KIPBS

The links below are intended to help you navigate among the pages related to Autism Spectrum Disorder

PBS Readings and Research Related to Autism Spectrum Disorder

  • Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84.

  • Barry, L.M., & Singer, G.H.S. (2001). A family in crisis: Replacing the aggressive behavior of a child with autism toward an infant sibling. Journal of Positive Behavior Interventions, 3, 28-38.

  • Becker-Cottrill, B., McFarland, J., & Anderson, V. (2003). A model of positive behavioral support for individuals with autism and their families: The family focus process. Focus on Autism, 18, 113-123.

  • Brookman, L., Boettcher, M., Klein, E., Openden, D., Koegel R.L., Koegel, L.K. (2003). Facilitating social interactions in a community summer camp setting for children with autism. Journal of Positive Behavior Interventions, 5, 249-252.

  • Carter, C.M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.

  • Cunningham, E. & O’Neill, R.E. (2000). Comparison of results of functional assessment and analysis methods with young children with autism. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406–414.

  • 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. (1999). Consensus, engagement, and family involvement for young children with autism. Journal of the Association for Persons with Severe Handicaps, 24, 222-225.

  • Dunlap, G., & Fox, L. (1999a). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87.

  • Dunlap, G., & Fox, L. (1999b). Supporting families of young children with autism. Infants and Young Children, 12, 48-54.

  • Dunlap, G., & Koegel, R.L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13(4), 619-627.

  • Dunlap, G. & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1, 77-87.

  • Durand, V.M. (2002). Treating sleep terrors in children with autism. Journal of Positive Behavior Interventions, 4(2), 66-72.

  • Durand, V.M., & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

  • Fox, L., Benito, N., & Dunlap, G. (2002). Early intervention with families of young children with autism and behavior problems. In J.M. Lucyshyn, G. Dunlap, & R.W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp.251-269). Baltimore: Brookes.

  • Fox, L., Dunlap, G., & Philbrick, L.A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Interventions, 21, 1-14.

  • Kern, L., Koegel, R.L., Dyer, K., Blew, P.A., & Fenton, L.R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12, 399-419.

  • Koegel, L.K. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383-392.

  • Koegel, L.K., Harrower, J.K., Koegel, R.L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.

  • Koegel, L.K., Koegel, R.L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech & Hearing Services in Schools, 34(3), 228-235.

  • Koegel, L.K., Koegel, R., Frea W., & Fredeen, R. (2001) Identifying early intervention targets for children with autism in inclusive school settings. Behavior Modification, 25, 745-761.

  • 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, L.K., Koegel, R.L., Nefdt, N., Fredeen, R.M., Klein, E., & Bruinsma, Y. (2006). First S.T.E.P: A model for the early identification of children with autism spectrum disorders. Journal of Positive Behavior Interventions, 7, 247-252.

  • Koegel, L.K., Koegel, R.L., & Steibel, D. (1998). Reducing aggression in children with autism toward infant or toddler siblings. Journal of the Association for Persons with Severe Handicaps, 23, 111-118.

  • Koegel, R.L. (2007). Social Development in Individuals with High Functioning Autism and Asperger Disorder. Research and Practice for Persons with Severe Disabilities, 32(2), 140-141.

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

  • Koegel, R.L., Carter, C. M., & Kern Koegel, L. (1999). Setting events to improve parent-teacher coordination and motivation for children with autism. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore, MD: Brookes.

  • Koegel, R.L., & Koegel, L.K. (2006). Pivotal Response Treatments for Autism. Baltimore, MD: Brookes.

  • Koegel, R.L., Koegel, L.K., & Brookman, L.I. (2003). Empirically supported pivotal response interventions for children with autism. In A.E. Kazdin (Ed.). Yale University School of Medicine & Child Study Center, Evidence-based psychotherapies for children and adolescents. New York: Guilford Press.

  • Koegel, R.L., Koegel, L.K., & Parks, D.R. (1995). "Teach the individual" model of generalization: Autonomy through self-management. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 67-77). Baltimore: Brookes.

  • Koegel, R.L., Openden, D., & Koegel, L.K. (2004). A systematic desensitization paradigm to treat hypersensitivity to auditory stimuli in children with autism in family contexts. Research & Practice for Person with Severe Disabilities, 29, 122-134.

  • Koegel, R.L., Symon, J.B., & Koegel, L.K. (2002). Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavior Interventions, 4, 88-103.

  • Koegel, R.L., Werner, G.A., Vismara, L.A., & Koegel, L.K. (2005). The effectiveness of contextually supported play date interactions between children with autism and typically developing peers. Research and Practice for Persons with Severe Disabilties, 30, 93-102.

  • Lee, S., Odom, S.L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-679.

  • Lucyshyn, J.M., & Albin, R.W. (1993). Comprehensive support to families of children with disabilities and problem behaviors: Keeping it "friendly." In G.H.S. Singer & L.E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family intervention (pp. 365-407). Baltimore:Brookes.

  • Lucyshyn, J.M., Albin, R.W., Horner, R.H., Mann, J.C., Mann, J.A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150.

  • Lucyshyn, J.M., Albin, R.W., & Nixon, C.D. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single-case analysis. Journal of consulting and Clinical Psychology, 65, 241-251.

  • Lucyshyn, J.M., Kayser, A.T., Irvin, L.K., & Blumberg, R., (2002). Functional assessment and positive behavior support at home with families. In J.M. Lucyshyn, G. Dunlap, & R.W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp.97-132). Baltimore: Brookes.

  • McGrath, A.M, Bosch, S., Sullivan, C.L., & Fuqua, W. (2003). Training reciprocal social interactions between preschoolers and a child with autism. Journal of Positive Behavior Interventions, 5, 47-54.

  • Moes, D.R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps, 23, 319-328.

  • Moes, D.R., & Frea, W.D. (2000). Using family context to inform intervention planning in the treatment for a child with autism. Journal of Positive Behavior Interventions, 2, 40-46.

  • Nickels, C. (1996). A gift from Alex --- The art of belonging: Strategies for academic and social inclusion. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support (pp. 123-144). Baltimore: Brookes.

  • Openden, D., Symon, J.B., Koegel, L.K., Koegel, R.L. (2006) Developing a student respite provider system for children with autism. Journal of Positive Behavior Interventions, 8, 119-123.

  • Peck, C.A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons With Severe Handicaps, 10(4), 183-193.

  • Schreibman, L. and Koegel, R.L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In P.S. Jensen & E.D. Hibbs (Eds.), Psychosocial treatments for child and adolescent disorders. Washington, D.C.: American Psychological Association.

  • Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

  • Stiebel, D. (1999). Promoting augmentive communication during daily routines: A parent problem-solving intervention. Journal of Positive Behavior Interventions, 1, 159-169.

  • Tifft, S., & Cushing, L.S. (2002). On the road to an extraordinary life. In J.M. Lucyshyn, G. Dunlap, and R.W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 271-286). Baltimore: Brookes.

  • Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D., Lassen, S., McCart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children 68(3), 377-402.

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