Publications Database

Alzyoudi M. , Sartaiwi A. , AlMurhairi O. (2015)

The impact of video modeling on improving social skills in children with autism.

British Journal of Special Education

March, 42(1), pp. 53-68.

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Cobb C. (2014)

The three-legged stool of parental inclusion: the case of Hana.

British Journal of Special Education

September, 41(3),

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Cook A. , Ogden J. (2016)

The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: a qualitative study.

British Journal of Special Education

43(3), pp. 250–271.

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Dillenburger K. et al. (2010)

Living with children diagnosed with autistic spectrum disorder: parental and professional views.

British Journal of Special Education

37(1), pp. 13-23.

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Foran D. et al. (2015)

Using applied behaviour analysis as standard practice in a UK special needs school.

British Journal of Special Education

March, 42(1), pp. 34-52.

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Halpin J. , Pitt S. , Dodd E. (2011)

EarlyBird in South Staffordshire: reflections on an innovative model of interagency working to deliver an intervention for families of preschool children with autistic spectrum disorder.

British Journal of Special Education

38(1), pp. 4-8

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Hawkins E. et al. (2011)

Using behaviour contracts to decrease antisocial behaviour in four boys with an autistic spectrum disorder at home and at school.

British Journal of Special Education

38(4), pp. 201-208

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Jordan R. R. (2008)

Autistic spectrum disorders: a challenge and a model for inclusion in education.

British Journal of Special Education

35(1), pp.11-15

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Kossyvaki L. , Jones G. , Guldberg K. (2012)

The effect of adult interactive style on the spontaneous communication of young children with autism at school.

British Journal of Special Education

39(4), pp. 173-184.

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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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MacLeod A. , Lewis A. , Robertson C. (2013)

Why should I be like bloody Rain Man?! Navigating the autistic identity.

British Journal of Special Education

40(1), pp. 41-49.

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Martin T. , Alborz A. (2014)

Supporting the education of pupils with profound intellectual and multiple disabilities: the views of teaching assistants regarding their own learning and development needs.

British Journal of Special Education

September, 41(3), pp. 309-327.

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McAllister K. , Maguire B. (2012)

A design model: the Autism Spectrum Disorder Classroom Design Kit.

British Journal of Special Education

39(4), pp. 201-208.

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McAllister K. , Sloan S. (2016)

Designed by the pupils, for the pupils: an autism-friendly school.

British Journal of Special Education

December, 43(4), pp. 330-357.

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McPhilemy C. , Dillenburger K. (2013)

Parents' experiences of applied behaviour analysis (ABA)-based interventions for children diagnosed with autistic spectrum disorder.

British Journal of Special Education

40(4), pp. 154-161.

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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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Nind M. (1999)

Intensive Interaction and autism: a useful approach?

British Journal of Special Education

26(2), pp. 96-102

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Reed P. , Osborne L. A. (2012)

Impact of severity of autism and intervention time-input on child outcomes: comparison across several early interventions.

British Journal of Special Education

39(3), pp. 130-136.

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Rogers C. (2008)

Disabling a family? Emotional dilemmas experienced in becoming a parent of a child with learning disabilities.

British Journal of Special Education

34(4), pp. 136-143. Read

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Rowe C. (1999)

Do social stories benefit children with autism in mainstream primary schools?

British Journal of Special Education

26(1), pp. 12-14

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