Modern research has yielded an enormous amount of new knowledge that is changing the outlook for individuals with autism. AST employs many of these findings in crafting personalized programs that address the unique needs of these individuals and their families, schools and communities.

Our founders have years of research and published work behind them, have a respected presence in academic and professional communities, and serve on the editorial boards of top research journals. Many of our staff members also contribute to the ABA knowledge base by publishing research and articles related to autism and autism therapies.

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Publications by Dr. William Frea, BCBA-D

Frea, W.D. (2009) Get ‘Em While They’re Young: How Infant Stimulation Programs Can Make a Big Impact on Little Ones. Exceptional Parent Magazine (online version).

Daneshvar, S., Frea, W.D., & Molko, R. (2009). Generalizing in-home treatment gains. In, C. Whalen (Ed.), Real Life, Progress for Children with Autism Spectrum Disorders: Strategies for Successful Generalization in Natural Environments.

Liber, D. B., Frea, W.D., & Symon, J.B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323.

Harper, C., Symon, J.B., & Frea, W.D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.

Frea, W.D. & McNerney, E. (2008). Early intensive applied behavior analysis intervention for autism. In J.K. Luisellil et al. (eds.), Effective Practices for Children with Autism: Educational and Behavior Support Interventions that Work, 84-110.

Frea, W.D. (2006). Teaching social skills to students on the autism spectrum. Impact, 19, 20-21.

Frea, W. D. (2004). Review of families and positive behavior support. American Journal of Mental Retardation, p. 109.

Frea, W.D. & Molko R.G. (2004). Examining the structure of your ABA program. The Autism and Aspergers Syndrome Digest, 20-48.

Koegel, L.K., Koegel, R.L., Frea, W.D., & Grenn-Hopkins, I. (2003). Priming as a Method of Coordinating Educational Services for Students with Autism. Language, Speech, and Hearing Services in Schools, 34, 228-235.

Moes, D., & Frea, W.D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disabilities,23, 521-534.

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

Frea, W. D., Arnold, C. L., & Vittimberga, G.L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Interventions, 3, 194-198.

Frea, W.D. (2000). A review of “Antecedent Control.” Journal of the Association for Persons with Severe Handicaps, 25, 123-124.

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

Frea, W. D. & Hepburn, S.L. (1999). A demonstration of teaching parents of children with autism how to perform functional assessments to plan interventions for extremely disruptive behaviors. Journal of Positive Behavioral Interventions, 1, 112-116

Frea, W.D., & Vittimberga, G.L. (1999). Behavioral interventions for children with autism. In J.A. Austin & J.E. Carr (Eds.), Handbook of Applied Behavior Analysis. Reno, Nevada: Context Press.

Frea, W. D. (1997).Treating stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the Association for Persons with Severe Handicaps, 22, 28-35.

Frea, W. D., & Hughes, C. (1997). Functional analysis and treatment of social-communicative behavior of adolescents with developmental delays. Journal of Applied Behavior Analysis, 30, 701-704.

Koegel, R. L., Koegel, L. K., Frea, W. D., & Smith, A. E. (1995). Emerging interventions for children with autism: Longitudinal and lifestyle implications. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes Publishing Co.

Frea, W. D. (1995). Social-communicative skills in high-functioning children with autism. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes Publishing Co.

Mullen, K. B. & Frea, W. D. (1995). A parent-professional consultation model for functional analysis. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes Publishing Co.

Frea, W. D., Koegel, L. K., Koegel, R. L. (1994). Understanding why problem behaviors occur: A guide for assisting parents to analyze causes of behavior and design treatment plans. University of California, Santa Barbara.

Frea, W.D. & Peterson, M. (In Review). Use of peer-mediated pivotal response training in integrated kindergarten classrooms. Journal of Applied Behavior Analysis.

Koegel, R. L., Frea, W. D., & Surratt, A. V. (1994). Self-management as a strategy for modifying problem behavior. In E. Schopler & G. Mesibov (Eds.), Behavioral issues in autism. New York: Plenum Press.

Koegel, R. L. & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal pragmatic skills. Journal of Applied Behavior Analysis, 26, 369-377.

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.

Reviews of research listed above

Autism Research Review International, (1998), Vol. 12. New twist on treating self-stimulatory behavior.

