Guides: EDSP 5350: Educational Programming for Students with Autism Spectrum Disorders: Required Readings

Required Readings for EDSP 5350

Module 1: Overview of ASD; Evidence-Based Practices; Applied Behavior Analysis

Boutot, E. A., & Hume, K. (2012). Beyond time out and table time: Today's applied behavior analysis for students with autism. Education and Training in Autism and Developmental Disabilities, 47(1), 23-38.
Levy, S. E., Mandell, D. S., & Schultz, R. T. (2009). Autism. Lancet, 374, 1627-1638.
Mesibov, G. B., & Shea, V. (2011). Evidence-based practices and autism. Autism, 15(1), 114-133.
Pasco, G. (2011). The diagnosis and epidemiology of autism. Tizard Learning Disability Review, 16(4), 5-19.
Volkmar, F., Chawarska, K., & Klin, A. (2005). Autism in infancy and early childhood. Annual Review of Psychology, 56, 315-336. doi:10.1146/annurev.psych.56.091103.070159
Volkmar, F. R., State, M., & Klin, A. (2009). Autism and autism spectrum disorders: Diagnostic issues for the coming decade. Journal of Child Psychology and Psychiatry, 50, 108-115.

Module 2: Data Collection Systems; Staff Training; Family Support

Ault, M. J., & Griffen, A. K. (2013). Teaching with the system of least prompts: An easy method for monitoring progress. Teaching Exceptional Children, 45(3), 46-53.
Codding, R. S., Skowron, J., & Pace, G. M. (2005). Back to basics: Training teachers to interpret curriculum-based measurement data and create observable and measurable objectives. Behavioral Interventions, 20, 165-176.
Edwards & Da Fonte (2012). The 5-point plan: Fostering successful partnerships with families of students with disabilities. Teaching Exceptional Children, 44(3), 6-13.
Ingersoll, B., & Dvoricsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Topics in Early Childhood Special Education, 26(3), 179-187.

Optional Readings:

Bayat, M. (2007). Evidence of resilience in families of children with autism. Journal of Intellectual Disability Research, 51(9), 702-714.
Meadan, M., Halle, J. W., & Ebata, A. T. (2010). Families with children who have autism spectrum disorders: Stress and support. Exceptional Children, 77(1), 7-36.
Dixon, M. R., Jackson, J. W., Small, S. L., Horner-King, M. J., Mui Ker Lik, N., Garcia, Y., & Rosales, R. (2009). Creating single-subject design graphs in Microsoft Excel 2007. Journal of Applied Behavior Analysis, 42, 277-293. [This article is for anyone who needs additional info on graphing.]

Module 3: Curriculum Development; Case Law

Durocher, J. S. (2011). Assessment for the purpose of instructional planning for students with autism spectrum disorders. In E. Boutot and B. Myles (Eds.), Autism spectrum disorders: Foundations, characteristics, and effective strategies (pp. 34-66). Upper Saddle River, NJ: Pearson Education.
Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-165.
Ch. 4 - (2001; p. 40-44) NRC Educating Children with Autism
Durocher, J. S. (2011). Assessment for the purpose of instructional planning for students with autism spectrum disorders. In E. Boutot and B. Myles (Eds.), Autism spectrum disorders: Foundations, characteristics, and effective strategies (pp. 34-66). Upper Saddle River, NJ: Pearson Education. [reading from Module 4] (review pages 59-64)
Case Law readings:
Choutka, C.M., Doloughty, P.T., & Zirkel, P.A. (2004). The “discrete trials” of applied behavior analysis for children with autism: Outcome-related factors in the case law. The Journal of Special Education, 38(2), 95-103.
Etscheidt, S. (2003). An analysis of legal hearings and cases related to individualized education programs for children with autism. Research and Practice for Persons with Severe Disabilities, 28, 51-69.
Mandlawitz, M.R. (2002). The impact of the legal system on educational programming for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 32, 495-508.
Etscheidt, S.K. (2006). Program monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 38(3), 56-60.
Yell, M.L., Katsiyannis, A., Drasgow, E., & Herbst, M. (2003). Developing legally correct and educationally appropriate programs for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 182-191.

Optional reading:

Kamens, W.L. (2004). Learning to write IEPs: A personalized, reflective approach for preservice teachers. Intervention in School and Clinic, 40(2), 76‐80.

Module 4: Discrete Trial Training

Smith, T. (2001). Discrete trial training in the treatment of Autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92
Bolton, J., & Mayer, M. D. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disabilities, 23, 103-111. [For Activity #2]

Module 5: Naturalistic and Incidental Teaching Strategies; Classroom Environment and Structure Interventions

Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44(7), 701-715.
Optional readings to support the lecture:
Mesibov & Shea (2010). The TEACCH program in the era of evidence‐based practice. Journal of Autism and Developmental Disorders, 40, 570‐579. doi 10.1007/s10803‐009‐ 0901‐6
Hume, K. & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37, 1166‐1180.
Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. Council For Exceptional Children, 43(6), 28‐35.

Module 6: Verbal Behavior; Language Interventions; Augmentative and Alternative Communication

Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013a). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7, 480-493.
Optional Readings to supplement lecture:
Ogletree, B. T., & Oren, T. (2001). Application of ABA principles to general communication instruction. Focus on Autism and Other Developmental Disabilities, 16(2), 102-109.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner's analysis of verbal behavior for children with autism. Behavior Modification, 25(5), 698-724.
King, A. M., & Fahsl, A. J. (2012). Supporting social competence in children who use augmentative and alternative communication. Teaching Exceptional Children, 45(1), 42-49. [easy to read & highly recommended]
Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013b). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication, 29(3), 197-209. [companion article to the 1st one - 2013a]

Module 7: Social Skills Interventions

Optional Readings to support the info on social skills:

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439.
Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815-826.
Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Development Disabilities, 25(1), 23-36.
Stichter, J. P., Randolph, J., Gage, N., & Schmidt, C. (2007). A review of recommended social competency programs for students with autism spectrum disorders. Exceptionality, 15(4), 219-232.

Module 8: FBA and BIP Development; Reducing Challenging Behavior

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. TEACHING Exceptional Children, 25(3), 44-50.
Shippen, M. E., Simpson, R. G., & Crites, S. A. (2003). A practical guide to functional behavioral assessment. TEACHING Exceptional Children, 35(5) 36-42.

Optional readings to support the info on FBAs:

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis. 27(2), 197-209.
Optional Reading to support the module:
Boesch, M. C., Taber-Doughty, T., Wendt, O., & Smalts, S. (2015). Using a behavioral approach to decrease self-injurious behavior in an adolescent with severe autism: A data-based case study. Education and Treatment of Children, 38(3), 305-328.
Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L.K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16.

What is Peer Review?

A fast way of determining if the article you are viewing is Peer Reviewed or Scholarly, is to search for the title of the journal which published the article in: Ulrichsweb

The Referee Shirt icon indicates the journal is refereed or peer reviewed.