Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
iors of children with high-functi<strong>on</strong><str<strong>on</strong>g>in</str<strong>on</strong>g>g ASD. Journal<br />
of Positive Behavior Interventi<strong>on</strong>s, 7, 33-46.<br />
Autism Society of America (2008). http://www.<br />
autism-society.org/site/PageServer?pagename<br />
about_whatis<br />
*Barry, L. M., & Burlew, S. B. (2004). Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g social<br />
stories to teach choice <str<strong>on</strong>g>and</str<strong>on</strong>g> play skills to children<br />
with autism. Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 19(1), 45-51.<br />
*Baumr<str<strong>on</strong>g>in</str<strong>on</strong>g>ger, N. (2002). The facilitati<strong>on</strong> of socialemoti<strong>on</strong>al<br />
underst<str<strong>on</strong>g>and</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g> social <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong><br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> high-functi<strong>on</strong><str<strong>on</strong>g>in</str<strong>on</strong>g>g children with autism: Interventi<strong>on</strong><br />
outcomes. Journal of Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g><br />
Disorders, 32, 283-298.<br />
Bellni, S., & Akullian, J. (2007). A meta-analysis of<br />
video model<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g> video self-model<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>s<br />
for children <str<strong>on</strong>g>and</str<strong>on</strong>g> adolescents with autism<br />
spectrum disorders. Excepti<strong>on</strong>al Children, 73, 264-<br />
287.<br />
Bell<str<strong>on</strong>g>in</str<strong>on</strong>g>i, S., Peters, J. K., Benner, L., & Hopf, A.<br />
(2007). A meta-analysis of school-based social<br />
skills <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>s for children with autism spectrum<br />
disorders. Remedial <str<strong>on</strong>g>and</str<strong>on</strong>g> Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>, 28,<br />
153-162.<br />
*Bock, M. A. (2007). The impact of social-behavioral<br />
learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g strategy <strong>on</strong> the social <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong><br />
skills of four students with asperger syndrome.<br />
Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders,<br />
22, 88-95.<br />
*Buggy, T. (2005). Video self-model<str<strong>on</strong>g>in</str<strong>on</strong>g>g applicati<strong>on</strong>s<br />
with students with autism spectrum disorder <str<strong>on</strong>g>in</str<strong>on</strong>g> a<br />
small private school sett<str<strong>on</strong>g>in</str<strong>on</strong>g>g. Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 20, 52-63.<br />
*Carter, E. W., Cush<str<strong>on</strong>g>in</str<strong>on</strong>g>g, L. S., Clark, N. M., &<br />
Kennedy, C. H. (2005). Effects of peer support<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>s <strong>on</strong> students’ access to the general<br />
curriculum <str<strong>on</strong>g>and</str<strong>on</strong>g> social <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong>s. Research <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Practice for Pers<strong>on</strong>s with Severe <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 30, 15-25.<br />
Carter, A. S., Davis, N. O., Kl<str<strong>on</strong>g>in</str<strong>on</strong>g>, A., & Volkmar, F. R.<br />
(2005). Social development <str<strong>on</strong>g>in</str<strong>on</strong>g> autism. In F. R.<br />
Volkmar, R. Paul, A. Kl<str<strong>on</strong>g>in</str<strong>on</strong>g>, & D. Cohen (Eds,),<br />
H<str<strong>on</strong>g>and</str<strong>on</strong>g>book of autism <str<strong>on</strong>g>and</str<strong>on</strong>g> pervasive developmental disorders:<br />
Vol. 1. Diagnosis, development, neurobiology,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> behavior. Hoboken, NJ: John Wiley & S<strong>on</strong>s.<br />
Carter, E. W., & Hughes, C. (2005). Increas<str<strong>on</strong>g>in</str<strong>on</strong>g>g social<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong> am<strong>on</strong>g adolescents with <str<strong>on</strong>g>in</str<strong>on</strong>g>tellectual<br />
disabilities <str<strong>on</strong>g>and</str<strong>on</strong>g> their general educati<strong>on</strong><br />
peers: Effective <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>s. Research & Practice<br />
for Pers<strong>on</strong>s with Severe <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 30, 179-193.<br />
Centers for Disease C<strong>on</strong>trol <str<strong>on</strong>g>and</str<strong>on</strong>g> Preventi<strong>on</strong> (2007).<br />
http://www.cdc.gov/ncbddd/autism/overview.htm<br />
*Charlop-Christy, M. H., Carpenter, M., Le, L.,<br />
LeBlanc, L. A., & Kellet, K. (2002). Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />
Picture Exchange Communicati<strong>on</strong> System (PECS)<br />
with children with autism: Assessment of PECS<br />
acquisiti<strong>on</strong>, speech, social-communicative behavior,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> problem behavior. Journal of Applied Behavior<br />