A comprehensive review of: Frea, W. D. (1997). Treating stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the Association for Persons with Severe Handicaps, 22, 28-35.

Published Interviews

“Interview with Dr. William Frea,” Momentum, 29, 12-16. (1999)

Publications by Dr. Ronit Molko, BCBA-D

Daneshvar, S., Frea, W.D., & Molko, R. (2009). Generalizing in-home treatment gains. In, C. Whalen (Ed.), Real Life, Progress for Children with Autism Spectrum Disorders: Strategies for Successful Generalization in Natural Environments.

Frea, W.D. & Molko R.G. (2004). Examining the structure of you ABA program. The Autism and Aspergers Syndrome Digest, 20-48

Gershater-Molko, R. M., & Lutzker, J. R. (1999). Child Neglect. In R. T. Ammerman & M. Hersen (Eds.), Assessment of family violence: A clinical and legal sourcebook, 2nd Edition (pp. 157-183). John Wiley & Sons.

Gershater, R. M., Lutzker, J. R., & Kuehnel, T. G. (1997). Activity scheduling to increase staff-patient interactions. The Clinical Supervisor, 15,115-128.

Lutzker, J. R., Bigelow, K. M., Doctor, R. M., Gershater, R. M., & Greene, B. F. (1998). An ecobehavioral model for the prevention and treatment of child abuse and neglect: History and application. In J. R. Lutzker (Ed.), A handbook of child abuse research and treatment. New York: Plenum.

Publications by Dr. Erin McNerney, BCBA-D

Boettcher, M., Koegel, R. L., McNerney, E. K., & Koegel, L. K. (2003). A Family-Centered Prevention Approach to Positive Behavior Support in a Time of Crisis. Journal of Positive Behavior Interventions, 5, 55-59.

Koegel, L. K., Koegel, R. L.,Openden, D., McNerney, E. Symon, J., Sze, K., & McLain, W. (2003). A Model for Increasing In-Home Services for Children with Autism. Training Manual. University of California, Santa Barbara.

Koegel, R. K., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30, 19-32.

Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. K. (1999). Assessment and treatment of initiations as a prognostic indicator associated with highly favorable outcomes for children with autism. Journal of the Association for Persons with Severe Handicaps, 24, 186-198.

Beutler, L. E., & McNerney, E. K. (1999). Psychology under attack. Psychotherapy Bulletin, 34, 34-38.

Publications by Dr. Sabrina Daneshvar, BCBA-D

Daneshvar, S Charlop-Christy, M.H. (in preparation). A comparison of Steps to Social Success (SSS) and Social Stories for teaching social skills to children with autism. To be submitted to the Journal of Autism and Developmental Disorders.

Charlop-Christy, M.H.,& Daneshvar, S.(in preparation). Using the Picture ExchangeCommunication System (PECS) to teach sight reading skills to children with autism. To be submitted to the Journal of Applied Behavior Analysis.

Charlop-Christy, M.H., & Daneshvar, S. (2002). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavioral Interventions, 5, 12-21.

Le Blanc, L.A., Coates, A.M., Daneshvar, S., Charlop-Christy, M.H., Morris, C., & Lancaster, B. (2003). Using video modeling and reinforcement to teach perspective-taking to children with autism. Journal of Applied Behavior Analysis, 36, 253-257.

Publications by Dr. Andrea Ridgway, BCBA-D

Ridgway, A., LaRue, R., Northup, J., Baumeister, A., Hawkins, M., Fountain, L., Pellegrin, A., Seale, L., & Williams, T. (2009). An evaluation of the effects of stimulant medication during times of play in children with ADHD. Manuscript in preparation for publication.

LaRue, R.H., Northup, J., Baumeister, A.A., Hawkins, M.F., Seale, L., Williams, T., & Ridgway, A. (2008). An evaluation of the effects of stimulant medication on the reinforcing efficacy of play. Journal of Applied Behavior Analysis, 41, 143-147.

Snyder, P., Eason, J., Philibert, D., Ridgway, A., & Jenkins, T. (2008). Concurrent validity of the Alberta Infant Motor Scale (AIMS) and the Peabody Developmental Motor Scales II (PDMS II). Physical Therapy and Occupational Therapy in Pediatrics, 28(3), 267-282.

