graziano AM. A group treatment approach to multiple problem behaviors of autistic children. Except Children 1970;36(10):765-70.

224. Green G, Brennan LC, Fein D. Intensive behavioral treatment for a toddler at high risk for autism. Behav Modif 2002;26(1):69-102.

225. Greig A, MacKay T. Asperger's syndrome and cognitive behaviour therapy: new applications for educational psychologists. Educ Child Psychol 2005;22(4):4-15.

226. Grey IM, Honan R, McClean B, et al. Evaluating the effectiveness of teacher training in applied behaviour analysis. J Intell Disabil 2005;9(3):209-27.

227. Grindle CF, Remington B. Teaching children with autism using conditioned cue-value and response-marking procedures: a socially valid procedure. Res Dev Disabil 2004;25(5):413-29.

228. Groden J, Cautela J. Procedures to increase social interaction among adolescents with autism: a multiple baseline analysis. J Behav Ther Exp Psy 1988;19(2):87-93.

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230. Gunter P, Fox JJ, Brady MP, et al. Nonhandicapped peers as multiple exemplars: a generalization tactic for promoting autistic students' social skills. Behav Disord 1988;13(2):116-26.

231. Gunter PL. A case study of the reduction of aberrant, repetitive responses of an adolescent with autism. Educ Treat Child 1993;16(2): 187-97.

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234. Hagopian LP, Fisher WW, Legacy SM. Schedule effects of noncontingent reinforcement on attention-maintained destructive behavior in identical quadruplets. J Appl Behav Anal 1994;27(2):317-25.

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236. Hamilton BL, Snell ME. Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. AAC: Augment Altern Commun 1993;9(4):259-72.

237. Hancock TB, Kaiser AP. The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Top Early Child Spec 2002;22(1):39-54.

238. Handen BL, Apolito PM, Seltzer GB. Use of differential reinforcement of low rates of behavior to decrease repetitive speech in an autistic adolescent. J Behav Ther Exp Psy 1984;15(4):359-64.

239. Handlan S, Bloom LA. The effect of educational curricula and modeling/coaching on the interactions of kindergarten children with their peers with autism. Focus Autistic Behav 1993;8(2):1-11.

240. Handleman JS. Transfer of verbal responses across instructional settings by autistic-type children. J Speech Hear Disord 1981;46(1):69-76.

241. Handleman JS, Harris SL. Generalization from school to home with autistic children. J Autism Dev Disord 1980;10(3):323-33.

242. Harchik AE. Teaching autistic and severely handicapped children to recruit praise: acquisition and generalization. Res Dev Disabil 1990;11(1):77-95.

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244. Hare DJ. The use of cognitive-behavioral therapy with people with asperger syndrome: a case study. Autism 1997;1(2):215-25.

245. Hargrave E, Swisher L. Modifying the verbal expression of a child with autistic behaviors. J Autism Child Schiz 1975;5(2):147-54.

246. Haring TG. The use of differential reinforcement of other behaviors to reduce stereotyped behavior of autistic students during group instruction. The socialization research project: final report. Santa Barbara (CA): San Francisco State University, 1984.

247. Haring TG, Breen CG, Pitts-Conway V, et al. Use of differential reinforcement of other behavior during dyadic instruction to reduce stereotyped behavior of autistic students. Am J Ment Defic 1986;90(6):694-702.

248. Haring TG, Kennedy CH, Adams MJ, et al. Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. J Appl Behav Anal 1987;20(1):89-96.

249. Harris SL, Handleman JS, Fong PL. Imitation of self-stimulation: impact on the autistic child's behavior and affect. Child Fam Behav Ther 1987;9(1-2):1-21.

250. Harris SL, Wolchik SA. Suppression of self-stimulation: three alternative strategies. J Appl Behav Anal 1979;12(2):185-98.

251. Harris SL, Wolchik SA, Weitz S. The acquisition of language skills by autistic children: can parents do the job? J Autism Dev Disord 1981;11(4):373-84

252. Harrower JK. A comparison of prompt delivery procedures for increasing spontaneous speech among children with autism. Dissert Abst Int A: Humanities and Social Sciences 2000;60(12-A):4379.

253. Hartley ST, Salzwedel KD. Behavioral writing for an autistic-like child. Acad Ther 1980;16(1):101-10.

254. Hastings RP. Behavioral adjustment of siblings of children with autism engaged in applied behavior analysis early intervention programs: the moderating role of social support. J Autism Dev Disord 2003;33(2):141-50.

255. Hawkins AH. Influencing leisure choices of autisticlike children. J Autism Dev Disord 1982;12(4):359-66.

256. Hawkins DL. Some preliminary and descriptive effects of the natural language paradigm on the spontaneous performance of language and play within a free-play context: three case descriptions. Dissert Abst Int B: Sciences and Engineering 1997;58(3-B):1513.

257. Healey JJ, Ahearn WH, Graft RB, et al. Extended analysis and treatment of self-injurious behavior. Behav Intervent 2001;16(3):181-95.

258. Heckaman KA, Alber S, Hooper S, et al. A comparison of least-to-most prompts and progressive time delay on the disruptive behavior of students with autism. J Behav Educ 1998;8(2): 171-201.

259. Heimann M, Nelson KE, Tjus T, et al. Increasing reading and communication skills in children with autism through an interactive multimedia computer program. J Autism Dev Disord 1995;25(5):459-80.

260. Heitzman-Powell LS. Social skills training for children with asperger's syndrome, high-functioning autism and pervasive developmental disorder - not otherwise specified. Dissert Abst Int B: Sciences and Engineering 2003;64(2-B):984.

261. Helm DP. Behavior modification and intensive interpersonal involvement in the treatment of an autistic child [dissertation]. Chicago (IL): Loyola University of Chicago; 1981.

262. Hendler M, Weisberg P, O'Dell N. Developing the receptive and productive use of pronouns in an autistic child: use of modeling and programming for generalization. Child Fam Behav Ther 1987;9(3-4):17-34.

263. Hendrickson C, Simpson RL. A family style lunch program to aid social development of autistic youth. Teach Except Child 1984;17(1):27-30.

264. Herron ER, Doelling JE, Hawkins SC. Project ACCESS: a statewide project for serving students with autism. Focus Autistic Behav 1989;3(6):16.

265. Hess L. I would like to play but I don't know how: a case study of pretend play in autism. Child Lang Teach Ther 2006;22(1):97-116.

266. Hetzke JD. A sibling-mediated social skills training intervention for children with Asperger's syndrome: results from a pilot study. Dissert Abst Int B: Sciences and Engineering 2004;65(3-B):1548.

267. Hetzroni OE, Shalem U. From logos to orthographic symbols: a multilevel fading computer program for teaching nonverbal children with autism. Focus Autism Other Dev Disabil 2005;20(4):201-12.

268. Hetzroni OE, Tannous J. Effects of a computer-based intervention program on the communicative functions of children with autism. J Autism Dev Disord 2004;34(2):95-113.

269. Hewett FM. Teaching speech to an autistic child through operant conditioning. Am J Orthopsychiat 1965;35(5):927-36.

270. Higbee TS, Carr JE, Patel MR. The effects of interpolated reinforcement on resistance to extinction in children diagnosed with autism: a preliminary investigation. Res Dev Disabil 2002;23(1):61-78.

271. Higgins KC. A comparative study of communication intervention for nonverbal children with autism. Dissert Abst Int B: Sciences and Engineering 1999;60(3-B):1053.

272. Hirsch N, Myles BS. The use of a pica box in reducing pica behavior in a student with autism. Focus Autism Other Dev Disabil 1996;11(4):222-5.

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