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Publications
Fortunately, modern research has yielded
enormous new knowledge that has materially changed the outlook
for children with autism. Autism Spectrum Therapies
(AST), a nonpublic agency,
employs many of these findings in crafting personalized
programs that address the various needs of these children,
their families, schools and communities.
Publications by Autism Spectrum Therapies' Staff:
Publications by Dr. Frea:
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.
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. (2000). A review of “Antecedent
Control.” Journal of the Association for Persons with Severe Handicaps, 25,
123-124.
Frea,
W. D. (2004). Review of families and positive behavior support. American
Journal of Mental Retardation, 109.
Frea,
W.D. (2006). Teaching social skills to students on the autism spectrum. Impact, 19, 20-21
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., Craig-Unkefer, L., Odom, S. L., & 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.
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., & Hughes, C. (1997).
Functional analysis and treatment of social-communicative behavior of
adolescents with developmental delays. Journal of Applied Behavioral Analysis, 30,
701-704.
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. & McNerney, E. (In press). Early intensive intervention programs for
children with autism. In J.K. Luisellil et al. (eds.), Effective Practices for Children with Autism: Educational and Behavior
Support Interventions that Work.
Frea, W.D. & Molko R.G. (2004). Examining the structure of you ABA program. The Autism and Aspergers Syndrome Digest, 20-48.
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.
Harper, C., Symon, J.B.,
& Frea, W.D. (2007). Recess is time-in: Using peers to improve social
skills of children with autism. Journal
of Autism and Developmental Disorders, 28,
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,
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, 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.
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.
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.
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.
Liber,
D. B., Frea, W.D., & Symon, J.B. (2007). Using Time-Delay to Improve Social
Play Skills with Peers for Children with Autism. Journal of Autism and Developmental Disorders, 28,
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.
[Republished in 2003, in, Positive Behavior Support: Critical Articles on Improving Practice for
Individuals with Severe Disabilities. L. Bambara, G. Dunlap, & I.S.,
Schwartz.]
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.
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.
Paul, A.S. & Frea, W.D. (2002). Supporting a night time routine for a young
child with autism. Journal of Positive Behavior Intervention, 3,
61-63.
Reviews
of Above Research
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
(1999) “Interview with Dr. William Frea,” Momentum, 29, 12-16.
Publications by Dr. Molko:
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.
Gershater-Molko, R. M., Lutzker, J. R., & Sherman, J. (in press).
Intervention in child neglect: An Applied Behavioral perspective. Aggression
and Violent Behavior.
Gershater-Molko, R. M., Lutzker, J. R., & Sherman, J. (in press).
Assessing child neglect. Aggression and Violent Behavior.
Gershater-Molko, R. M., Lutzker, J. R., & Wesch,
D. (in review). Using recidivism to evaluate Project SafeCare: An ecobehavioral
approach to teach “bonding”, safety, and health care skills.
Gershater-Molko, R. M., Lutzker, J. R., & Wesch,
D. (in press). Reducing stress, depression, and risk by teaching health,
safety, and bonding to families reported for, and at-risk for, child
maltreatment. Journal of Family Violence.
Gershater-Molko, R. M., Lutzker, J. R., & Wesch,
D. (for submission). Project SafeCare: Improving health, safety, and bonding,
in families reported for, and at-risk for, child maltreatment.
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.
Frea, W.D. & Molko R.G. (2004). Examining the structure of you ABA program. The Autism
and Aspergers Syndrome Digest, 20-48.
Publications by Dr.
McNerney:
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.
Beutler,
L. E., & McNerney, E. K. (1999).
Psychology under attack. Psychotherapy Bulletin, 34, 34-38.
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.,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,
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.
Publications by Dr.
Daneshvar:
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.
Ridgway:
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.
LaRue, R.H., Northup, J.,
Baumeister, A.A., Hawkins, M.F., Seale, L., Williams, T., & Ridgway, A. (in press). An
evaluation of the effects of stimulant medication on the reinforcing efficacy of
play. Journal of Applied Behavior Analysis.
Ridgway, A., LaRue, R., Northup,
J., Baumeister, A., Hawkins, M., Fountain, L., Pellegrin, A., Seale, L.,
& Williams, T. (2007). An evaluation of the effects of stimulant medication during times of
play in children with ADHD. Manuscript in preparation for publication.
Ridgway, A., Mandal, R.,
Short, R.J., & Sheridan, K. (2007). Characteristics of doctoral school psychologists
in school-based and non-school based settings: A follow-up. Manuscript in preparation for publication.
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.
Snyder,
P., Eason, J.M.,
Philibert, D., Ridgway, A., & McCaughey, T. (in press). Concurrent
validity and reliability of the Alberta Infant Motor Scale in infants
at dual risk for
motor delays. Physical and Occupational Therapy in Pediatrics.
Publications
by Dr. Le:
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. Roest
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 Kari Berquist
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).
Charlop-Christy, M.H., Berry, D.L., & Berquist, K.L. (In press)An Application of the
Picture Exchange Communication System (PECS) with Children with Autism and a Visually
Impaired Person. Journal of Developmental and Physical Disabilities (in press).
Berquist, K.L. (In preparation) Teaching parents of children with autism to evaluate
interventions.
Publications by Gina Chang
Charlop-Christy, M. H., Gilmore, L., & Chang, G. T. (accepted for publication). Using Video Modeling to Increase Variation in the Conversation of Children with Autism. Journal of Special Education Technology.
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.
RECENT CONFERENCE PRESENTATIONS
BY AST STAFF
A Transition Support Model from Home-Based ABA
to School-Based Services for Children with Autism.
(2005). Paper presented at the annual western regional conference of the
California Association for Behavior Analysis. Dana
Point, California.
A parent education program for Stimulating Infants
at Risk for Developmental Disabilities. (2005). Paper presented
at the annual western regional conference of the California Association for
Behavior Analysis. Dana Point, California.
Practical Issues in Implementing an ABA
Program at Home and School. (2005). Paper presented at the
annual conference of the Autism Society of America-Los Angeles. Los Angeles.
Including Peers to Increase Social and Play Skills
for Children with Autism in School Settings. (2006). 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.
Improving social skills during recess using peer
mediation stragegies. (2007). Hawaii International Conference in
Education.
Improving social interactions between children with
autism using a time delay procedure (2007). Hawaii International Conference in
Education.
Increasing appropriate social play initiations
between children with autism and non-disabled peers (2007)using peer mediation
and self-management. Hawaii International Conference in
Education.
Parent education program for stimulating infants at
risk for autism: Another look. (2007). Paper presented at the
international conference of the Association for Behavior Analysis. San Diego, California.
PUBLICATIONS
SUPPORTING OUR 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
A.
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.
B.
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.
C. 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.
D. Task
Variation
Dunlap, G., and
Koegel, R.L. (1980) Motivating autistic children through
stimulus variation. Journal of Applied Behavior Analysis,
13, 619-627.
E. 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.
F.
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.
G.
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.
H.
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.
I. 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.
J.
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.
K.
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,
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