Gulley, V., Northup, J., Hupp, S.D.A., Spera, S., LeVelle, J., & Ridgway, A. (2003). Sequential evaluation of behavioral treatments and methylphenidate dosage for children with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 36(3), 375-378.

Ridgway, A., Northup, J., Pellegrin, A., LaRue, R., & Hightshoe, A. (2003). Effects of recess on the classroom behavior of children with and without attention deficit hyperactivity disorder. School Psychology Quarterly, 18(3), 253-268.

Publications by Dr. Loc Le, BCBA-D

Charlop-Christy, M. H., Carpenter, H. M., Le, L., LeBlanc, L., & Kellet, K. (2002). Using the Picture Exchange Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-231.

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

LeBlanc, L., Le, L., & Carpenter, H. M. (2000). Behavioral treatments. In M. Hersen and M. Ammerman (Eds.), Advanced Abnormal Child Psychology, 2nd Edition. New Jersey: Lawrence Erlbaum Associates, Inc.

Publications by Dr. Erica Roest, BCBA-D

Roest, E. R. (In preparation). A comparison of discrete trial training and fluency training for the acquisition, application, and retention of expressive noun labels in children with autism.

Publications by Dr. Kari Berquist, BCBA-D

Charlop, M.H., Berry, D.L., & Berquist, K.L. (2008) An application of the Picture Exchange Communication System (PECS) with children with autism and a visually impaired person. Journal of Developmental and Physical Disabilities, 20, 509-525.

Charlop-Christy, M.H. & Berquist, K.L. (in preparation) Increasing social initiations in nonverbal children with autism: A comparison of Modified Incidental Teaching Sessions (MITS) and Discrete Trial Training (DTT).

Berquist, K.L. (In preparation) Teaching parents of children with autism to evaluate interventions.

Publications by Dr. Gina Chang, BCBA-D

Charlop-Christy, M. H., Gilmore, L., & Chang, G. T. (2009). Using Video Modeling to Increase Variation in the Conversation of Children with Autism. Journal of Special Education Technology, 23.

Charlop, M. H., Greenerg, A. & Chang, G. T. (in press). Augmentative and Alternative Communication Systems for Children with Autism Spectrum Disorders in D. G. Ameral, G. Dawson, & D. H. Geschwind (Eds.), Autism Spectrum Disorders.

Charlop-Christy, M. H & Chang, G. T., (in preparation). Differential efficacy of generalization strategies: A comparative analysis of multiple exemplar training, indiscriminable contingency training, and reinforced generalization training.

Charlop-Christy, M. H & Chang, G. T., (in preparation). Differential diagnoses: Where are the boundaries? A review of the literature.

Publications by Dr. Chisato Komatsu, BCBA-D

Okajima, M., Komatsu, C., & Harai, H. (2008). [Obsessive compulsive disorder]. In K. Uchiyama & Y. Sakano (Eds.), [Techniques of Cognitive Behavioral Therapy in Clinical Settings]. Tokyo: Nippon-Hyoro-Sha.

Komatsu, C., & Witt, J. C. (2006). Assessing Effects of Directive Complexity on Accuracy of Task Completion in English Language Learners, School Psychology Review, 35, 552-567.

Conference Presentations and Posters by AST Staff

A Parent Education Program for Stimulating Infants at Risk for Developmental Disabilities. Paper presented at the annual western regional conference of the California Association for Behavior Analysis. Dana Point, California. (2005)

Practical Issues in Implementing an ABA Program at Home and School. Paper presented at the annual conference of the Autism Society of America-Los Angeles. Los Angeles. (2005)

Including Peers to Increase Social and Play Skills for Children with Autism in School Settings. Symposium presented at the International Conference on Positive Behavior Support, Reno, NV. (2006)

Symposium presented at the annual western regional conference of the California Association for Behavior Analysts. San Francisco, California. (2006)

Improving social skills during recess using peer mediation strategies. Hawaii International Conference in Education. (2007)

Improving social interactions between children with autism using a time delay procedure. Hawaii International Conference in Education. (2007)

Increasing appropriate social play initiations between children with autism and non-disabled peers using peer mediation and self-management. Hawaii International Conference in Education. (2007)

Parent education program for stimulating infants at risk for autism: Another look. Paper presented at the international conference of the Association for Behavior Analysis. San Diego, California. (2007)

Publications Supporting AST Interventions:

Overview of Pivotal Response Approach

Koegel, L. K. (2000). Interventions to facilitate communication in autism. Journal of Autism & Developmental Disorders, Vol 30(5), Special Issue: Treatments for people with autism and other pervasive developmental disorders: Research perspectives. pp. 383-391.

