Data-Based Research in Support of Intensive Early Intervention

Long-Term Outcome Evaluations of the UCLA Young Autism Project

Lovaas, O.I., Koegel, R., Simmons, J.Q., & Long, J.S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis. 6, 131-166.

Lovaas, O.I. (1980). Behavioral teaching with young autistic children. In B. Wilcox & A. Thompson (Eds.). Critical issues in educating autistic children and youth (220-233). Washington DC: U.S. Department of Education, Office of Special Education.

Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology. 55, 3-9.

McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation. 97, 359-372.

Replications of Long-Term Outcome Evaluations

Anderson, S. R., Avery, D. L., DiPietro, E. K., Edwards, G. L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children. Education and Treatment of Children, 10, 352-366.

Birnbrauer, J.S., & Leach, D.J. (1993). The Murdoch early intervention program after 2 years. Behaviour Change, 10, 63-74.

Dunlap, G., Robbins, F.R., Dollman, C., & Plienis, A.J. (1988). Early intervention for young children with autism: A regional training approach. Huntington, WV: Marshall University.

Fenske, E.C., Zalenski, S., Krantz, P.J., & McClannahan, L.E. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 49-58.

Harris, S.L. (1986). Parents as teachers: A four to seven year follow up of parents of children with autism. Child & Family Behavior Therapy, 8, 39-47.

Harris, S., Handleman, J., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281-290.

Harris, S.L., & Handleman, J.S. (2000). Age and IQ at intake as predictors of placement for young children with autism: a four- to six-year follow-up. Journal of Autism and Developmental Disorders, 30, 137-142.

Perry, R., Cohen, I., & DeCarlo, R. (1995). Case study: Deterioration, autism, and recovery in two siblings. Journal of the American Academy of Child and Adolescent Psychiatry. 34, 232-237.

Sheinkopf, S., & Siegel, B. (1998). Home-based behavioral treatment for young autistic children. Journal of Autism and Developmental Disorders. 23, 15-23.

Smith T., Eikeseth, S., Klevstrand, M., & Lovaas, O.I. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorder. American Journal of Mental Retardation. 102, 238-249.

Smith, T., Groen, A.D., & Wynn, J.W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation.105, 269-285.

Strain, P.S., Hoyson, M.H., & Jamieson, B.J. (1985). Normally developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interactions. Journal of the Division for Early Childhood. 9, 105-115.

Helpful Readings About Behavior Therapy and Autism

American Academy Of Pediatrics (2001). Policy Statement: The Pediatrician's Role in the Diagnosis and Management of Autistic Spectrum Disorder in Children (RE060018) Pediatrics, 107, 1221-1226. http://www.aap.org/policy/re060018.html

Aram, D.M., Ekelman, B.L., & Nation, J.E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244.

Baer, D.M. (1991). Tacting "to a fault." Journal of Applied Behavior Analysis, 24, 429-431.

Becker, W.C., (1971). Parents are teachers. Champaign, IL: Research Press.

Berger, K. (1967). The most common words used in conversation. Journal of Communication Disorders, 1, 201-214.

Bryson, S., & Smith, I. (1998). Epidemiology of autism: Prevalence, associated characteristics, and implications for research and service delivery. Mental Retardation and Developmental Disabilities Research Reviews, 4, 97-103.

Carr, E.G., Levin, L., McConnachie, G., Carlson, ].I., Kemp, D.C., & Smith, C.E. (1994). Communication-bused interventions for problem behavior. A user's guide for producing positive change. Baltimore: Paul H. Brookes Publishing Company.

Catania A.C. (1984) Learning. Englewood Cliffs: Prentice-Hall.

Chakrabarit, S., & Fonbonne, E. (2001). Pervasive developmental disorders in preschool children. Journal of the American Medical Association, 24, 3093-3099.

Committee on Children With Disabilities (2001). Technical Report: The Pediatrician's Role in the Diagnosis and Management of Autistic Spectrum Disorder in Children. Pediatrics, 107, e85. http://www.pediatrics.org/cgi/content/full/107/5/e85

Dyer, K. & Larsson, E. V. (1997). Developing functional communication skills: Alternatives to aberrant behavior. In E. Cipani & N. N. Singh (Eds.), Practical approaches to the treatment of severe behavior problems. Sycamore, IL: Sycamore.

Eikeseth, S. (1999). Intensive School-based Behavioral Treatment for Four to Seven Year Old Children with Autism: A One Year Follow-up. Paper presented at the first internet conference on autism.

Eikeseth, S., & Lovaas, O.I. (1992). The autistic label and its potentially detrimental effect on the child’s treatment. Journal of Behavior Therapy and Experimental Psychiatry. 23, 151-157.

Filipek, P.A., et. al. (1999). The screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29, 439-484.

Fowler, S. A. (1982). Transition from preschool to kindergarten for children with special needs. In K. E. Allen & E. M. Goetz (Eds.), Early childhood education: Special problems, special solutions. Rockville, MD: Aspen.

Freeman, B.J., Rahbar, B., Ritvo, E.R., Bice, T.L., Yokota, A., & Ritvo, R. (1991). The stability of cognitive and behavioral parameters in autism: A 12-year prospective study. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 479-482.

Goldstein, H. (1993). Structuring environmental input to facilitate generalized language learning by children with mental retardation. In A.P. Kaiser & D.B. Gray (Eds.), Enhancing children’s communication: Research foundations for intervention. Communication and language intervention series, Vol. 2 (pp.317-334). Baltimore, MD: Paul H. Brookes Publishing.

Guess, D., Sailor, W., & Baer, D.M. (1976). Functional speech and language training for the severely handicapped. Lawrence, KS: H & H Enterprises.

Hamilton, L.M. (2000). Facing Autism: Giving Parents Reasons for Hope and Guidance for Help. Colorado Springs, CO: WaterBrook Press.

Harris, S.L. & Handleman, J.S. (1994). Preschool education programs for children with autism. Austin, TX: PRO-ED.

Harris, S.L. & Weiss, M.J. (1998). Right from the start: Behavioral interventions for young children with autism. Bethesda, MD: Woodbine House.

Horner, R. H. Dunlap, G. & Koegel, R. L., (Eds.). (1988). Generalization and maintenance: Life-style changes in applied settings. Baltimore, MD: Brooks.

Howlin, P. & Moore, A. (1997). Diagnosis in autism: A survey of over 1200 patients in the UK. Autism, 1, 135-162.

Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 181-197.

Koegel, L., Koegel, R., &. Dunlap, G. (Eds.) (1996), Positive behavioral change. Baltimore, MD: Paul H. Brookes Publishing Company.

Koegel, R. L., Rincover, A, & Egel, A. L., (1982). Educating and understanding autistic children. San Diego, CA, College-Hill Press.

Koegel, R.L. & Koegel, L.K. (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes.

Koegel, R.L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California.

Kozloff, M.A. (1973). Reaching the autistic child: A parent-training program. Champaign, IL: Research Press.

Krantz, P.J., MacDuff, G.S., Wadstrom, O., & McClannahan, L.E. (1991). Using video with developmentally disabled learners. In Practical guide to using video in the behavioral sciences, ed. P.W. Dowrick. New York: John Wiley & Sons.

Kymissis, E., & Poulson, C.L. (1990). The history of imitation in learning theory: The language acquisition process. Journal of the Experimental Analysis of Behavior, 54, 113-127.

Larsson, E.V., Luce, S.C., Anderson, S.R., & Christian, W.P., (1992). Autism, In M.D. Levine, W.B. Carey, & A.C. Crocker (Eds.): Developmental-Behavioral Pediatrics. Philadelphia: W.B. Saunders.

Lord, C., & Schopler, E. (1989). The role of age at assessment, developmental level, and test in the stability of intelligence scores in young autistic children. Journal of Autism and Developmental Disorders. 19, 483-499.

Lord, C., Rutter, M., & LeCouteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659-685.

Lovaas, O.I., Ackerman, A., Alexander, D., Firestone, P., Perkins, M., Young, D.B., Carr, E.G., & Newsom, C. (1981). Teaching Developmentally Disabled Children: The Me Book. Baltimore, MD: University Park Press.

