Publications Database

Reszka S. , Odom S. L. , Hume K. A. (2012)

Ecological features of preschools and the social engagement of children with autism.

Journal of Early Intervention

34(1), pp. 40-56,

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Sandall S. R. et al. (2011)

Differential response to a school-based program for young children with ASD.

Topics in Early Childhood Special Education

31(3), pp. 166-177

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Schall C. , Wehman P. , McDonough J. (2012)

Transition from school to work for students with autism spectrum disorders: understanding the process and achieving better outcomes.

Pediatric Clinics of North America

59(1),

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Scottish Autism (2009)

Autism toolkit: a resource for Scottish schools.

Edinburgh: Scottish Autism

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Severini K. E. , Ledford J. R. , Robertson R. E.

Systematic review of problem behavior interventions: Outcomes, demographics, and settings.

Journal of Autism and Developmental Disorders

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Sheinkopf S. , Siegel B. (1998)

Home-based behavioural treatment of young children with autism.

Journal of Autism and Developmental Disorders

28(1), pp. 15-23.

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Sigafoos J. et al. (2009)

A classroom-based antecedent intervention reduces obsessive-repetitive behavior in an adolescent with autism.

Clinical Case Studies

February, 8(1), pp. 3-13

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Steinbrenner J. R. D. , Watson L. R. (2015)

Student engagement in the classroom: The impact of classroom, teacher, and student factors.

Journal of Autism and Developmental Disorders

August, 45(8), pp. 2392-2410.

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Stobart A.

Transition toolkit: Helping you support a child through change.

London: Autism Education Trust

Stoesz B. M. et al. (2016)

Reduce, manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual developmental disabilities.

Journal of Research in Special Educational Needs

July, 16(3), pp. 199–214.

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Strain P. S. et al. (1994)

Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings.

Journal of Emotional and Behavioral Disorders

2(2), pp. 78-88.

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Strunk J. A. (2009)

School nurses' knowledge of autism spectrum disorders.

Journal of School Nursing

25(6), pp. 445-452.

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Sutton B. M. , Webster A. , Westerveld M. F.

A systematic review of school-based interventions targeting social communication behaviors for students with autism.

Autism

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Theodorou F. , Nind M. (2010)

Inclusion in play: a case study of a child with autism in an inclusive nursery.

Journal of Research in Special Educational Needs

10(2), pp. 99-106

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Tutt R. , Powell S. D. , Thornton M. (2006)

Educational approaches in autism: what we know about what we do.

Educational Psychology in Practice

22(1), pp. 69-81.

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Twachtman-Reilly J. , Amaral S. , Zebrowski P. (2008)

Addressing feeding disorders in children on the autism spectrum in school-based settings: Physiological and behavioral issues.

Language, Speech, and Hearing Services in Schools

April, 39(2), pp. 261-272

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Whalon K. J. et al. (2015)

School-based peer-related social competence interventions for children with autism spectrum disorder: a meta-analysis and descriptive review of single case research design studies.

Journal of Autism and Developmental Disorders

June, 45(6), pp. 1513-1531.

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Woodcock A. , Woolner A. , Benedyk R. (2009)

Applying the Hexagon-Spindle Model to the design of school environments for children with autistic spectrum disorders.

Work

32(2), pp. 249-259

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Yianni-Coudurier C. et al. (2008)

What clinical characteristics of children with autism influence their inclusion in regular classrooms?

Journal of Intellectual Disability Research

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Zifferblatt S. et al. (1977)

Establishing generalization effects among autistic children.

Journal of Autism and Child Schizophrenia

7(4), pp. 337-347

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