Koegel, L.K., Koegel, R.L., Harrower, J.K., & Carter, C.M. (1999). Pivotal Response Intervention I: Overview of Approach. Journal of the Association for Persons with Severe Handicaps.

Koegel, R. L., Koegel, L, K., Carter, C. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, Vol 28(4), pp. 576-594.

Long-Term Outcome Data

Koegel, L.K., Koegel, R.L., Shoshan, Y. & McNerney, E. (1999) Pivotal Response Intervention II: Preliminary Long-Term Outcome Data. Journal of the Association for Persons with Severe Handicaps.

Empirical Studies of Pivotal Response Approach

Motivation

Koegel, L.K., Koegel, R.L., & Smith, A. (1997). Variables related to differences in standardized test outcomes for children with autism. Journal of Autism and Developmental Disorders, 27, 233-244.

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

Koegel, R.L., and Egel, A.L. (1979). Motivating autistic children. Journal of Abnormal Psychology, 88, 4118-4126

Koegel, R.L., Koegel, L.K., and Surratt, A.V. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22 (2), 141-153.

Koegel,R.L., O’Dell, M.C., and Koegel, L.K. (1987). A natural language paradigm for teaching non-verbal autistic children. Journal of Autism and Developmental Disorders, 17, 187-199.

Choice-Making Strategies

Kern, L., Vorndran, C.M., Hilt, A., Ringdahl, J.E., Adelman, B.E., & Dunlap, G. (1998). Choice as an intervention to improve behavior: A review of the literature. Journal of Behavioral Education, 8(2), 151-169.

Koegel, R.L., Dyer, K., and Bell, L.K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243-252.

Lerman, D.C., Iwata, B.A., Rainville, B. Adelinis, J.D., Crosland, K., & Kogan, J. (1997). Effects of reinforcement choice on task responding in individuals with developmental disabilities. Journal of Applied Behavior Analysis, 30 (3), 411-422.

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

Peck, S.M., Wacker, D.P., Berg, W.K., Cooper, L.J., Brown, K.A., Richmand, D., McComas, J.J., Fischmeyer, P., & Millard, T. (1996). Choice-making treatment of young children's severe behavior problems. Journal of Applied Behavior Analysis, 29(3), 263-291.

Peck-Peterson, S.M., Caniglia, C., & Royster, A. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism, 16(4), 240-246.

Romaniuk, C., & Miltenberger, R.G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3(3), 152-159.

Shevin, M., & Klein, N.K. (1984). The importance of choice-making skills for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 9(3), 159-166.

Vaughn, B.J., & Horner, R.H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30(2), 299-312.

Reinforcing Attempts

Koegel, R.L., O’Dell, M.C., and Dunlap, G. (1998). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, Vol. 18, No. 4, 525-538.

Task Variation

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

Natural Reinforcers

Koegel, R.L., and Williams, J. (1980). Direct vs. indirect Response-reinforcer relationships in teaching autistic children. Journal Of Abnormal Child Psychology, 4, 537-547.

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

Initiations

Carter, C.M., Koegel, L.K., & Koegel, R.L. (1996, May). Generalized effects of question-asking on acquisition of language Structures. Poster presented at the annual international meeting of the Association for Behavior Analysis, San Francisco, CA.

Koegel, L.K., Camarata, S., Valdez-Menchaca, M., Koegel, R.L. (1998). Generalization of question asking in children with autism. American Journal on Mental Retardation, 102, 346-357.

Inclusion

Egel, A.L., Richman, G., and Koegel, R.L. (1981). Normal peer 15 Models and autistic children’s learning. Journal of Applied Behavior Analysis, 14, 3-12.

Gena, A., & Kymissis, E. (2001). Assessing and setting goals for the attending and communicative behavior of three preschoolers with autism in inclusive kindergarten settings. Journal of Developmental and Physical Disabilities, 13, 11-26.