Lovaas, O.I. (1977). The autistic child: Language development through behavior modification. New York: Irvington.

Lovaas, O.I. (1993). The development of a treatment-research project for developmentally disabled and autistic children. Journal of Applied Behavior Analysis. 26, 617-630.

Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86, 1236-1254.

Lovaas, O.I., & Newsome, C.D. (1976). Behavior modification with psychotic children. In H. Leitenberg (Ed.), Handbook of behavior modification and behavior therapy. Englewood Cliffs: Prentice Hall.

Lovaas, O.I., & Smith, T. (1988). Intensive behavioral treatment for young autistic children. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 11, pp. 285-324). New York: Plenum.

Lovaas, O.I., & Smith, T. (1989). A comprehensive behavioral theory of autistic children: Paradigm for research and treatment. Journal of Behavior Therapy and Experimental Psychiatry, 20, 17-29.

Luce, S. C., Christian, W. P., Anderson, S. R., Troy, P. J., & Larsson, E. V., (1991). Development of a continuum of services for children and adults with autism and other severe behavior disorders. Research in Developmental Disabilities, 13, 9-25.

Maine Administrators of Services for Children with Disabilities (2000). Report of the MADSEC Autism Task Force, Revised Edition.. Kennebec Centre, RR 2 Box 1856, Manchester, ME 04351, http://www.madsec.org/docs/atf.htm

Martin, G., & Pear, J. (1988), Behavior modification: What it is and how to do it. Englewood Cliffs: Prentice Hall.

Mason, S.A., & Iwata, B. A. (1990). Artifactual effects of sensory-integrative therapy on self-injurious behavior. Journal of Applied Behavior Analysis. 23, 361-370.

Maurice, Catherine. (1993). Let me hear your voice: A family's triumph over autism. New York: Knopf.

Maurice, C., Green, G., & Luce, S.C. (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-ed.

McEachin, J., Leaf, R., Boehm, M., & Harsh, J.D. (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: Different Roads to Learning.

Michael, J. (1984). Verbal behavior. Journal of the Experimental Analysis of Behavior, 17, 23-34.

Mudford, O.C., Cross, B.A., Breen, S., Cullen, C., Reeves, D., Gould, J.,& Douglas, J. (2000). Auditory integration training for children with autism: no behavioral benefits detected. American Journal of Mental Retardation, 105, 118-129.

National Research Council (2001). Educating Children with Autism, Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education, Washington, D.C.: National Academy Press. http://books.nap.edu/books/0309072697/html/index.html

New York State Department of Health Early Intervention Program (1999). Clinical Practice Guideline: The Guideline Technical Report, Autism/Pervasive Developmental Disorders, Assessment and Intervention for Young Children. Publication #4217. Health Education Services, P.O. Box 7126, Albany, NY 12224.

New York State Department of Health Early Intervention Program (1999). Clinical Practice Guideline: Report of the Recommendations, Autism/Pervasive Developmental Disorders, Assessment and Intervention for Young Children. Publication #4215. Health Education Services, P.O. Box 7126, Albany, NY 12224. http://www.health.state.ny.us/nysdoh/eip/menu.htm

Newsom, C. (1998). Autistic disorder. In EJ Mash & RA Barkley (Eds.), Treatment of childhood disorders (2nd ed.)(pp. 416-467). New York: Guilford Press.

Rapin, I. (1991). Autistic children: Diagnosis and clinical features. Supplement to Pediatrics, 87, 751-760.

Rimland, B. (1994). Recovery from autism is possible. Autism Research Review International, 8, 3.

Sailor, W., Anderson, J. L., Halvorsen, A. T., Doering, K., Filler, J., & Goetz, L., (1989). The comprehensive local school: Regular education for all students with disabilities. Baltimore, MD: Brooks.

Sallows, G.O., & Graupner, T.D. (1999). Replicating Lovaas’ Treatment and Findings: Preliminary Results.

Satcher, D. (1999). Mental health: A report of the surgeon general. U.S. Public Health Service. Bethesda, MD. Available at: http://www.surgeongeneral.gov/library/mentalhealth/chapter3/sec6.html#autism

Schreibman, L. (1988). Autism. Beverly Hills, CA: Sage.

Simeonsson, R.J., Olley, J.G., & Rosenthal, S.L. (1987). Early intervention for children with autism. In M.J. Guralnick & F.C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando FL: Academic Press.

Skinner, B.F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.

Siegal, B., et al. (1988). How children with autism are diagnosed: difficulties in identification of children with multiple developmental delays. Developmental and Behavioral Pediatrics, 9, 199-204.

Smith, T. (1993). Autism. In T.R. Giles (Ed.). Handbook of Effective Psychotherapy. New York: Plenum.

Stokes, T., & Baer, D. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

Venter, A., Lord, C. & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of Child Psychology and Psychiatry & Allied Disciplines, 33(3), 489-507.

Volkmar, F., Cook, E.H., Pomeroy, J., Realmuto, G., & Tanguay, P. (1999). Practice parameters for the assessment and treatment of children, adolescents, and adults with autism and other pervasive developmental disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 38(Suppl):32S-54S.

Warren, S. F., & Rogers-Warren, A. K. (Eds.). (1985). Teaching functional language. Austin, TX: Pro-Ed.

Wetherby, B. & Striefel, S. (1978). Application of miniature linguistic system of matrix training procedures. In R.L. Schiefelbusch (Ed.), Language intervention strategies. Baltimore: University Park Press.

The Applied Behavior Analysis of Autism

The Beginning, In The 1960’s

Baer, D.M., Peterson, R.F., & Sherman, J.A. (1967). The development of imitation by reinforcing behavioral similarity to a model. Journal of the Experimental Analysis of Behavior., 10, 405-416.

Baer, D.M., & Sherman, J.A. (1964). Reinforcement control of generalized imitation in young children. Journal of Experimental Child Psychology, 1, 37-49.

Buell, J., Stoddard, P., Harris, F.R., & Baer, D.M. (1968). Collateral social development accompanying reinforcement of outdoor play in a preschool child. Journal of Applied Behavior Analysis. 2, 167-173.

Cook, C., & Adams, H.F. (1966). Modification of verbal behavior in speech deficient children. Behaviour Research and Therapy, 4, 265-271.

Cowan, P.A., Hoddinott, B.T., & Wright, B.A. (1965). Compliance and resistance in the conditioning of autistic children: an exploratory study. Child Development, 36, 913-923.

Davison, G.C. (1964). A social learning therapy programme with an autistic child. Behavior Research and Therapy, 2, 149-159.

Ferster, C.B. (1961). Positive reinforcement and behavioral deficits of autistic children. Child Development, 32, 437-456.

Ferster, C.B., & DeMyer, M.K. (1961). The development of performances in autistic children in an automatically controlled environment. Journal of Chronic Diseases, 13, 312-345.

Fineman, K.R. (1968). Visual-color reinforcement in establishment of speech by an autistic child. Perceptual and Motor Skills, 26, 761-762.

Foss, D. (1968). Learning and discovery in the acquisition of structured material. Effects of number of items and their sequence. Journal of Experimental Psychology, 77, 341-344

Guess, D. (1969). A functional analysis of receptive language and productive speech: Acquisition of the plural morpheme. Journal of Applied Behavior Analysis. 2, 55-64.

Guess, D., Rutherford, G., Smith, J.O., & Ensminger, E. (1968). Utilization of sub-professional personnel in teaching language skills to mentally retarded children: An interim report. Mental Retardation, 8, 17-22.

Guess, D., Sailor, W., Rutherford, G., & Baer, D.M. (1968). An experimental analysis of linguistic development: The productive use of the plural morpheme. Journal of Applied Behavior Analysis. 1, 292-307.

Hall, R.V., & Broden, M. (1967). Behavior changes in brain-injured children through social reinforcement. Journal of Experimental Child Psychology. 5, 463-479.

