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.