Publications Database

Banda D. R. , Hart S. L. (2010)

Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism.

Journal of Research in Special Educational Needs

10(2), pp. 124-132

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Buggey T. (2012)

Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders.

Focus on Autism and Other Developmental Disabilities

27(2), pp. 102-110.

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Buggey T. et al. (2011)

Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling.

Focus on Autism and Other Developmental Disabilities

26(1), pp. 25-36

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Buggey T. (2005)

Video self-modeling applications with children with autism spectrum disorder in a small private school.

Focus on Autism and Other Developmental Disabilities

20(1), pp. 52-63

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Carr D. , Felce J. (2007)

The effects of PECS teaching to phase III on the communicative interactions between children with autism and their teachers.

Journal of Autism and Developmental Disorders

37(4), pp. 724-737

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Charlop-Christy M. H. et al. (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(3), pp. 213-231

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Chiang H. , Carter M. (2008)

Spontaneity of communication in individuals with autism,

Journal of Autism and Developmental Disorders

April, 38(4), pp. 693-705

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Delano M. E. , Snell M. E. (2006)

The effects of social stories on the social engagement of children with autism.

Journal of Positive Behavior Interventions

8(1), pp. 29-42

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Donaldson A. L. , Olswang L. B. (2008)

Teaching self-initiations within the natural environment: A case study.

Perspectives on Language Learning and Education

15(2), pp. 67-80

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Field T. et al. (2013)

Reciprocal imitation following adult imitation by children with autism.

Infant and Child Development

22(6), pp. 642-648.

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Gallardo L. (2011)

Use of comic strip conversations: therapeutic interventions producing positive outcomes for partially included children who have autism spectrum disorders.

Perspectives on School-Based Issues

12 pp. 101-107

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Girolametto L. , Sussman F. , Weitzman E. (2007)

Using case study methods to investigate the effects of interactive intervention for children with autism spectrum disorders.

Journal of Communication Disorders

40(6), pp. 470-492

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Hanley-Hochdorfer K. et al. (2010)

Social stories to increase verbal initiation in children with autism and Asperger's disorder.

School Psychology Review

September, 39(3), pp. 484-492.

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Hess L. (2006)

I would like to play but I don't know how: a case study of pretend play in autism.

Child Language Teaching and Therapy

22(1), pp. 97-116

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Howlin P. et al. (2007)

The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial.

Journal of Child Psychology and Psychiatry

48(5), pp. 473-481

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Huskens B. , Reijers H. , Didden R. (2012)

Staff training effective in increasing learning opportunities for school-aged children with autism spectrum disorders.

Developmental Neurorehabilitation

156 pp. 435-447.

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Hwang B. , Hughes C. (2000)

The effects of social interactive training on early social communicative skills of children with autism.

Journal of Autism and Developmental Disorders

August, 30(4), pp. 331-343

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Isaksen J. , Holth P. (2009)

An operant approach to teaching joint attention skills to children with autism.

Behavioral Interventions

24(4), pp. 215-236

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Jahr E. , Eldevik S. , Eikeseth S. (2000)

Teaching children with autism to initiate and sustain cooperative play.

Research in Developmental Disabilities

21(2), pp. 151-169

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Johnston S. S. et al. (2003)

The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions.

Augmentative and Alternative Communication

19(2), pp. 86-103

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