Hart, B.M., Reynolds, N.J., Baer, D.M., Brawley, F.R., & Harris, F.R. (1968). Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child. Journal of Applied Behavior Analysis., 1, 73-76.

Hewitt, F.M. (1965). Teaching speech to an autistic child through operant conditioning. American Journal of Orthopsychiatry, 35, 927-936.

Hintgen, J.N., & Coulter, S.K. (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25, 561-565.

Hollis, J.H. (1965). The effects of social and nonsocial stimuli on the behavior of profoundly retarded children: Part I. American Journal of Mental Deficiency, 71, 984-986.

Kerr, N., Meyerson, L., & Michael, J. (1965). A procedure for shaping vocalizations in a mute child. In L.P. Ullman, & L. Krasner (Eds.). Case studies in behavior modification. New York: Holt, Rinehart, & Winston.

Lovaas, O.I. (1961). Interaction between verbal and non-verbal behavior. Child Development, 32, 325-336.

Lovaas, O.I. (1964). Cue properties of words: The control of operant responding by rate and content of verbal operants. Child Development, 35, 245-256.

Lovaas, O.I. (1968). Some studies on the treatment of childhood schizophrenia. Research in Psychotherapy. 3, 103-121.

Lovaas, O.I. (1968). A program for the establishment of speech in psychotic children. In H.N. Sloane, & B.D. MacAulay (Eds.). Operant procedures in remedial speech and language training. Boston: Houghton, Mifflin.

Lovaas, O.I., & Simmons, J.Q. (1969). Manipulation of self-destruction in three retarded children. Journal of Applied Behavior Analysis, 2, 143-157.

Lovaas, O.I., Berberich, J.P., Perloff, B.F., & Schaeffer, B. (1966). Acquisition of imitative speech in schizophrenic children. Science, 151, 705-707.

Lovaas, O.I., Freitag, G., Gold, V.J., & Kassorla, I.C. (1965). Experimental studies in childhood schizophrenia: Analysis of self-destructive behavior. Journal of Experimental Child Psychology, 2, 67-84.

Lovaas, O.I., Freitag, G., Kinder, M.I., Rubenstein, B.D., Schaeffer, B., & Simmons, J.W. (1966). Establishment of social reinforcers in two schizophrenic children on the basis of food. Journal of Experimental Child Psychology. 4, 109-125.

Lovaas, O.I., Freitas, L., Nelson, K., & Whalen, C. (1967). The establishment of imitation and its use for the development of complex behavior in schizophrenic children. Behavior Research and Therapy, 5, 171-181.

Martin, G.L., England, G., Kaprowy, E., Kilgour, K., and Pilek, V. (1968). Operant conditioning of kindergarten-class behavior in autistic children. Behavior Research and Therapy, 6, 281-294.

McReynolds, L.V. (1969). Application of time out from positive reinforcement for increasing the efficiency of speech training. Journal of Applied Behavior Analysis. 2, 199-205.

Metz, J.R. (1965). Conditioning generalized imitation in autistic children. Journal of Experimental Child Psychology, 2, 389-399.

O’Connor, R.D. (1969). Modification of social withdrawal through symbolic modeling. Journal of Applied Behavior Analysis. 2, 15-22.

Ottinger, D.R., Sweeney, N., & Loew, L.H. (1965). Visual discrimination learning in schizophrenic and normal children. Journal of Clinical Psychology. 21, 251-253.

Rabb, E., & Hewitt, F.M. (1967). Development of appropriate classroom behaviors in a severely disturbed group of institutionalized children with a behavior modification model. American Journal of Orthopsychiatry, 37, 313-314.

Risley, T.R., & Wolf, M.M. (1966). Experimental manipulation of autistic behaviors and generalization into the home. In R. Ulrich, T. Stachnik, & J. Mabry, (Eds.) Control of Human Behavior. Glenview, IL: Scott, Foresman.

Risley, T.R., & Wolf, M.M. (1967). Establishing functional speech in echolalic children. Behavior Research and Therapy, 5, 73-88.

Risley, T.R., & Wolf, M.M. (1968). Establishing functional speech in echolalic children. In H.N. Sloane, & B.D. MacAulay (Eds.). Operant procedures in remedial speech and language training. Boston: Houghton, Mifflin.

Salzinger, K., Feldman, R., Cowan, J., & Salzinger, S. (1965). Operant conditioning of verbal behavior of two young speech deficient boys. In L. Krasner & L. Ullman, (Eds.), Research in Behavior Modification. New York: Holt, Rinehart, & Winston.

Schell, R.E., Stark, J., & Giddan, J. (1967). Development of language behavior in an autistic child. Journal of Speech and Hearing Disorders, 32, 51-64.

Sherman, J. (1964). Modification of nonverbal behavior through reinforcement of related behavior. Child Development, 35, 717-723.

Sloane, H.N., Johnston, M.K., & Harris, F.R. (1968). Remedial procedures for teaching verbal behavior in speech deficient or defective young children. In H.N. Sloane, & B.D. MacAulay (Eds.). Operant procedures in remedial speech and language training. Boston: Houghton, Mifflin.

Stark, J., Giddan, J.J., & Meisel, J. (1968). Increasing verbal behavior in an autistic child. Journal of Speech and Hearing Disorders, 3, 42-48.

Wolf, M.M, Risley, T.R., Johnston, M., Harris, F., & Allen, E. (1967). Application of operant conditioning procedures to the behavior problems of an autistic child: A follow-up and extension. Behavior Research and Therapy. 5, 103-111.

Wolf, M.M., Risley, T.R., & Mees, H. (1964). Application of operant conditioning procedures to the behaviour problems of an autistic child. Behaviour Research and Therapy, 1, 305-312.

Zimmerman, E.H., Zimmerman, J., & Russel, C.D. (1969). Differential effects of token reinforcement on instruction-following behavior in retarded students instructed as a group. Journal of Applied Behavior Analysis. 2, 101-112.

In The 1970’s

Baer, A.M., Rowbury, T., & Baer, D.M. (1973). The development of instructional control over classroom activities of deviant preschool children. Journal of Applied Behavior Analysis. 6, 289-298.

Baer, D. M. & Guess, D (1973). Teaching productive noun suffixes to severely retarded children. American Journal of Mental Deficiency, 77 (5), 49&505.

Baer, D.M., & Guess, D. (1971). Receptive training of adjective inflections in mental retardates. Journal of Applied Behavior Analysis. 4, 129-139.

Barton, E.J., & Ascione, F.R. (1979). Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance. Journal of Applied Behavior Analysis. 12, 417-430.

Burgess, R. L., Burgess, J. M., & Esveldt, K. C. (1970). An analysis of generalized imitation. Journal of Applied Behavior Analysis, 3, 39-46.

Carrier, J.K. (1974). Non-speech noun usage training with severely and profoundly retarded children. Journal of Speech and Hearing Research, 17, 510-517.

Christy, P.R. (1975). Does use of tangible rewards with individual children affect peer observers? Journal of Applied Behavior Analysis. 8, 187-196.

Clark, H. B. & Sherman, J. A. (1975). Teaching generative use of sentence answers to three forms of questions. Journal of Applied Behavior Analysis, 8, 321-330.

Coleman, S.L., & Stedman, J.M. (1974). Use of peer model in language training in an echolalic child. Journal of Behavior Therapy and Experimental Psychiatry, 5, 275-279.

Craighead, W.E., O’Leary, K.D., & Allen, J.S. (1973). Teaching and generalization of instruction following in an "autistic" child. Journal of Behavior Therapy and Experimental Psychiatry, 4, 171-176.

Eyberg, S.M. & Johnson, S.M. (1974). Multiple assessment of behavior modification with families: Effects of contingency contracting and order of treated problems. Journal of Consulting and Clinical Psychology, 42, 594-606.

Favell, J.E., Favell, J.E., & McGimsey, J.F. (1978). Relative effectiveness and efficiency of group vs. individual training of severely retarded persons. American Journal of Mental Deficiency, 83, 104-109.

