Publications Database

Barratt P. , Thomas B. (1999)

The inclusion of students with Asperger syndrome in a mainstream secondary school: a case study.

Good Autism Practice

pp. 65-71

Christie P. , Fidler R. (2001)

A continuum of provision for a continuum of need: opportunities for mainstream integration and inclusion provided by a specialist school for children with autism.

Good Autism Practice

2(1), pp.35-44

Clubb M. (2012)

An evaluation of EarlyBird and EarlyBird Plus over seven years: the benefits of parents and school staff being trained together.

Good Autism Practice

13, 1 pp. 69-77.

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Engwall P. , MacPherson E. (2003)

An evaluation of the NAS EarlyBird Programme.

Good Autism Practice

4(1), pp. 13–19.

Erangey G. (2001)

Using social stories as a parent of a child with an ASD.

Good Autism Practice

2(1), pp. 26-28

Fitzpatrick E. (2004)

The use of cognitive behavioural strategies in the management of anger in a child with an autistic spectrum disorder: an evaluation.

Good Autism Practice

5(1), pp. 3-17

Fraser C. (2011)

Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services?

Good Autism Practice

12(2), pp. 37-42.

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Hare D. J. (2004)

Developing cognitive behavioural work with people with ASD.

Good Autism Practice

5(1), pp. 18-22

Harrison K. (2005)

Effecting and supporting a change in routine for an adult with an ASD.

Good Autism Practice

6(2), pp. 57-58

Jones V. (2004)

The efficacy of the Picture Exchange Communication System (PECS) in developing spontaneous communication.

Good Autism Practice

5(2), pp. 42-47

Jones E. , Mace F. C. , Jones R. S. P. (2008)

Working intensively with a young child with autism using applied behaviour analysis methodology.

Good Autism Practice

9(1), pp. 40-43

Milton D. E. (2014)

So what exactly are autism interventions intervening with?

Good Autism Practice

October, 15(2), pp. 6-14.

O'Neill J. et al. (2010)

The SCERTS model: Implementation and evaluation in a primary special school.

Good Autism Practice

11(1), pp. 7-15.

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Peters S. , Scott-Roberts S. (2014)

The EarlyBird Plus programme: how do learning support assistants benefit from this

Good Autism Practice

15(1), pp. 62–69.

Scott I. (2009)

Designing learning spaces for children on the autism spectrum.

Good Autism Practice

10(1), pp. 36-51.

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Shields J. , Simpson A. (2004)

The NAS Early Bird programme: preschool support for parents of children with autistic spectrum disorder.

Good Autism Practice

5(2), pp. 49–60.

Sofronoff K. , Attwood T. (2003)

A cognitive behaviour therapy intervention for anxiety in children with Asperger syndrome.

Good Autism Practice

4(1), pp. 2-8.

Stevens J. , Shields J. (2013)

Does attending an NAS EarlyBird or EarlyBird Plus programme make a difference.

Good Autism Practice

14(2), pp. 82-89.

Thorne A. (2005)

Using an interactive whiteboard to present social stories to a group of children with autistic spectrum disorders.

Good Autism Practice

6(2), pp. 3-18

Webb T. (2000)

Can children with autism and severe learning difficulties be taught to communicate spontaneously and effectively using the Picture Exchange Communication System?

Good Autism Practice

1(1), pp. 29-32