Hall, L., McClannahan, L., Krantz, P. (1995). Promoting independence in integrated classrooms by teaching aids to use activity schedules and decreased prompts. Education & Training in Mental Retardation I Developmental Disabilities, Vol 30(3), pp. 208-217.

Harrower, J., & Dulnlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762-784.

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, Vol 1(1), pp. 26-34.

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

McClannahan, L., Krantz, P. (1999). Activity schedules for children with autism: Teaching independent behavior. pp. 117.

McClannahan, L., Krantz, P. (1997). In search of solutions to prompt dependence: Teaching children with autism to use photographic activity schedules. In: Bear, Donald (Ed); Pinkston, Elsie (Ed). Environment and Behavior, pp. 271-278.

Russo, D.C., and Koegel, R.L. (1977). A method for integrating 16 An autistic child into a normal public school classroom. Journal of Applied Behavior Analysis, 10, 579-590.

Schreibman, L., Anderson, A. (2001). Focus on integration: The future of the behavioral treatment of autism. Behavior Therapy, Vol 32(4), pp. 619-632.

Self-Management

Dunlap, L.K., Dunlap, G., Koegel, L.K., and Koegel, R.L. (1991). Using self-monitoring to increase student’s success and independence. Teaching Exceptional Children, 23, 17-22.

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

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(2), 341-353.

Koegel, R.L., and Koegel, L.K. (1990). Extended reductions in stereotypic behaviors through self-management in multiple community settings. Journal of Applied Behavior Analysis, 1, 119-127.

Functional Assessment

Boettcher, M., Koegel, R., McNerney, E. (2003). A family-centered prevention approach to PBS in a time of crisis. Journal of Positive Behavior Interventions, Vol 5(1) pp. 55-59.

Carr, E., Dunlap, G., Horner, R. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, Vol 4(1). pp. 4-16.

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

Carr, E.G., Levin., L., McConnachie, G., Carlson, J.I., Kemp, D. C., Smith, C.E., & McLaughlin, D.M. (1999). Comprehensive multisituational intervention for problem behavior in the community: Long-Term maintenance and social validation. Journal of Positive Behavior Interventions, 1, 1 , 5-25.

Chandler, L.K., Dahlquist, C.M., Repp, A.C., & Feltz, C. (1999). The effects of team-based functional assessment on the behavior of students in classroom settings. Exceptional Children, 66, 101-122.

Frea, W.D., & Hepburn, S.L. (1999). Teaching parents of children with autism to perform functional assessments to plan interventions for extremely disruptive behaviors. Journal of Positive Behavior Interventions, 1, 112-116, 122.

Koegel, L. K., Koegel, R. L. (1998) Reducing aggression in children with autism toward infant or toddler siblings. Journal of the Association for Persons with Severe Handicaps, Vol 23(2), pp. 111-118.

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

Coordination of Interventions

Dunlap, G., Koegel, R.L., & Kern, L. (1984). Continuity of Treatment: Toilet training in multiple community settings. Journal of the Association for the Severely Handicapped, 2, 134-141.

Frea, W.D., & Molko, R.G. (2003). Examining the structure of your ABA program. The Autism and Aspergers Syndrome Digest.

Koegel, R.L., Egel, A.L., and Williams J. (1980). Behavioral contrast and generalization across settings in treatment of autistic children. Journal of Experimental Child Psychology, 30, 422-437.

Overselectivity/Multiple Cues

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

Koegel, R.L., Schreibman, L., Britten, K., and Laitinen, R. (1979). The effect of reinforcement schedule on stimulus overselectivity in autistic children. Journal of Autism and Developmental Disorders, 2, 383-397.

Schreibman, L., Charlop, M.H., and Koegel, R.L. (1982) Teaching autistic children to use extra stimulus prompts. Journal of Experimental Child Psychology, 33, 475-491.

Schreibman, L., Koegel, R.L., and Craig, M.S. (1977). Reducing stimulus overselectivity in autistic children. Journal of Abnormal Child Psychology, 5, 425-436.

Parent Education

Koegel, R.L., Bimbela, A., & Schreibman, L. (1996). Collateral Effects of parent training on family interactions. Journal of Autism and Developmental Disorders.