Fink, W.T., & Sandall, S.R. (1978). One-to-one vs. group academic instruction with handicapped and non-handicapped preschool children. Mental Retardation, 16, 236-240.

Flanagan, S., Adams, H.E. & Forehand, R. (1979). A comparison of four instructional techniques for teaching parents to use time-out. Behavior Therapy, 10, 94-102.

Foxx, R.M. & Azrin, N.H. (1973). The elimination of autistic self-stimulatory behavior by overcorrection. Journal of Applied Behavior Analysis. 6, 1-14.

Garcia, E.E. (1974). The training and generalization of a conversational speech form in nonverbal retardates. Journal of Applied Behavior Analysis. 7, 137-151.

Garcia, E.E., Baer, D.M., & Firestone, I. (1971). The development of generalized imitation within topographically determined boundaries. Journal of Applied Behavior Analysis. 4, 101-113.

Garcia, E.E., Guess, D., & Byrnes, J. (1973). Development of syntax in a retarded girl using procedures of imitation, reinforcement, and modeling. Journal of Applied Behavior Analysis. 6, 299-311.

Garcia, E. E. (1976). The development and generalization of delayed imitation. Journal of Applied behavior Analysis, 9, 499.

Goetz, E.M., & Baer, D.M. (1973). Social control of form diversity and the emergence of new forms in children’s block building. Journal of Applied Behavior Analysis. 6, 209-217.

Greenwood, C.R., Walker, H.M., Todd, N.M. & Hopps, H. (1979). Selecting a cost-effective screening device for the assessment of preschool social withdrawal. Journal of Applied Behavior Analysis. 12, 639-652.

Guess, D., & Baer, D.M., (1973). An analysis of individual differences in generalization between receptive and productive language in retarded children. Journal of Applied Behavior Analysis. 6, 311-331.

Hall, R.V., Axelrod, S., Tyler, L., Grief, E., Jones, F.C. & Robertson, R. (1972). Modification of behavior problems in the home with a parent as observer and experimenter. Journal of Applied Behavior Analysis, 5, 53-64.

Halle, J.W., Marshall, A.M., & Spradlin, J.E. (1979). Time delay: A technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12, 431-439.

Handleman, J.S. (1979). Generalization by autistic-type children of verbal responses across settings. Journal of Applied Behavior Analysis, 12, 273-282.

Hardiman, S.A., Goetz, E.M., Reuter, K.E., & LeBlanc, J.M. (1975). Primes, contingent attention, and training: effects on a child’s motor behavior. Journal of Applied Behavior Analysis. 8, 399-410.

Harris, S.L. (1975). Teaching language to nonverbal children- with emphasis on problems of generalization. Psychological Bulletin, 82, 565-580.

Hart, B., & Risley, T.R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420.

Karoly, P., & Dirks, M.J. (1977). Developing self-control in pre-school children through correspondence training. Behavior Therapy, 8, 398-405.

Kirby, F.D., & Toler, H.C. (1970). Modification of preschool isolate behavior: A case study. Journal of Applied Behavior Analysis. 3, 309-314.

Koegel, R. L., & Covert, A. (1972). The relationship of self-stimulation to learning in autistic children. Journal of Applied Behavior Analysis, 5, 381-388.

Koegel, R. L., & Schreibman, L. (1977). Teaching autistic children to respond to simultaneous multiple cues. Journal of Experimental Child Psychology, 24, 299-311.

Koegel, R. L., Firestone, P. B., Kramme, K. W., & Dunlap, G. (1974). Increasing spontaneous play by suppressing self-stimulation in autistic children. Journal of Applied Behavior Analysis, 7, 521-528.

Koegel, R.L, & Rincover, A., (1976). Some detrimental effects of using extra stimuli to guide learning in normal and autistic children. Journal of Abnormal Child Psychology, 4, 59-71.

Koegel, R.L, & Rincover, A., (1977). Research on the difference between generalization and maintenance in extra-therapy responding. Journal of Applied Behavior Analysis, 10, 1-12.

Koegel, R.L, Russo, D.C., & Rincover, A., (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205.

Koegel, R.L., & Egel, A.L. (1979). Motivating autistic children. Journal of Abnormal Psychology, 88, 41&425.

Koegel, R.L., & Rincover, A. (1974). Treatment of psychotic children in a classroom environment: I. Learning in a large group. Journal of Applied Behavior Analysis, 7, 45-59.

Koegel, R.L., & Wilhelm, H. (1973). Selective responding to the components of multiple visual cues by autistic children. Journal of Experimental Child Psychology. 15, 442-453.

Koegel, R.L., Glahn, T.J. & Nieminen, G.S. (1978). Generalization of parent-training results. Journal of Applied Behavior Analysis, 11, 95-109.

Lovaas, O.I., & Schreibman, L. (1971). Stimulus overselectivity of autistic children in a two-stimulus situation. Behaviour Research and Therapy, 9, 305-310.

Lovaas, O.I., Litrownik, A., & Mann, R. (1971). Response latencies to auditory stimuli in autistic children engaged in self-stimulatory behavior. Behavior Research and Therapy, 9, 39-49.

Lovaas, O.I., Schreibman, L., Koegel, R.L., & Rehm, R. (1971). Selective responding by autistic children to multiple sensory input. Journal of Abnormal Psychology, 77, 211-222.

Lutzker, J. R., & Sherman, J. A. (1974). Producing generative sentence usage by imitation and reinforcement procedures. Journal of Applied Behavior Analysis, 7 (3), 447-460.

Martin, J. A. (1971). The control of imitative and non-imitative behavior in severely-retarded children through "generalized instruction-following." Journal of Experimental Child Psychology, 11, 390-400.

McLean, L.P., & McLean, J.E. (1974). A language training program for nonverbal autistic children. Journal of Speech and Hearing Disorders, 39, 186-193.

Miller, S.J. & Sloane, H.N. (1976). The generalization effects of parent training across stimulus settings. Journal of Applied Behavior Analysis, 9, 355-370.

Mithaug, D.E., & Wolfe, M.S., (1976). Employing task arrangements and verbal contingencies to promote verbalizations between retarded children. Journal of Applied Behavior Analysis, 9, 301-314.

Nedelman, D., & Sulzbacher, S.I. (1972). Dicky at 13 years of age: A long-term success following early application of operant conditioning procedures. In G. Semb (Ed.), Behavior analysis and education – 1972. Lawrence, KS: University of Kansas Department of Human Development.

Nelson R., Gibson, F., & Cutting, D.S. (1973). Video taped modeling: The development of three appropriate social responses in a mildly retarded child. Mental Retardation. 11, 24-28.

Nordquist, V.M., & Wahler, R.G. (1973). Naturalistic treatment of an autistic child. Journal of Applied Behavior Analysis, 6, 79-87.

O'Dell, S.L., Blackwell, L.J., Larcen, S.W. & Hogan, J.L. (1977). Competency based training for severely behaviorally handicapped children and their parents. Journal of Autism and Childhood Schizophrenia, 7, 231-242.

Pinkston, E.M., Reese, N.M., LeBlanc, J.M., & Baer, D.M. (1973). Independent control of a preschool child’s aggression and peer interaction by contingent teacher attention. Journal of Applied Behavior Analysis. 6, 115-124.

Rekers, G.A., & Lovaas, O.I. (1974). Behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis. 7, 173-190.

Repp, A. C., & Deitz, S. M. (1974). Reducing aggressive and self-injurious behavior of institutionalized retarded children through reinforcement of other behaviors. Journal of Applied Behavior Analysis, 7, 313-326.

Reynolds, B.S., Newsome, C.D., & Lovaas, O.I., (1974). Auditory overselectivity in autistic children. Journal of Abnormal Child Psychology, 2, 253-263.

Rincover A., & Koegel, R.L. (1975). Setting generality and stimulus control in autistic children .Journal of Applied Behavior Analysis, 8, 235-246.

Rincover, A., & Koegel, R.L. (1974). Classroom treatment of autistic children II: Individualized instruction in a group. Journal of Abnormal Child Psychology, 5, 113-126.

