Articles
ABA-Based Treatment for Children with Autism
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.
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31(3), 264-278.
Fenske,
E. et al. (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., 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.
Howard,
J.S., Sparkman, C.R., Cohen, H.G., Green, G., & Stanislaw, H.
(2005). A comparison of intensive behavior analytic and
eclectic treatments for young children with autism. Research in
Developmental Disabilities, 26, 359-383.
Lovaas,
O. I. (1987). Behavioral treatment and normal educational and
intellectual functioning in young autistic children. Journal
of Consulting and Clinical Psychology, Vol. 55,
pages 3-9.
Lovaas & Smith (1988). Intensive
behavioral treatment for young autistic children. Advances
in Clinical Child Psychology, Vol II, 285-323.
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, Vol. 97,
359 - 372.
NYS
Department of Health, Consensus Panel (1999) Clinical Practice
Guideline: The Guideline Technical Report. Autism/Pervasive
Developmental Disorders, Assessment and Intervention for Young
Children (Ages 0-3 Years), no. 4217, NYS Department of Health,
Albany, NY.
Ozonoff,
S., & Cathcarr, K. (1998). Effectiveness of a home program
intervention for young children with autism. Journal of Autism
and Developmental Disorders, 28(1), 25-36.
Sallows, G.O. & Graupner, T.D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110(6), 417-438.
Sheinkopf,
S., & Siegel, B. (1998). Home based behavioral treatment of
young children with autism. Journal of Autism and Developmental
Disorders, 28 (1), 15-24.
Applications
of Skinner’s Analysis of Verbal Behavior
Drash,
P.W., High, R.L., & Tudor, R.M. (1999).
Using mand training to establish an
echoic repertoire in young children with autism.
Analysis of Verbal
Behavior, 16,
29-44.
Hall,
G., & Sundberg, M.L. (1987). Teaching mands by manipulating
conditioned establishing operations. The
Analysis of Verbal Behavior, 5, 41-53.
Michael,
J. (1988). Establishing operations and the mand. The
Analysis of Verbal
Behavior,
6, 3-9.
Michael.,
J (1993). Establishing operations. The Behavior Analyst,
16, 191-206.
Ross,
D. E., & Greer, R.D. (2003).
Generalized imitation and the mand: Inducing first instances
of speech in young children with autism.
Research in
Developmental Disabilities, 24 (1), 58-74.
Shafer,
E. (1994). A review of interventions to teach a mand repertoire.
Analysis of Verbal Behavior, 12, 53-66.
Sundberg,
M.L. (1993). The application of establishing operations. The
Behavior
Analyst,
16, 211-214.
Sundberg,
M.L., & Michael, J. (2001). The benefits of Skinner’s analysis
of verbal behavior for children with autism. Behavior Modification, 25, 698-724
Williams,
G., & Greer, R.D. (1993). A comparison of verbal behavior and linguistic curricula for
training developmentally delayed adolescents to acquire and maintain
vocal speech. Behaviorology,
1, 31-46.
Incidental
Teaching / Natural Environment Training (NET)/Natural Language
Paradigm (NLP)
Halle,
J. (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). Teachers’
generalized use of delay as a stimulus control procedure to increase
language use in handicapped children. Journal
of Applied Behavior Analysis, 14, 389-409.
Halle,
J.W., Marshall, A.M., & Spradlin, J.E. (1979). Time delay: A
technique to increase language use and facilitate generalization in
retarded children.
Hart,
B.M. & Risley, T.R. (1968). Establishing use of descriptive
adjectives in the spontaneous speech of disadvantaged preschool
children. Journal of Applied
Behavior Analysis, 1, 109-120.
Hart,
B. & Risley, T. R. (1975). Incidental teaching of language in
the preschool. Journal of Applied Behavior Analysis, 8,
411-420.
Koegel,
R.L., O’Dell, M.C., & Koegel, L.K. (1987). A natural language
teaching paradigm for non-verbal autistic children. Journal
of Autism and Developmental Disorders, 17(2), 187-200.
McGee,
G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching
approach to early intervention for toddlers with autism. Journal
of the Association for Persons with Severe Handicaps, 24(3),
133-146.
McGee,
G.G., M.C.Almeida, B.Sulzer-Azaroff, and R.S.Feldman 1992 Promoting
reciprocal interactions via peer incidental teaching. Journal of
Applied Behavior Analysis 25:117–126.
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, 17-31.
