Prevalence:

• Centers for Disease Control and Prevention (2006). How common are autism spectrum disorders (ASDs)? Retrieved April 2006 from http://www.ced.gov/ncbddd/autism/asd_common.htm

  Gernsbacher, M.A., Dawson, M., & Goldsmith, H.H. (2005). Three reasons not to believe in an autism epidemic. Psychological Science, 14, 55-58.

  Laidler, J.R. (2005). U.S. Department of Education data on “autism” are not reliable for tracking autism prevalence. Pediatrics, 116, e120-e124.

  Rice, C. (2007). Prevalence of autism spectrum disorders: Autism and developmental disabilities monitoring network, 14 sites, United States, 2002 [Electronic version]. Morbidity and Mortality Weekly Report, 56, 12-28.

  Rutter, M. (2005). Incidence of autism spectrum disorders: Changes over time and their meaning. Acta Paediatrica, 94, 2-15.

  Shattuck, P.T. (2006). The contribution of diagnostic substitution to the growing administrative prevalence of autism in U.S. special education. Pediatrics, 117, 1028-1037.

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Genetics:

• Abramson, R.K., Ravan, S.A., Wright, H.H., Wieduwilt, K., Wolpert, C.M., Donnelly, S.A., et al. (2005). The relationship between restrictive and repetitive behaviors in individuals with autism and obsessive-compulsive symptoms in parents. Child Psychiatry and Human Development, 36, 155-165. Activity assessment manual. (1990). Ravensdale, WA: Idyll Arbor, Inc.

  Bolton, P.F., Pickles, A., Murphy, M. & Rutter, M.J. (1998). Autism, affective and other psychiatric disorders: Patterns of familial aggregation. Psychological Medicine, 28, 385-395.

  Constantino, J.N., Lajonchere, C., Lutz, M. Gray, T., Abbacchi, A., McKenna, A., et al. (2006). Autistic social impairment in the siblings of children with pervasive de-velopmental disorders. American Journal of Psychiatry, 163, 294-296.

  Dykens, E.M., Hodapp, R.M., & Finucane, B. M. (2000). Genetics and mental retardation syndromes: A new look at behavior and interventions. Baltimore: Paul H. Brookes Publishing Co.

  Gold, N. (1993). Depression and social adjustment in siblings of boys with autism. Journal of Autism and Developmental Disorders, 23, 147-163.

  Lauritsen, M., & Ewald, H. (2001). The genetics of autism. Acta Psychiatrica Scandinavica, 103, 411-427.

  Mercer, L., Creighton, S., Holden, J.J., & Lewis, M.E. (2006). Parental perspectives on the causes of an autism spectrum disorder in their children. Journal of Genetic Counseling, 15, 41-50.

  Micali, N., Chakrabarti, S., & Fombonne, E. (2004). The broad autism phenotype: Findings from an epidemiological survey. Autism, 8, 21-37.

  Molloy, C.A., Morrow, A.L., Meinzen-Derr, J., Dawson, G., Bernier, R., Dunn, M., et al. (2006). Familial autoimmune thyroid disease as a risk factor for regression in children with autism spectrum disorder: A CPEA study. Journal of Autism and Developmental Disorders, 317-324.

  Pickles, A., Starr, E., Kazak, S., Bolton, P., Papanikolaou, K., Bailey, A., et al. (2000). Variable expression of the autism broader phenotype: Findings from extended pedigrees. Journal of Child Psychology and Psychiatry, 41, 491-502.

  Ritvo, E., Freeman, B., Mason-Brothers, A., Mo, A., & Ritvo, A. (1985). Concordance for the syndrome of autism in 40 pairs of afflicted twins. American Journal of Psychiatry, 142, 74-77.

  Toth, K., Dawson, G., Meltzoff, A.N., Greeson, J. & Fein, D. (2007). Early social, imitation, play, and language abilities of young non-autistic siblings of children with autism. Journal of Autism and Developmental Disorders, 37, 145-157.

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Biomedical:

• Kolevzon, A., Mathewson, K.A., & Hollander, E. (2006). Selective serotonin reuptake inhibitors in autism: A review of efficacy. Journal of Clinical Psychiatry, 67, 407-414.

  Staller, J. (2003). Aripiprazole in an adult with Asperger disorder. Annals of Pharmacotherapy, 34, 1628-1631.

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Vaccinations:

• Afzal, M.A., Ozoemena, L.C., O’Hare, A., Kidger, K.A., Bentley, M.L., & Minor, P.D. (2006). Absence of detectable measles virus genome sequence in blood of autistic children who have had their MMR vaccination during the routine childhood immunization schedule of the UK. >Journal of Medical Virology, 78, 623-630.

  Geir, D.A., & Geir, M.R. (2003). An assessment of the impact of thimerosal on childhood neurodevelopmental disorders. Pediatric Rehabilitation, 6, 97-102.

  Kaye, J.A., del Mar Melero-Montes, M., & Jick, H. (2001). Mumps, measles, and rubella vaccine and the incidence of autism recorded by general practitioners: A time trend analysis. British Medical Journal, 322, 460-463.