Rincover, A., Newsome, C.D., Lovaas, O.I., & Koegel, R.L. (1977). Some motivational properties of sensory reinforcement in psychotic children. Journal of Experimental Child Psychology. 24, 312-323.

Risley, T.R., & Baer, D.M. (1973). Operant behavior modification: The deliberate development of behavior. In B. Caldwell, & H. Ricciuti (Eds.). Review of child development research, Vol. III: Child development and social policy. Chicago: University of Chicago Press.

Risley, T.R., & Reynolds, N.J. (1970). Emphasis as a prompt for verbal imitation. Journal of Applied Behavior Analysis. 3, 185-190.

Rogers-Warren, A., & Baer, D.M. (1976). Correspondence between saying and doing: teaching children to share and praise. Journal of Applied Behavior Analysis. 9, 335-354.

Russo, D.C., & Koegel, R.L, (1977). A method for integrating an autistic child into a normal public school classroom. Journal of Applied Behavior Analysis, 10, 579-590.

Russo, D.C., Koegel, R.L., & Lovaas, O.I. (1978). A comparison of human vs. automated instruction of autistic children. Journal of Abnormal Child Psychology, 6, 189-201.

Sailor, W. (1971). Reinforcement and generalization of productive plural allomorphs in two retarded children. Journal of Applied Behavior Analysis. 4, 305-310.

Sailor, W., & Taman, T. (1972). Stimulus factors in the training of prepositional usage in three autistic children. Journal of Applied Behavior Analysis. 5, 183-190.

Sajwaj, T., Twardosz, S., & Burke, M. (1972). Side effects of extinction procedures in a remedial preschool. Journal of Applied Behavior Analysis. 5, 163-175.

Schreibman L, & Lovaas, O.I., (1973). Overselective response to social stimuli by autistic children. Journal of Abnormal Child Psychology, 1, 152-168.

Schreibman, L. (1975). Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children. Journal of Applied Behavior Analysis, 8, 91-112.

Schroeder, G.L., & Baer, D.M. (1972). Effects of concurrent and serial training on generalized vocal imitation in retarded children. Developmental Psychology, 6, 293-301.

Schumaker, J., & Sherman, J.A. (1970). Training generative verb usage by imitation and reinforcement procedures. Journal of Applied Behavior Analysis. 3, 273-287.

Solomon, R.W. & Wahler, R.G., (1973). Peer reinforcement control of classroom problem behavior. Journal of Applied Behavior Analysis. 6, 49-56.

Stevens-Long, J, & Rasmussen, M. (1974). The acquisition of simple and compound sentence structure in an autistic child. Journal of Applied Behavior Analysis. 7, 473-479.

Stokes, T. F., Fowler, S. A., & Baer, D. M. (1978). Training preschool children to recruit natural communities of reinforcement. Journal of Applied Behavior Analysis,11, 285-294.

Stokes, T.F., Baer, D.M., & Jackson, R.L. (1974). Programming the generalization of a greeting response in four retarded children. Journal of Applied Behavior Analysis,, 7, 599-610.

Strain, P.S., & Timm, M.A. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis. 7, 583-590.

Strain, P.S., Shores, R.E., & Kerr, M.M. (1976). An experimental analysis of "spillover" effects on the social interaction of behaviorally handicapped preschool children. Journal of Applied Behavior Analysis. 9, 31-40.

Strain, P.S., Shores, R.E., & Timm, M.A. (1977). Effects of peer social initiations on the behavior of withdrawn preschool children. Journal of Applied Behavior Analysis. 10, 289-298.

Striefel, S., Wetherby, B., & Karlan, G. (1976). Establishing generalized verb-noun instruction-following skills in retarded children. Journal of Experimental Child Psychology, 22, 247-260.

Sulzbacher, S.I., & Costello, J.M. (1970). A behavior strategy for language training of a child with autistic behaviors. Journal of Speech and Hearing Disorders, 35, 256-276.

Timm, M.A., Strain, P.S., & Eller, P.H. (1979). Effects of systematic, response-dependent fading and thinning procedures on the maintenance of child-child interaction. Journal of Applied Behavior Analysis. 12, 308.

Touchette, P.E. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of the Experimental Analysis of Behavior, 15, 347-354.

Twardosz, S., & Sajwaj, T. (1972). Multiple effects of a procedure to increase sitting in a hyperactive, retarded boy. Journal of Applied Behavior Analysis. 5, 73-78.

Varni, J.W., Lovaas, O.I., Koegel, R.L., & Everett, N.L. (1979). An analysis of observational learning in autistic and normal children. Journal of Abnormal Child Psychology. 7, 31-43.

Walker, H.M., & Buckley, N.K. (1972). Programming generalization and maintenance of treatment effects across time and across settings. Journal of Applied Behavior Analysis, 5, 209-224.

Warren, S.F., Rogers-Warren, A., & Baer, D.M. (1976). The role of offer rates in controlling sharing by young children. Journal of Applied Behavior Analysis. 9, 491-497.

Wells, K.C., Forehand, R., Hickey, K., & Green, K.D. (1977). Effects of a procedure derived from the overcorrection principle on manipulated and nonmanipulated behaviors. Journal of Applied Behavior Analysis, 10, 679-688.

Wheeler, A.J., & Sulzer, B. (1970). Operant training and generalization of a verbal response form in a speech-deficient child. Journal of Applied Behavior Analysis. 3, 139-147.

Whitman, T.L., Zakaras, M., & Chardos, S. (1971). Effects of reinforcement and guidance procedures on instruction-following behavior in retarded children. Journal of Applied Behavior Analysis. 4, 283-291.

In The 1980’s

Baum, C.G. & Forehand, R. (1981). Long term follow-up assessment of parent training by use of multiple outcome measures. Behavior Therapy, 12, 643-652.

Ballard, K., & Crooks, T. (1984). Videotape modeling for preschool children with low levels of social interaction and low peer involvement in play. Journal of Abnormal Child Psychology, 12, 95-109.

Bergsgaard, M. O., & Larsson, E. V. (1984). Increasing social interaction between an isolate first-grader and cross-cultural peers. Psychology in the Schools, 21, 244-251.

Billingsly, F. F., & Neel, R. S. (1985). Competing behaviors and their effects on skill generalization and maintenance. Analysis and Intervention in Developmental Disabilities, 5, 357-372.

Blew, P.A., Schwartz, I.S., & Luce, S.C. (1985). Teaching functional community skills to autistic children using nonhandicapped peer tutors. Journal of Applied Behavior Analysis. 18, 337-342.

Brown, F., Holvoet, J., Guess, D., & Mulligan, M. (1980). Individualized curriculum sequencing model (III): Small group instruction. Journal of the Association for the Severely Handicapped, 5, 352-367.

Carr, E. G., Newsome, C. D., & Binkoff, J. A. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.

Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Charlop, M.H. (1983). The effects of echolalia on acquisition and generalization of receptive labeling in autistic children. Journal of Applied Behavior Analysis. 16, 111-127.

Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis. 22, 275-286.

Charlop, M.H., & Walsh, M.E. (1986). Increasing autistic children’s spontaneous verbalizations of affection: An assessment of time delay and peer modelling procedures. Journal of Applied Behavior Analysis, 19, 307-314.

Charlop, M.H., Schreibman, L., & Thibodeau, M.G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. Journal of Applied Behavior Analysis, 18, 155-166.

Clarke, S., Remington, R., & Light, R. (1988). The role of referential speech in sign learning by mentally retarded children: A comparison of total communication and sign-alone training. Journal of Applied Behavior Analysis, 21, 419-426.

Curl, R.M., Rowbury, T.G., & Baer, D.M. (1985). The facilitation of children’s social interaction by a picture-cue training program. Child and Family Behavior Therapy. 7, 11-39.

Deacon, J.R., & Konarski, E.A. (1987). Correspondence training: An example of rule-governed behavior? Journal of Applied Behavior Analysis, 20, 391-400.

Deich, R.F., & Hodges, P.M. (1982). Teaching nonvocal communication to nonverbal retarded children. Behavior Modification, 6, 200-228.

