Education and Training in Developmental Disabilities - Division on ...

*H<strong>in</strong>e, J. F., & Wolery, M. (2006). Us<strong>in</strong>g po<strong>in</strong>t-ofview
video model<strong>in</strong>g to teach play to preschoolers
with autism. Topics <strong>in</strong> Early Childhood Special <strong>Education</strong>,
26, 83-93.
Horner, R. H., Carr, E. G., Halle, J., McGee, G.,
Odom, S., & Wolery, M. (2005). The use of s<strong>in</strong>glesubject
research to identify evidence-based practices
<strong>in</strong> special education. Exceptional Children, 71,
165-179.
*Hwang, B., & Hughes, C. (2000). Increas<strong>in</strong>g early
social-communicative skills of preverbal preschool
children with autism through social <strong>in</strong>teractive
tra<strong>in</strong><strong>in</strong>g. Journal of Association for Persons with
Severe H<strong>and</strong>icaps, 25, 18-28.
*Jones, E. A. & Feeley, K. M. (2007). Parent implemented
jo<strong>in</strong>t attention <strong>in</strong>tervention for preschoolers
with autism. SLP-ABA, 2, 253-268.
*Koegel, R. L., Werner, G. A., Vismara, L. A., &
Koegel, L. K. (2005). The effectiveness of contextually
supported play date <strong>in</strong>teractions between
children with autism <strong>and</strong> typically develop<strong>in</strong>g
peers. Research <strong>and</strong> Practice for Persons with Severe
<strong>Disabilities</strong>, 30, 93-102.
*Krantz, P. J., & McClannahan, L. E. (1998). Social
<strong>in</strong>teraction skills for children with autism: A
script-fad<strong>in</strong>g procedure for beg<strong>in</strong>n<strong>in</strong>g readers.
Journal of Applied Behavior Analysis, 31, 191-202.
*Laushey, K. M., & Hefl<strong>in</strong>, L. J. (2000). Enhanc<strong>in</strong>g
social skills of k<strong>in</strong>dergarten children with autism
through the tra<strong>in</strong><strong>in</strong>g of multiple peers as tutors.
Journal of Autism <strong>and</strong> <strong>Developmental</strong> Disorders, 30,
183-193.
*Loncola, J. A., & Craig-Unkefer, L. (2005). Teach<strong>in</strong>g
social communication skills to young urban
children with autism. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong>
<strong>Developmental</strong> <strong>Disabilities</strong>, 40, 243-263.
*Lopreta, C., Thomeer, M. L., Volker, M. A., &
Nida, R. E. (2006). Effectiveness of a cognitivebehavioral
treatment on the social behaviors of
children with asperger disorder. Focus on Autism
<strong>and</strong> Other <strong>Developmental</strong> Disorders, 21, 237-244.
Mastropieri, M. A., & Scruggs, T. E. (1985-1986).
Early <strong>in</strong>tervention for socially withdrawn children.
The Journal of Special <strong>Education</strong>, 19, 429-442.
Matson, J. L., Matson, M. L., & Rivet, T. T. (2007).
Social-skills treatments for children with autism
spectrum disorders: An overview. Behavior Modification,
31, 682-707.
McCartney, K., & Rosenthal, R. (2000). Effect size,
practical importance, <strong>and</strong> social policy for children.
Child Development, 71, 173-180.
McConnell, S. R. (2002). Interventions to facilitate
social <strong>in</strong>teraction for young children with autism:
Review of available research <strong>and</strong> recommendations
for educational <strong>in</strong>tervention <strong>and</strong> future research.
Journal of Autism <strong>and</strong> <strong>Developmental</strong> Disorders,
32, 351-372.
*McGee, G. G., & Daly, T. (2007). Incidental teach-
<strong>in</strong>g of age-appropriate social phrases to children
with autism. Research <strong>and</strong> Practice for Persons with
Severe <strong>Disabilities</strong>, 32, 112-123.
*Nelson, C., McDonnell, A. P., Johnston, S. S.,
Crompton, A., & Nelson, A. R. (2007). Keys to
play: A strategy to <strong>in</strong>crease the social <strong>in</strong>teractions
of young children with autism <strong>and</strong> their typically
develop<strong>in</strong>g peers. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong>
<strong>Disabilities</strong>, 42, 165-181.
*Nikopoulos, C. K., & Keenan, M. (2004). Effects of
video model<strong>in</strong>g on social <strong>in</strong>teractions by children
with autism. Journal of Applied Behavior Analysis, 37,
93-96.
*Nikopoulos, C. K., & Keenan, M. (2007). Us<strong>in</strong>g
video model<strong>in</strong>g to teach complex <strong>and</strong> sequences
of children with autism. Journal of Autism <strong>and</strong>
<strong>Developmental</strong> Disorders, 37, 678-693.
Odom, S. L., Brantl<strong>in</strong>ger, E., Gersten, R., Horner,
R. H. Thompson, B., & Harris, K. R. (2005).
Research <strong>in</strong> special education: Scientific methods
<strong>and</strong> evidence-based practices. Exceptional Children,
71, 137-148.
*Paterson, C. R., & Arco, L. (2007). Us<strong>in</strong>g video
model<strong>in</strong>g for generaliz<strong>in</strong>g toy play <strong>in</strong> children
with autism. Behavior Modification, 31, 660-681.
*Petursdottir, A., McComas, J., McMaster, K., &
Horner, K. (2007). The effects of scripted peer
tutor<strong>in</strong>g <strong>and</strong> programm<strong>in</strong>g common stimuli on
social <strong>in</strong>teractions of a student with autism spectrum
disorder. Journal of Applied Behavior Analysis,
40, 353-357.
*Pierce, K., & Schreibman, L. (1997). Multiple peer
use of pivotal response tra<strong>in</strong><strong>in</strong>g to <strong>in</strong>crease social
behaviors of classmates with autism: Results from
tra<strong>in</strong>ed <strong>and</strong> untra<strong>in</strong>ed peers. Journal of Applied
Behavior Analysis, 30, 157-160.
Rogers, S. J. (2000). Interventions that facilitate
socialization <strong>in</strong> children with autism. Journal of
Autism <strong>and</strong> <strong>Developmental</strong> Disorders, 30, 399-409.
*Sansosti, F. J., & Powell-Smith, K. A. (2006). Us<strong>in</strong>g
Social Stories to improve the social behavior of
children with Asperger Syndrome. Journal of Positive
Behavior Interventions, 8, 43-57.
*Scattone, D., T<strong>in</strong>gstrom, D. H., & Wilczynski, S. M.
(2006). Increas<strong>in</strong>g appropriate social <strong>in</strong>teractions
of children with autism spectrum disorders us<strong>in</strong>g
social stories. Focus on Autism <strong>and</strong> Other <strong>Developmental</strong>
Disorders, 21, 211-222.
Scheuermann, B., & Webber, J. (2002). Autism:
Teach<strong>in</strong>g does make a difference. Toronto: Wadsworth.
Scruggs. T. E., & Mastropieri, M. A. (1998). Summariz<strong>in</strong>g
s<strong>in</strong>gle-subject research: Issues <strong>and</strong> applications.
Behavior Modification, 22, 221-242.
Scruggs, T. E., Mastropieri, M. A., & Casto, G.
(1987). The quantitative synthesis of s<strong>in</strong>gle-subject
research: Methodology <strong>and</strong> validation. Remedial
<strong>and</strong> Special <strong>Education</strong>, 8, 24-33.
Evidence-Based Social Skills Interventions / 341