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

Koegel, R.L., Schreibman, L., Johnson, J., O’Neill, R.E., and Dunlap, G. (1984). Collateral effects of parent-training on families with autistic children. In R.F. Dangel and R.A. Polster (Eds.), Behavioral parent-training: Issues in research and practice. New York: Guild Press.

Moes, D., Koegel, R.L., Schreibman, L., & Loos, L.M. (1992) Stress profiles for mothers and fathers of children with autism. Psychological Reports, 71, 1272-1274.

Schreibman, L., Kaneko, W., and Koegel, R.L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22, 479-490.

Comparisons with other Approaches

Howard, J.S., et al. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359-383.

Bernard-Opitz, V., Ing, S, & Kong, T.Y. (2004). Comparison of behavioural and natural play interventions for young children with autism. Autism, 8, 319-333

Delprato, D.J. (2001). Comparisons of discrete –trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315-325.

Elliott, R.O., Hall, K.L., and Soper, H.V. (1991). Analog language teaching versus natural language teaching: generalization and retention of languagelearning for adults with autism and mental retardation. Journal of Autism and Developmental Disorders, 21, 433-446.

Frea, W.D., and Vittimberga. (1999). Behavioral interventions for children with autism. Applied Behavior Analysis, 10, 1-27.

Spradlin, J.E., and Siegel, G.M. (1982). Language training in natural and clinical environments. Journal of Speech and Hearing Disorders, 47, 2-6.

Naturalistic Approaches – Reviews of Research

Camarata, S.M. (1995). On the importance of integrating naturalistic language, social intervention, and speech-intelligibility training. Positive Behavioral Support, (pp.333-351). Baltimore, MD: Paul H. Brookes Publishing Co.

Kaiser, A.P., and Hester, P.P. (1995). How everyday environments support children’s communication. Positive Behavioral Support, (pp. 145-162). Baltimore MD. Paul H. Brookes Publishing Co.

Koegel, R.L., Koegel, L.K., and Frea, W.D., Smith, A.E. (1995). Emerging interventions for children with autism. Teaching Children with Autism, (pp.1-15). Baltimore, MD. Paul H. Brookes Publishing Co.

Schreibman, L., Stahmer, A.C., and Pierce, K.L. (1995). Alternative applications of pivotal response training. Positive Behavioral Support, (pp.353-371).Baltimore, MD. Paul H. Brookes Publishing Co.

Self-Management

Callahan, K., & Rademacher, J.A. (1999). Using self-management strategies to increase the on-task behavior of a student with autism. Journal of Positive Behavior Interventions, 1, 117-112.

Frea, W.D., and Hughes, C. (1997). Functional analysis and treatment of social-communicative behavior of adolescents with developmental disabilities. Journal of Applied Behavior Analysis, 30, 701-704.

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

Koegel, L.K., Koegel, R.L., Hurley, C., and 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., and Frea, W.D. (1994). Self-management of problematic social behavior. Autism Research Center, University of California, Santa Barbara.

Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using a self-management treatment program. Journal of Autism and Developmental Disorders, 30, 599-606.

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, 447-459.

Collaborating with Families

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

Frea, W.D. (2004). Review of families and positive behavior support. American Journal of Mental Retardation, 109.

Frea, W.D., and Hepburn, S.L. (1999). Teaching parents of children with autism to perform functional assessments to plan interventions for extremely disruptive behaviors. Journal of Positive Behavior Interventions, 1,112-116, 122.

Koegel, R.L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and developmental Disorders, 26, 347-359.

Moes, D.R., and Frea, W.D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disabilities, 32.

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

Mullen, K.B., and Frea, W.D. (1995). A parent –professional consultation model for functional analysis. Teaching Children with Autism, (pp.175-188). Baltimore, MD. Paul H. Brookes Publishing Co.

Paul, A.S., and Frea, W.D. (2002). The importance of understanding the goals of the family. Journal of Positive Behavior Interventions, 4, 61-63

Positive Behavior Supports

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based intervention for problem behavior: A user’s guide for producing positive changes. Baltimore: Brookes

Carr, E.G., Horner, R.H., Turnball, A.P., Marquis, J., Magito-Mclaughlin, D., McAtee, M.L., et al. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.

Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., et al. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16, 20.

Horner, R.H., & Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.

Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support. Baltimore: Brookes.

Schreibman, L., Whalen, C., & Stahmer, A.C. (2000). The use of video priming to reduce distruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2, 3-11.

Social Skills

Baker, M.J., Koegl, R.L. & Koegel, L.K. (1999). Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe handicaps, 23, 300-308.

Frea, W.D. (1995). Social-communicative skills in higher-functioning children with autism. Teaching Children with Autism, (pp.53-66).Baltimore, MD. Paul H. Brookes Publishing Co.

Frea, W.D., Unkefer, L.C., Odom, S, L., and Johnson, D. (1999). Differential effects of structured social integration and group friendship activities for promoting social interaction with peers. Journal of Early Intervention, 22, 230-242.

Garfinkle, A., & Schwartz, I. (2002) Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26-42.

Kamps, D., et al. (2001). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68, 173-187.

Kamps, D.M., Leonard, B.R., Vernon, S., Dugan, E.P., & Delquadri, J.C. (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.

Kamps, D.M., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J., et al. (2002). Peer training to facilitate social interactions for elementary students with autism and their peers. Exceptional Children, 68, 173-187.

Koegel, R.L., and Frea, W.D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-377.

Krantz, P. (2000). Commentary: Interventions to facilitate socialization. Journal of Autism & Developmental Disorders, Vol 30(5), pp. 411-413.

Krantz, P., McClannahan, L. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, Vol 31(2). pp. 191-202.
Kuttler, S., Myles, B.S., & Carlson, J.K. (1998). The use of social stories to reduce precursors to tantrum behaviors in a student with autism. Focus on Autism and other Developmental Disabilities, 13, 176-182.

Laushey, K.M., & Heflin, L.J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers and tutors. Journal of Autism and Developmental Disorders, 30, 183-193.

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

McGee, G., Feldman, R., Morrier, M. (1997). Benchmarks of social treatments for children with autism. Journal of Autism & Developmental Disorders, Vol, 27(4), pp. 353-364.

McGee, G., Mann, L. (1993). Nonverbal affective decoding ability in children with autism and in typical preschoolers. Journal of Early Intervention, Vol 17(4), pp. 341-350.

Morrison, L., Kamps, D., Garcia, J., Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237-250.

Pierce, K.L., & 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.

Sarokoff, R.A., Taylor, B.A., & Poulson, C.L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.

Scherer, M., Pierce, K.L., Parededs, 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(1), 140-158.

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, 447-459.

Stevenson, C., Krantz, P, McClannahan, L. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, Vol 15(1), pp 1-20.

Wolfberg, P.J. (1995). Supporting children with autism in play groups with typical peers: Description of model and related research. International Play Journal, 3(1), 38-51.

Wolfberg, P.J., & Schuler, A.L. (1993). Fostering peer interation, imaginative play, & spontaneous language in children with autism. Child Language Teaching and Therapy, 15(1), 41-52.

Self Stimulation

Frea, W.D. (1997). Reducing stereotypic behavior by teaching orienting
responses to environmental stimuli. Journal of the Association for Persons with
Severe Handicaps, 22, 28-35.

Review of William Frea’s Research. (1998), Vol. 12. New Twist on treating
self-stimming.

Augmentative Communication

Bondy, A., Frost, L. (2002). A picture’s worth: PECS and other visual communication strategies in autism. xii, 155 pp.

Bondy, A., Frost, L. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, Vol 9(3), pp. 1-19.

Durand, V.M. (1999) Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32, 247-267.

Dyches, T.T. (1998). Effects of switch training on the communication of children with autism and severe disabilities. Focus on Autism and Other Developmental Disabilities, 13, 151-162.

Frea, W.D., Arnold, C.L., and Vittimberga, G.L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Interventions, 3, 194-198.

Frost, L., & Bondy, A. (1994). The Picture Exchange Communication System training manual. Cherry Hill, NJ: PECS

Goldstein, H. (2002). Communication interventions of children with autism: A review of treatment efficacy. Journal of Autism and Developmental Disorders, 32, 373-396.

Hancock, T.B.,, & Kaiser, A.P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topic in early childhood education special education, 22, 39-54.