Duker, P.C., & Morsink, H. (1984). Acquisition and cross-setting generalization of manual signs with severely retarded individuals. Journal of Applied Behavior Analysis, 17, 93-103.

Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-46.

Dunlap, G. Koegel, R. L., & Kern, L. (1984). Continuity of treatment: Toilet training in multiple community settings. Journal of the Association for Persons with Severe Handicaps, 9, 134-142.

Dunlap, G., & Koegel, R.L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.

Dunlap, G., Dyer, K., & Koegel, R.L. (1983). Autistic self-stimulation and intertrial interval duration. American Journal of Mental Deficiency, 88, 194-202.

Dunlap, G., Koegel, R.L., & Burke, J.C. (1981). Educational implications of stimulus overselectivity in autistic children. Exceptional Education Quarterly, 2(3), 37-49.

Dunlap, G, & Johnson, J, (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis. 18, 227-236.

Dunlap, G, Koegel, R.L., Johnson, J, & O’Neill, R.E. (1986). Maintaining performance of autistic clients in community settings with delayed contingencies. Journal of Applied Behavior Analysis. 20, 185-192.

Durand, V. M., & Carr, E. G. (1987). Social influences on "self-stimulatory" behavior: Analysis and treatment application. Journal of Applied Behavior Analysis, 20, 119-132.

Durand, V. M., & Crimmins, D. B. (1987). Assessment and treatment of psychotic speech in an autistic child. Journal of Autism and Developmental Disorders, 17, 17-28.

Dyer, K. I. (1987). The competition of autistic stereotyped behavior with usual and specially assessed reinforcers. Research in Developmental Disabilities, 8, 607-626.

Dyer, K., Christian, W.P., & Luce, S.C. (1982). The role of response delay in improving the discrimination performance of autistic children. Journal of Applied Behavior Analysis, 15, 231-240.

Dyer, K., Schwartz, I.S., & Luce, S.C. (1984). A supervision program for increasing functional activities for severely handicapped students in a residential setting. Journal of Applied Behavior Analysis, 17, 249-260.

Egel, A. L., Richman, G. S., & Koegel, R. L. (1981). Normal peer models and autistic children's learning. Journal of Applied Behavior Analysis, 14, 3-12.

Egel, A.L., (1981). Reinforcer variation: Implications for motivating developmentally disabled children. Journal of Applied Behavior Analysis. 14, 345-350.

Epstein, L.J., Taubman, M.T., & Lovaas, O.I. (1985). Changes in self-stimulatory behaviors with treatment. Journal of Abnormal Child Psychology. 13, 281-294.

Fink, W.T., & Sandall, S.R. (1980). A comparison of one-to-one and small group instructional strategies with developmentally disabled preschoolers. Mental Retardation, 18, 34-35.

Foxx, R.M. & Livesay, J. (1984). Maintenance of response suppression following overcorrection: A 10-year retrospective examination of eight cases. Analysis and Intervention in Developmental Disabilities, 4, 65-80.

Gaylord-Ross, R.J., Haring, T.G., Breen, C., & Pitts-Conway, V. (1984). The training and generalization of social interaction skills with autistic youth. Journal of Applied Behavior Analysis, 17, 229-248.

Goldstein, H. (1983). Recombinative generalization: Relationships between environmental conditions and the linguistic repertoires of language learners. Analysis and Intervention in Developmental Disabilities, 3, 279-293.

Goldstein, H., & Mousetis, L. (1989). Generalized language learning by children with severe mental retardation: Effects of peers’ expressive modeling. Journal of Applied Behavior Analysis, 22, 245-259.

Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.

Goldstein, H., Angelo, D., & Mousetis, L. (1987). Acquisition and extension of syntactic repertoires by severely mentally retarded youth. Research in Developmental Disabilities, 8, 549-574.

Hall, M. C., Grinstead, J., Collier, H., & Hall, R. V. (1980). Responsive parenting: A preventative program which incorporates parents training parents. Education and Treatment of Children, 3, 239-259.

Halle, J.W. (1987). Teaching language in the natural environment: An analysis of spontaneity. Journal of The Association for Persons with Severe Handicaps, 12, 28-37.

Halle, J.W., Baer, D.M., & Spradlin, J.E. (1981). Teacher’s generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14, 389-409.

Haring, T.G. (1985). Teaching between-class generalization of toy play behavior to handicapped children. Journal of Applied Behavior Analysis. 18, 127-140.

Haring, T.G., & Lovinger, L. (1989). Promoting social interaction through teaching generalized play initiation responses to preschool children with autism. Journal of the Association for persons with Severe Handicaps, 14, 58-67.

Haring, T.G., Roger, B., Lee, M., Breen, C., Gaylord-Ross, R. (1986). Teaching social language to moderately handicapped students. Journal of Applied Behavior Analysis, 19, 159-171.

Harris, S.L. (1984). Intervention planning for the family of the autistic child: A multilevel assessment of the family system. Journal of Marital and Family Therapy, 10, 157-166.

Hunt, P., Alwell, M., & Goetz, L. (1988). Acquisition of conversational skills and the reduction of inappropriate social interaction behaviors. Journal of the Association for Persons with Severe Handicaps, 13, 20-27.

Hurlbut, B., Iwata, B., & Green, J. (1982). Nonvocal language acquisition in adolescents with severe physical disabilities: Blissymbol versus iconic stimulus formats. Journal of Applied Behavior Analysis, 15, 241-258.

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities, 2, 3-20.

Jordan, J., Singh, N.N., & Repp, A.C. (1989). An evaluation of gentle teaching and visual screening in the reduction of stereotypy. Journal of Applied Behavior Analysis. 22, 9-22.

Karlan, G. R., Brenn-White, B., Lentz, A., Hodur, P., Egger, D., & Frankoff, D. (1982). Establishing generalized productive verb-noun phrase usage in a manual language system with moderately handicapped children. Journal of Speech and Hearing Disorders, 47, 31-42.

Koegel, R. L., Schreibman, L., Britten, K. R., Burke, J. C., & O'Neill, R. E. (1982). A comparison of parent training to direct child treatment. In R. L. Koegel, A. Rincover, & A. L. Egel (Eds.), Educating and understanding autistic children. San Diego, CA: College-Hill Press.

Koegel, R. L., Schreibman, L., Johnson, J., O'Neill, R. E., & Dunlap, G. (1984). Collateral effects of parent training on families with autistic children. In R. F. Dangel & R. A. Polster (Eds.), Parent training: Foundations of research and practice. New York: Guilford.

Koegel, R.L, Dunlap, G., & Dyer, K. (1980). Intertrial interval duration and learning in autistic children. Journal of Applied Behavior Analysis, 13, 91-99.

Koegel, R.L, Dunlap, Richman, G.S., & Dyer, K. (1981). The use of specific orienting cues for teaching discrimination tasks. Analysis and Intervention in Developmental Disabilities, 1, 187-198.

Koegel, R.L., & Williams, J. (1980). Direct vs. indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology, 4, 536-547.

Koegel, R.L., Dyer, Kathleen, & Bell, L.K. (1986). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis. 20, 243-252.

Koegel, R.L., O'Dell, M.C., & Koegel, L.K. (1987). A natural language paradigm for teaching autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 17, 187-199.

Kohler, F.W., & Fowler, S.A. (1985). Training prosocial behaviors to young children: An analysis of reciprocity with untrained peers. Journal of Applied Behavior Analysis. 18, 187-200.

Krantz, P.J., Zalenski, S., Hall, L.J., Fenske, E.C., & McClannahan, L.E. (1981). Teaching complex language to autistic children. Analysis and Intervention in Developmental Disabilities. 1, 259-297.

Lamarre, J., & Holland, J.G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5-19.

Larsson, D. G., & Larsson, E. V. (1983). Manipulating peer presence to program the generalization of verbal compliance from one-to-one to group instruction. Education and Treatment of Children, 6, 109-122.

Lovaas, O.I., Newsom, C., & Hickman, C. (1987). Self-stimulatory behavior and perceptual reinforcement. Journal of Applied Behavior Analysis. 20, 45-68.

