Catharine Lory

Assistant Professor of Special Education

University of Nevada

United States

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Catharine Lory is an Assistant Professor of Special Education at the University of Nevada, Las Vegas. Her research focuses on technology-aided interventions for students with Autism Spectrum Disorder, as well as caregiver-implemented strategies to improve daily living skills for individuals with developmental disabilities. Recent publications include systematic reviews and meta-analyses exploring the efficacy of various educational and behavioral interventions in general education settings.

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2020

Collaborators (3)

Rose Mason

Professor

University of Missouri

UNITED STATES

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Stephanie Gerow

UNITED STATES

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Qingli Lei

University of Chicago

UNITED STATES

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Catharine Lory

Research Interests

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About

Articles (22)

Caregiver-Implemented Interventions to Improve Daily Living Skills for Individuals With Developmental Disabilities: A Systematic Review

A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

Effects of a smartphone-based picture activity schedule on self-checkout skills of students with autism spectrum disorder

A brief systematic review of the single-case research on Prevent-Teach-Reinforce

Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews

Interventions for challenging behavior of autistic students in general education settings: A systematic literature review

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder

The effect of computation interventions for students with autism spectrum disorder: A meta-analysis and systematic review

Exploring Subtypes of Repetitive Behavior in Children with Autism Through Functional Analysis and Wearable Technology: a Pilot Biobehavioral Assessment

Grandparent-Implemented Interventions to Reduce Challenging Behavior of an Adult With Autism: A Pilot Telehealth Case Study

Using Explicit Instruction and Virtual Manipulatives to Teach Measurement Concepts for Students With Autism Spectrum Disorder

School-Based Interventions Targeting Challenging Behavior of Adolescents with Developmental Disabilities: A Meta-Analysis

Evidence-Based Practice in Inclusive Settings for Students with Autism: a Best-Evidence Synthesis

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

Teacher education and students with disabilities in art class: a program evaluation

A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Effective reduction in vocal stereotypy across natural settings through response interruption and redirection and the potential for maintained effects

A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings

Brief Report: Reduced Heart Rate Variability in Children with Autism Spectrum Disorder

Collaborators (3)

Rose Mason

Stephanie Gerow

Qingli Lei

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