Analysis, 35, 213-231.<br />
340 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-September 2009<br />
*Charlop-Christy, M. H., & Daneshvar, S. (2003).<br />
Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g video model<str<strong>on</strong>g>in</str<strong>on</strong>g>g to teach perspective tak<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
to children with autism. Journal of Positive Behavior<br />
Interventi<strong>on</strong>s, 5, 12-21<br />
*Charlop-Christy, M. H., & Kelso, S. E. (2003).<br />
Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g children with autism c<strong>on</strong>versati<strong>on</strong>al<br />
speech us<str<strong>on</strong>g>in</str<strong>on</strong>g>g a cue card/written script program.<br />
<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> Treatment of Children, 26, 108-127.<br />
*Charlop-Christy, M. H., Le, L., & Freeman, K. A.<br />
(2000). A comparis<strong>on</strong> of video model<str<strong>on</strong>g>in</str<strong>on</strong>g>g with <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
vivo model<str<strong>on</strong>g>in</str<strong>on</strong>g>g for teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g children with autism.<br />
Journal of Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders, 30,<br />
537-552.<br />
*Ch<str<strong>on</strong>g>in</str<strong>on</strong>g>, H. Y. & Bernard-Opitz, V. (2000). Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
c<strong>on</strong>versati<strong>on</strong>al skills to children with autism: Effect<br />
of the development of a theory of m<str<strong>on</strong>g>in</str<strong>on</strong>g>d.<br />
Journal of Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders, 30,<br />
569-583.<br />
Cook, C., Gresham, F., Kern, L., Barreras, R.,<br />
Thornt<strong>on</strong>, S., & Crews, S. (2008, September).<br />
Social skills tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g for sec<strong>on</strong>dary students with<br />
emoti<strong>on</strong>al <str<strong>on</strong>g>and</str<strong>on</strong>g>/or behavioral disorders: A review<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> analysis of the meta-analytic literature. Journal<br />
of Emoti<strong>on</strong>al <str<strong>on</strong>g>and</str<strong>on</strong>g> Behavioral Disorders, 16, 131-<br />
144.<br />
*Delano, M. E., & Snell, M. E. (2006). The effects of<br />
social stories <strong>on</strong> the social engagement of children<br />
with autism. Journal of Positive Behavior Interventi<strong>on</strong>s,<br />
8, 29-42.<br />
*Dodd, S., Hupp, S. D. A., Jewell, J. D., Krohn, E.<br />
(2008). Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g parents <str<strong>on</strong>g>and</str<strong>on</strong>g> sibl<str<strong>on</strong>g>in</str<strong>on</strong>g>gs dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g a social<br />
story <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong> for two children diagnosed<br />
with PDD-NOS. Journal of <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> Physical<br />
<str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>. 20, 217-229.<br />
*Gena, A., Couloura, S., & Kymissis, E. (2005). Modify<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
the affective behavior of preschoolers with<br />
autism us<str<strong>on</strong>g>in</str<strong>on</strong>g>g In-Vivo or video model<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g> re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement<br />
c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>egies, Journal of Autism <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders, 35, 545-556.<br />
*Garris<strong>on</strong>-Harrell, L., Kamps, D., & Kravits, T.<br />
(1997). The effects of peer networks <strong>on</strong> socialcommunicative<br />
behaviors for students with autism.<br />
Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders,<br />
12, 241-255.<br />
Gersten, R., Fuchs, L., Compt<strong>on</strong>, D., Coyne, M.,<br />
Greenwood, C., & Innocenti, M. (2005). Quality<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>dicators for group experimental <str<strong>on</strong>g>and</str<strong>on</strong>g> quasiexperimental<br />
research <str<strong>on</strong>g>in</str<strong>on</strong>g> special educati<strong>on</strong>. Excepti<strong>on</strong>al<br />
Children, 71, 149-164.<br />
*G<strong>on</strong>zalez-Lopez, A., & Kamps, D. M. (1997). Social<br />
skills tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g to <str<strong>on</strong>g>in</str<strong>on</strong>g>crease social <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong>s between<br />
children with autism <str<strong>on</strong>g>and</str<strong>on</strong>g> their typical<br />
peers. Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders,<br />
12, 2-15.<br />
*Harper, C. B., Sym<strong>on</strong>, J. B. G., Frea, W. D. (2008).<br />
Recess is Time-<str<strong>on</strong>g>in</str<strong>on</strong>g>: us<str<strong>on</strong>g>in</str<strong>on</strong>g>g peers to improve social<br />
skills of children with autism. Journal of Autism <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disorders, 38, 815-826.