Mace, F.C., Hock, M.L., Lalli, J.S., West, B. J., Belfiore, P., Pinter, E., & Brown, D.K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis. 21, 123-142.

Mason, S. A., McGee, G. G., Farmer-Dougan, V., & Risley, T. R. (1989). A practical strategy for ongoing reinforcer assessment. Journal of Applied Behavior Analysis, 22, 171-179.

Matthews, B.A., Shimoff, E., & Catania, A.C. (1987). Saying and doing: A contingency-space analysis. Journal of Applied Behavior Analysis, 20, 69-74.

McClannahan, L.E., Krantz, P.J., & McGhee, G.G. (1982). Parents as therapists for autistic children: A model for effective parent training. Analysis and Intervention in Developmental Disabilities. 2, 223-252.

McEvoy, M., Nordquist, V., Twardosz, S., Heckaman, K.A., Wehby, J., & Denny K. (1988). Promoting autistic children’s peer interaction in an integrated early childhood setting using affection activities. Journal of Applied Behavior Analysis. 18, 3-16.

McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis. 18, 17-32.

McGee, G.G., Krantz, P.J., Mason, D., & McClannahan, L.E. (1983). A modified incidental-teaching procedure for autistic youth: Acquisition and generalization of receptive object labels. Journal of Applied Behavior Analysis. 16, 329-338.

McMahon, R.J., Forehand, R.L. & Griest, D.L. (1981). Effects of knowledge of social learning principles on enhancing treatment outcome generalization in a parent training program. Journal of Consulting and Clinical Psychology, 49, 526-532.

McMorrow, M. J., Foxx, R. M., Faw, G. D., & Bittle, R. G. (1986). Cues-pause-point language training: Teaching echolalics functional use of their verbal labeling repertoires. Journal of Applied Behavior Analysis, 20, 11-22.

Murphy, H.A., Hutchinson, J.M., & Bailey, J.S., (1983). Behavioral school psychology goes outdoors: The effect of organized games on playground aggression. Journal of Applied Behavior Analysis, 16, 29-36.

Neef, N.A., Shafer, M.S., Egel, Andrew L., Cataldo, M.F., & Parrish, J.M. (1983). The class specific effect of compliance training with "do" and "don’t" requests: Analogue analysis and classroom application. Journal of Applied Behavior Analysis. 16, 81-100.

Neef, N.A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis. 17, 453-460.

Odom, S.L., Hoyson, M., Jamieson, B. & Strain, P.S. (1985). Increasing handicapped preschoolers’ peer social interactions: cross-setting and component analysis. Journal of Applied Behavior Analysis, 18, 3-16.

Odom, S.L., & Strain, P.S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis. 19, 59-72.

Pace, G.M., Ivancic, M.T., Edwards, G.L., Iwata, B.A., & Page, T.J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249-255.

Rincover, A., & Newsome, C.D. (1985). The relative motivational properties of sensory and edible reinforcers in teaching autistic children. Journal of Applied Behavior Analysis., 18, 237-248.

Russo, D. C., Cataldo, M. F., & Cushing, P. J. (1981). Compliance training and behavioral covariation in the treatment of multiple behavior problems. Journal of Applied Behavior Analysis, 14, 209-222.

Sasso, G.M., Simpson, R.L., & Novak, C.G. (1985). Procedures for facilitating integration of autistic children in public school settings. Analysis and Intervention with Developmental Disabilities, 5, 233-246.

Sasso, G.M., & Rude, H.A. (1987). Unprogrammed effects of training high-status peers to interact with severely handicapped children. Journal of Applied Behavior Analysis, 20, 35-44.

Schafer, M.S., Egel, A.L., & Neef, N.A. (1984). Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children. Journal of Applied Behavior Analysis, 17, 461-476.

Schreibman, L., O’Neill, R.E., & Koegel, R.L. (1983). Behavioral training for siblings of autistic children. Journal of Applied Behavior Analysis, 16, 129-138.

Strain, P.S. (1983). Generalization of autistic children’s social behavior change: Effects of developmentally integrated and segregated settings. Analysis and Intervention in Developmental Disabilities, 3, 23-34.

Strain, P.S., Hoyson, M.H., & Jamieson, B.J. (1985). Normally developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interactions. Journal of the Division for Early Childhood, 9, 105-115.

Strain, P.S., Steele, P., Ellis, T., & Timm, M.A. (1982). Long-term effects of oppositional child treatment with mothers as therapists and therapist trainers. Journal of Applied Behavior Analysis, 15, 163-169.

Tryon, A.S., & Keane, S.P., (1986). Promoting imitative play through generalized observational learning in autistic-like children. Journal of Abnormal Child Psychology. 14, 537-549.

Waters, J.M. & Siegel, L.V. (1982). Parent recording of speech production of developmentally delayed toddlers. Education and Treatment of Children, 5, 109-120.

Williams, J.A., Koegel, R.L., & Egel, A.L. (1981). Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis. 14, 53-60.

In The 1990’s

Barbetta, P.M., Heron, T.E., & Heward, W.L., (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 111-120.

Barbetta, P.M., Heward, W.L., & Bradley, D.M. (1993). Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis. 26, 99-111.

Bay-Hinitz, A.K., Peterson, R.F., & Quilitch, H.R., (1994). Cooperative games: A way to modify aggressive and cooperative behaviors in young children. Journal of Applied Behavior Analysis, 27. 435-446.

Belchic, J.K., & Harris, S.L. (1994). The use of multiple peer exemplars to enhance the generalization of play skills to the siblings of children with autism. Child and Family Behavior Therapy, 16,1-25.

Biederman, G.B., Stepaniuk, S., Davey, V.A., Raven, K., & Ahn, D. (1999). Observational learning in children with Down syndrome and developmental delays: the effect of presentation speed in videotaped modelling. Downs Syndrome Research & Practice. 6, 12-18.

Bondy, A.S., & Frost, LA. (1994). The picture exchange communication system. Focus on Autistic Behavior, (August), 9(3), 1-19.

Bowman, L. G., Piazza, C. C., Fisher, W. W., Hagopian, L. P., & Kogan, J. S. (1997). Assessment of preference for varied versus constant reinforcers. Journal of Applied Behavior Analysis, 30, 451-458.

Camarata, S. (1993). The application of naturalistic conversation training to speech production in children with speech disabilities. Journal of Applied Behavior Analysis, 26. 173-182.

Celiberti, D.A., & Harris, S.L. (1993). Behavioral intervention for siblings of children with autism: A focus on skills to enhance play. Behavior Therapy, 24(4), 573-599.

Charlop, M.H., & Trasowech, J.E., (1991). Increasing autistic children’s daily spontaneous speech. Journal of Applied Behavior Analysis. 24, 747-762.

Charlop, M.H., Kurtz, P.F., & Casey, F.G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis. 23, 163-182.

Charlop, M.H., Kurtz, P.F., & Milstein, J.P. (1992). Too much reinforcement, too little behavior: Assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children. Journal of Applied Behavior Analysis, 25, 795-808.

Charlop-Christy, M.H., & Haymes, L.K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28, 189-198.

Connell, M.C., Carta, J.J., & Baer, D.M. (1993). Programming generalization of in-class transition skills: Teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise. Journal of Applied Behavior Analysis, 26, 345-352.

Cowdery, G. E., Iwata, B. A., & Pace, G. M. (1990). Effects and side effects of DRO as treatment for self-injurious behavior. Journal of Applied Behavior Analysis, 23, 497-506.

Davis, C.A., Brady, M.P., Hamilton, R., McEvoy, M.A., & Williams, R.E., (1994). Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis,27, 619-638.

Drasgow, E., Halle, J.W., & Ostrosky, M.M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31, 357-374.

Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175-188.

Duker, P.C., & van Lent, C. (1991). Inducing variability in communicative gestures used by severely retarded individuals. Journal of Applied Behavior Analysis, 24, 379-386.

Durand, V.M., & Carr, E.G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.

Durand, V.M., & Carr, E.G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777-794.

Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.

Eikeseth, S., & Smith, T. (1992). The development of functional and equivalence classes in high-functioning autistic children: The role of naming. Journal of the Experimental Analysis of Behavior, 58, 123-133.

Fisher, W. W., Kuhn, D. E., & Thompson, R. H. (1998). Establishing discriminative control of responding using functional and alternative reinforcers during functional communication training. Journal of Applied Behavior Analysis, 31, 543-560.

Fisher, W. W., Ninness, H. A. C., Piazza, C. C., & Owen-DeSchryver, J. S. (1996). On the reinforcing effects of the content of verbal attention. Journal of Applied Behavior Analysis, 29, 235-238.

Gena, A., Krantz, P., McClannahan, L.E., & Poulson, C.L. (1996). Training and generalization of affective behavior displayed by youth with autism. Journal of Applied Behavior Analysis, 29, 291-304.

Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.

Harris, S.L., Handleman, J.S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in language development among autistic and peer children in segregated and integrated preschool settings. Journal of Autism and Developmental Disorders, 20, 23-31.

Harris, T. A., Peterson, S. L., Filliben, T. L., Glassberg, M., & Favell, J. E. (1998). Evaluating a more cost-efficient alternative to providing in-home feedback to parents: The use of spousal feedback. Journal of Applied Behavior Analysis, 31, 131-134.

Houlihan, D., Jacobson, L., & Brandon, P. K. (1994). Replication of a high-probability request sequence with varied interprompt times in a preschool setting. Journal of Applied Behavior Analysis, 27, 737-738.

Ingenmey, R., & Van Houten, R. (1991). Using time delay to promote spontaneous speech in an autistic child. Journal of Applied Behavior Analysis, 24, 591-596.

Iwata, B. A., Pace, G. M., Cowdery, G. E., Kalsher, M. J., & Cataldo, M. F. (1990). Experimental analysis and extinction of self-injurious escape behavior. Journal of Applied Behavior Analysis, 23, 11-27.

Kamps, D.M., Barbetta, P.M., Leonard, B.R., & Delquadri, J., (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-62.

Kamps, D.M., Leonard, B.R., Vernon, S., Dugan, E.P., Delquadri, J.C., Gershon, B., Wade, L., & Folk, L., (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis. 25, 281-288.

Koegel, R.L., & Frea, W.D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-378.

Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.

Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.

Koegel, R.L., Koegel, L.K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22, 141-153.

Koegel, R.L., Camarata, S., Koegel, L.K., Ben-Tall, A., & Smith, A.E., (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28, 241-251.

Krantz, P.J., & McClannahan, L.E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.

Krantz, P.J., & McClannahan, L.E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.

Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents' use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137-138.

Lalli, J. S., Mace, F. C., Wohn, T., & Livezy, K. (1995). Identification and modification of a response-class hierarchy. Journal of Applied Behavior Analysis, 28, 551-559.

Leung, J., & Wu, K. (1997). Teaching receptive naming of chinese characters by incorporating echolalia to children with autism. Journal of Applied Behavior Analysis, 30, 59-67.

MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.

Mace, A. B., Shapiro, E. S., & Mace, F. C. (1998). Effects of warning stimuli for reinforcer withdrawal and task onset on self-injury. Journal of Applied Behavior Analysis, 31, 679-682.

Matson, J. L., Sevin, J. A., Box, M. L., Francis, K. L., & Sevin, B. M. (1993). An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior Analysis, 26, 389-398.

McClannahan, L. E., McGee, G. G., MacDuff, G. S., & Krantz, P. J. (1990). Assessing and improving child care: A personal appearance index for children with autism. Journal of Applied Behavior Analysis, 23, 469-482.

McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117-126.

Mineo, B. A., & Goldstein, H. (1990). Generalized learning of receptive and expressive action-object responses by language-delayed preschoolers. Journal Speech and Hearing Disorders, 55, 665-678.

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Piazza, C.C., & Fisher, W., (1991). A faded bedtime with response cost protocol for treatment of multiple sleep problems in children. Journal of Applied Behavior Analysis. 24, 129-140.

Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.

Pierce, K., & Schreibman, L., (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28. 285-296.

Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.

Repp, A.C., Karsh, K.,G., & Lenz, M.W. (1990). Discrimination training for persons with developmental disabilities: A comparison of the task demonstration model and the standard prompting hierarchy. Journal of Applied Behavior Analysis. 23, 43-52.

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Saunders, K. J., & Spradlin, J. E. (1990). Conditional discrimination in mentally retarded adults: The development of generalized skills. Journal of The Experimental Analysis of Behavior, 54 (3), 239-250.

Sainato, D. M., Goldstein, H., & Strain, P. S. (1992). Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism. Journal of Applied Behavior Analysis, 25, 127-141.

Schepis, M. M., Reid, D. H., Behrmann, M. M., & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561-578.

Stahmer, A.C., & Schreibman, L. (1992). Teaching children with autism: Appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25(2), 447-459.

Stromer, R., Mackay, H. A., & Remington, B. (1996). Naming, the formation of stimulus classes, and applied behavior analysis. Journal of Applied Behavior Analysis, 29, 409-431.

Taylor, B.A., & Harris, S.L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28, 3-14.

Taylor, B. A., & Levin, L. (1998). Teaching a student with autism to make verbal initiations: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 31, 651-654.

Thompson, R. H., Fisher, W. W., Piazza, C. C., & Kuhn, D. E. (1998). The evaluation and treatment of aggression maintained by attention and automatic reinforcement. Journal of Applied Behavior Analysis, 31, 103-116.

Thorp, D.M., Stahmer, A.C., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism & Developmental Disorders, 25(3), 265-282.

Vollmer, T.R., Borrero, J.C., Lalli, J.S., & Daniel, D. (1999). Evaluating self-control and impulsivity in children with severe behavior disorders. Journal of Applied Behavior Analysis, 32, 451-466.

Werle, M.A., Murphy, T.B., & Budd, K.S. (1993). Treating chronic food refusal in young children: Home-based parent training. Journal of Applied Behavior Analysis, 26, 421-434.

Werts, M.G., Caldwell, N.K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53-66.

Yamamoto, J., & Miya, T. (1999). Acquisition and transfer of sentence construction in autistic students: analysis by computer-based teaching. Research in Developmental Disabilities, 20, 355-377.

Young, J.M., Krantz, P.J., McClannahan, L.E., & Poulson, C.L. (1994). Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis, 27, 685-697.

Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Applied Behavior Analysis, 26, 407-422.

Zanolli, K., & Daggett, J. (1998). The effects of reinforcement rate on the spontaneous social initiations of socially withdrawn preschoolers. Journal of Applied Behavior Analysis, 31, 117-125.

In The 2000’s

Buggey, T., Toombs, K., Gardener, P., Cervetti, M. (2000). Training responding behaviors in students with autism: Using videotaped self-modeling. Journal of Positive Behavior Interventions, 1, 205-214.

Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33, 353-357.

Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism & Developmental Disorders, 30, 537-552.

Geckeler, A. S., Libby, M. E., Graff, R. B., & Ahearn, W. H. (2000). Effects of reinforcer choice measured in single-operant and concurrent-schedule procedures. Journal of Applied Behavior Analysis, 33, 347-351.

Gottschalk, J.M., Libby, M.E., & Graff, R.B. (2000). The effects of establishing operations on preference assessment outcomes. Journal of Applied Behavior Analysis, 33, 85-88.

Jahr, E., Eldevik, S., & Eikeseth, S. (2000). Teaching children with autism to initiate and sustain cooperative play. Research in Developmental Disabilities, 21, 151-169.

Moore, M., & Calvert, S. (2000). Brief report: vocabulary acquisition for children with autism: teacher or computer instruction. Journal of Autism & Developmental Disorders, 30, 359-362.

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism & Developmental Disorders, 31, 377-384.

Sherer, M., Pierce, K.L., Paredes, S., Kisacky, K.L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology. Which is better, "self" or "other" as a model? Behavior Modification. 25, 140-158.