We provide evidence-based research opportunities for professionals at all of our locations across the country.

Kadiant team members strive to enable individuals with Autism to live their absolute best lives. We believe that to become the # 1 provider of services to individuals with Autism we need to deliver the best client experience, the best team member experience and the best clinical outcomes. Positive clinical outcomes can be reached when our treatment is data driven and evidenced-based.

Kadiant team members consume the research literature to ensure best and innovative practices are incorporated into treatment, and further, Kadiant team members are part of the scientific community by giving back, by producing innovative research themselves.  Below you will find a list with some of the studies conducted by Kadiant team members over the years.

Andrade, M. & Braga-Kenyon, P. (1995). Conditional Relations among functional classes of stimuli. Psicologia Revista, 1, pp. 47-60.

Belisle, J., Dixon, M. R., Alholai, A., Ellenberger, L., Stanley, C., & Galliford, M. (2019). Teaching children with autism to tact the private events of others. Behavior Analysis in Practice, 13, 169-173

Belisle, J., Stanley, C. R., Schmick, A., Dixon, M. R., Alholail, A., Galliford, M. E., Ellenberger, L. (2020). Establishing arbitrary comparative relations and referential transformations of stimulus function in individuals with autism. Journal of Applied Behavior Analysis, 53 (2), 938-955 

Braga-Kenyon, P., Kenyon, S., & Guilhardi, P. (2015). The behavior analyst as a team member: Toward a cohesive multidisciplinary approach to treating individuals diagnosed with an Autism Spectrum Disorder (ASD). International Journal of Behavior Analysis & Autism Spectrum Disorders, Vol. 1, Number 2, 18-29.

Braga-Kenyon, P., Guilhardi, P., Lionello-DeNolf, K. M. & Dube, W. V. (2017). Teaching Visual Conditional Discriminations Using Errorless Learning: The Role of Prompts Requiring Simple and Conditional Discriminative Control. European Journal of Behavior Analysis, Spring,1-15. dx.doi.org/10.1080/15021149.2017.1309624.

Cohen, H., Amerine-Dickens, M., and Smith, T. (2006). Early Intensive Behavioral Treatment: Replication of the UCLA Model in a Community Setting. Developmental and Behavioral Pediatrics, 27, 2.

Cohen, S., Fulcher, B. D., Rajaratnam, S. M. W., Conduit, R., Sullivan, J. P., St Hilaire, M. A., Phillips, A. J. K., Loddenkemper, T., Kothare, S. V., McConnell, K., Braga-Kenyon, P., Ahearn, W., Shlesinger, A., Potter, J., Bird, F., Cornish, K. M. and Lockley, S. W. (2017). Sleep patterns predictive of daytime challenging behavior in individuals with low-functioning autism. Autism Research. doi:10.1002/aur.1899.

Hammond, D. L. & Gast, D. L. (2010). Descriptive analysis of single-subject research designs: 1983-2007. Education and Training in Developmental Disabilities, 45, 187-202.

Hammond, D. L., Whatley, A. D., Ayres, K. M., & Gast, D. L. (2010). Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 45, 525-538.

Holding, E., Bray, M.A., Kehle, T.J. (2010). Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism. Wiley Periodicals

Hustyi, K. M., Normand, M. P., Larson, T. A., Morley, A. J. (2012).  The effect of outdoor activity context on physical activity in preschool children.  Journal of Applied Behavior Analysis, 45401-405.  doi: 10.1901/jaba.2012.45-401

Johnson, C., Iversen, I., Kenyon, P., Holth, P., de Souza, D. G. (2020) Murray Sidman: A Life of Giving. Journal of Applied Behavior Analysis, 9999, 1-9. DOI: 10.1002/jaba.718.

Larson, T. A., Normand, M. P., Morley, A. J., & Miller, B. G. (2014).  Further evaluation of a functional analysis of moderate-to-vigorous physical activity in young children.  Journal of Applied Behavior Analysis. 47, 219-230. doi: 10.1002/jaba.127.

Larson, T. A., Normand, M. P., Morley, A. J., & Miller, B. G. (2013).  A functional analysis of moderate-to-vigorous physical activity in young children.  Journal of Applied Behavior Analysis, 46, 199-207. doi: 10.1002/jaba.8

Larson, T. A., Normand, M. P., Morley, A. J., & Hustyi, K. M. (2014).  The role of the physical environment in promoting physical activity in children across different group compositions.  Behavior Modification, 38, 837-851. doi: 10.1177/0145445514543466.

Lionello-DeNolf, K.M. & Braga-Kenyon, P. (2013). Membership of Defined Responses in Equivalence Classes. Psychological Record, 63, 769–784.

Lund, C. J., & Greene, B. F.  (2003).  Developing a capacity for self-preservation and emergency management among battered families.  Journal of Family Violence, 18(4), 181-192.

Martens, B. K., Lambert, T. L., Sullivan, W. E., Magnuson, J. D., Morley, A. J., Sallade, S. J., & Baxter, E. L. (2016).  Choice in transition: Replication and extension to preschool children in a naturalistic setting.  Journal of the Experimental Analysis of Behavior, 105, 307-321. doi: 10.1002/jeab.201

Normand, M. P., Machado, M. A., Hustyi, K. M., & Morley, A. J. (2011). Infant sign training and functional analysis. Journal of Applied Behavior Analysis, 44, 305-314. doi: 10.1901/jaba.2012.45-401

Pelletier, K., McNamara, B., Braga-Kenyon, P. R., & Ahearn, W. (2010). Effect of video self-monitoring on procedural integrity. Behavioral Interventions, 25 (4), 261-274. DOI: 10.1002/bin.316.

Simonne Cohen et al. (2017). Behaviorally-determined sleep phenotypes are robustly associated with adaptive functioning in individuals with low functioning autism. Nature Scientific Reports. 7: 14228 |DOI:10.1038/s41598-017-14611-6.

Sullivan, W. E., Martens, B. K., Morley, A. J., & John, S. J., (2017).  Reducing transition latency and transition-related problem behavior in children by altering the motivating operations for task disengagement.  Psychology in the Schools, 54, 404-420. doi:10.1002/pits.22008

Tullis, C. A., Gibbs, A. R., Butzer, M., & Hansen, S. G. (2019). A comparison of secondary target location in instructive feedback procedures. Advances in Neurodevelopmental Disorders, 3(1), 45-53.

Waters, C.F., Amerine-Dickens, M., Thurston, S.W., Lu, X., and Smith, T. (2018). Sustainability of Early Intensive Behavioral Intervention for Children with Autism Spectrum Disorder in a Community Setting. Behavior Modification, 1-24.

Whatley, A. D., Gast, D. L., & Hammond, D. L. (2009). Visual activity schedules: Teaching independent transitioning during recreation and leisure. Therapeutic Recreation Journal. 43(2), 27-42.