Publications Database

Hodgetts S. , Savage A. , McConnell D. (2013)

Experience and outcomes of stepping stones triple P for families of children with autism.

Research in Developmental Disabilities

34(9), pp. 2572-2585.

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Houghton K. et al. (2013)

Promoting child-initiated social-communication in children with autism: Son-Rise Program intervention effects.

Journal of Communication Disorders

46(5), pp. 495-506.

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Howlin P. (2011)

Review: possible benefits from early intensive behavioural and developmental interventions in children with autism spectrum disorders, but more research needed.

Evidence Based Mental Health

14(4),

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Iadarola S. et al.

Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence

Journal of Autism and Developmental Disorders

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Ingersoll B. R. et al.

Efficacy of low intensity, therapist-implemented Project ImPACT for increasing social communication skills in young children with ASD.

Developmental Neurorehabilitation

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Ingersoll B. R. , Dvortcsak A. (2006)

Including parent training in the early childhood special education curriculum for children with autism spectrum disorders

Journal of Positive Behavior Interventions

8(2), pp. 79-87

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Ingersoll B. R. , Wainer A. L. (2013)

Pilot study of a school-based parent training program for preschoolers with ASD.

Autism

17(4), pp. 434-448.

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Karanth P. , Chandhok T. (2013)

Impact of early intervention on children with autism spectrum disorders as measured by inclusion and retention in mainstream schools.

Indian Journal of Pediatrics

November, 80(11), pp. 911-919.

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Kim S. et al. (1998)

Giant Steps-St. Louis: An alternative intervention model for children with autism.

Focus on Autism and Other Developmental Disabilities

13(2), pp. 101-107

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Kuravackel G. M. et al.

COMPASS for Hope: Evaluating the effectiveness of a parent training and support program for children with ASD.

Journal of Autism and Developmental Disorders

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Lambert-Lee K. A. et al. (2015)

Translating evidence-based practice into a comprehensive educational model within an autism-specific special school.

British Journal of Special Education

March, 42(1), pp. 69-86.

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Locke J. et al. (2014)

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention.

Autism

18(4), pp. 370-375.

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Magán-Maganto M. et al. (2017)

Early detection and intervention of ASD: A European overview.

7(11), pp. 159.

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Magiati I. , Howlin P. , Tay X. W. (2012)

Early comprehensive behaviorally based interventions for children with autism spectrum disorders: a summary of findings from recent reviews and meta-analyses.

Neuropsychiatry

2(6), pp. 543-570.

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Mandell D. S. et al. (2013)

The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention.

Autism

17(3), pp. 281-295.

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Marks L. (2016)

Playing to learn: an overview of the Montessori approach with pre-school children with autism spectrum condition.

November, 31(6), pp. 313–328.

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McMahon J. , Cullinan V. (2016)

Exploring eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with autism spectrum disorder (ASD).

Research in Autism Spectrum Disorders

December, 32 pp. 1–12.

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Mesibov G. , Shea V. , Schopler E. (2005)

TEACCH approach to autism spectrum disorders.

Raleigh, NC: Autism Society of North Carolina

Mesibov G. , Shea V. (2010)

The TEACCH program in the era of evidence-based practice.

Journal of Autism and Developmental Disorders

40(5), pp. 570-579

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Molteni P. , Guldberg K. , Logan N. (2013)

Autism and multidisciplinary teamwork through the SCERTS Model.

British Journal of Special Education

September, 40(3), pp.137-145.

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