Hemmeter, M.L., & Kaiser, A.P. (1994) Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269-289.

Kaiser, A.P., Hancock, T.B., Nietfeld, J.P. (2002). The effects of parent-implemented enhanced milieu teaching on the social communication of children with autism. Early Education and Development, 11, 423-446.

Kaiser, A.P., & Hester, P.P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and hearing Research, 37, 1320-1340.

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.

Schwartz, I.S., Garfinkle, A.N., & Bauer, J. (1998). The Picture Exchange Communication System: Communicative outcomes for young children with disabilities. Topics in Early childhood Special Education, 18, 144-159.

Visual Supports

Bryan, L.C., & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.

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.

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, 411-481.

Priming

Harrower, J.K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762-784.

Koegel, L.K., Koegel, R.L., Frea, W.D., & Grenn-Hopkins, I. (2003). Priming as a method of Coordinating Educational Services for Students with Autism. Language, Speech, and Hearing Services in Schools, 34, 228-235.

Schreibman, L., Whalen, C., & Stahmer, A.C. (2000). The use of video priming to reduce distruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2, 3-11.

Structure of Classroom

Bolmer, L. (1997). Best practices in working with students with autism. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 1031-1038). Washington, DC: The National Association of School Psychologist.

Earles, T.L., Carlson, J.K., & Bock, S.J. (1998). Instructional strategies to facilitate successful learning outcomes for students with autism. In R.L. Simpson & B.S. Myles (Eds.), Educating children and youth with autism: Strategies for effective proactive (pp. 55-111). Autism: PRO-ED.

Gresham, F.M., Beebe-Frankenberger, M.E., & MacMillian, D.L. (1999). A selective review of treatments for children with autism: Description and methodological considerations. School Psychology Review, 28, 559-575.

Heflin, L.J., & Alverto, P.A. (2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16, 93-101.

Hurth, J., Shaw, E., Izeman, S.G., Whaley, K.& Rogers, S.J. (1999). Areas of agreement about effective practices among programs serving young children with autism spectrum disorders. Infants and young Children. 12(2), 3-20.

Logan, K.R., Bakeman, R., & Keefe, E.G. (1997) Effects of instructional variables of engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-497.

Olley, J.G., & Reeve, C.E. (1997) Issues of curriculum and classroom structure. In D.J. Cohen & F.R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 484-508). New York: Wiley.

Other Empirical Studies Leading to Development of the Pivotal Response Model

Dunlap, G., Dyer, K., and Koegel, R.L. (1983). Autistic self- 34 stimulation and intertrial interval duration. American Journal of Mental Deficiency, 2, 194-202.

Dunlap, G., Koegel, R.L., Johnson, J., and O’Neill, R.E. (1987). 38 Maintaining performance of autistic clients in community settings with Delayed contingencies. Journal of Applied Behavior Analysis, 20, 184-191.

Fenske, E., Krantz, P., McClannahan, L. (2001). Incidental teaching: A not-discrete-trial teaching procedure. In: Maurice, Catherine (Ed): Green, Gina (Ed). Making a difference: Behavioral intervention for autism, Austin, Tx, Pro-ED, Inc. pp. 75-82.

Koegel, L. K., Camarata, S. M., Valdez-Menchaca, M. (1998). Setting generalization of question-asking by children with autism. American Journal on Mental Retardation, Vol 102(4), pp. 346-357.

Kern, L., Koegel, R.L., and Dunlap, G. (1984). The influence of 37 Vigorous vs. mild exercise on autistic stereotyped responding. Journal of Autism and Developmental Disorders, 14, 57-67.

Kern, L., Koegel, R.L., Dyer, K., Blew, P.A., and Fenton, L.R. 36 (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 4, 399-419.

Koegel, R.L., Dunlap, G., and Dyer, K. (1980). Intertrial interval 35 Duration and learning in autistic children. Journal of Applied Behavior Analysis, 13, 91-93.

Koegel, R.L., & Frea, W.D. (1993). Treatment of social behavior 40 in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-377.

Schreibman, L., Koegel, R.L., Mills, J.I., AND Burke, J.C. (1981). 39 Social validation of behavior therapy with autistic children. Behavior Therapy, 12, 610-624.