  Klein, K.C., & Diehl, E.B. (2004). Relationship between MMR vaccine and autism. The Annals of Pharmacotherapy, 38, 1297-1330.

  Klien, K.D., & Diehl, E.B. (2004). Relationship between MMR vaccine and autism. Annals of Pharmacotherapy, 38, 1297-1300.

  Parker, S.K., Schwartz, B., Todd, J., & Pickering, L.K. (2004). Thimerosal-containing vaccines and autistic spectrum disorder: A critical review of published original data. Pediatrics, 114, 793-804.

  Parker, S.K., Schwartz, B., Todd, J., & Pickering, L.K. (2005). Thimerosal-containing vaccines and autism spectrum disorder: A critical review of published original data. Evidence Based Mental Health, 8, 23.

  Taylor, B., Miller, E., Farrington, C.P., Petropoulos, M.C., Favot-Mayaud, I., Li, J., & Waight, P.A. (1999). Autism and measles, mumps, and rubella vaccine: No epidemiological evidence for a causal association. Lancet, 353, 2026-2029.

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Brain:

• Ashwin, C., Baron-Cohen, S., Wheelwright, S., O’Riordan, M., & Mullmore, E.T. (2006). Differential activation of the amygdale and the “social brain” during fearful face-processing in Asperger Syndrome. Neuropsychologia. (E-pub ahead of print)

  Bates, E., & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology, 40, 293-310.

  Bauman, M.L., & Kemper, T.L. (1985). Histoanatomic observations of the brain in early infantile autism. Neurology, 35, 866-874.

  Bauman, M.L., & Kemper, T.L. (1994). Neuroanatomic observations of the brain in autism. In M.L. Bauman & T.L. Kemper (Eds.), The neurobiology of autism (pp. 119-145). Baltimore: Johns Hopkins University Press.

  Cador, M., Robbins, T.W., & Everitt, B.J. (1989). Involvement of the amygdale in stimulusreward associations: Interactions with the ventral striatum. Neuroscience, 30, 7786.

  Chez, M.G., Chang, M., Krasne, V., Coughlan, C., Kominsky, M., & Schwartz, A. (2005). Frequency of epileptiform EEG abnormalities in a sequential screening of autistic patients with no known clinical epilepsy from 1996-2005. Epilepsy and Behavior, 8, 276-271.

  Jones, V., & Prior, M. (1985). Motor imitation abilities and neurological signs in autistic children. Journal of Autism and Developmental Disorders, 15, 37-46.

  Just, M.A., Cherkassky, V.L., Keller, T.A., Kana, R.K., & Minshew, N.J. (2006). Functional and anatomical cortical underconnectivity in autism: Evidence from an FMRI study of an executive function task and corpus callosum morphometry. Cerebral Cortex, 17, 951-961.

  Just, M., Cherkassky, V.L., Keller, T.A., & Minshew, N.J. (2004). Cortical activation and synchronization during sentence comprehension in high-functioning autism: Evidence of underconnectivity. Brain, 127 (Pt 8), 1811-1821.

  Miniscalco, C., Nygren, G., Hagberg, B., Kadesjö, B., & Gillberg C. (2006). Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months. Developmental Medicine and Child Neurology, 48, 361-366.

  Minshew, N.J., Goldstein, G., & Siegel, D. (1997). Neuropsychologic functioning in autism: Profile of a complex informational processing disorder. Journal of the International Neuropsychological Society, 3, 303-316.

  Oberman, L.M., Hubbard, E.M., McCleary, J.P., Altschuler, E.L., Ramachandran, V.S., & Pineda, J.A. (2005). EEG evidence for minor neuron dysfunction in autism spectrum disorders. Brain Research and Cognitive Brain Research, 24, 190-198.

  Oram Cardy, J.E., Flagg, E.J., Roberts, W., Brian, J., & Roberts, T.P. (2005). Magnetoencephalography identifies rapid temporal processing deficit in autism and language impairment. Neuroreport, 16, 329-332.

  Rapin, I. (1996). Neurological examination. In I. Rapin (Ed.), Preschool children with inadequate communication: Developmental language disorder, autism, low IQ (pp. 98-122). London: MacKeith Press.

  Rosenzweig, M.R., Bennett, E.L., & Diamond, M.C. (1972). Brain changes in response to experience. Learning and Memory, 8, 294-300.

  Sandman, C.A. (1988). Bendorphin disregulation in autistic and self-injurious behavior: A neurodevelopmental hypothesis. Synapse, 2, 193-199.

  Schultz, R.T., Gauthier, I., Klin, A., Fulbright, R.K., Anderson, A.W., Volkmar, F., & Skudlarski P. (2000). Abnormal ventral temporal cortical activity during face discrimination among individuals with autism and Asperger syndrome. Archives of General Psychiatry, 57, 331-340.

  Scolnick, B. (2005). Effects of electroencephalogram biofeedback with Asperger’s syndrome. International Journal of Rehabilitation Research, 28, 159-163.

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Characteristics:

• Boddaert, N., Chabane, N., Belin, P., Bourgeois, M., Royer, V., Barthelemy, C., et al. (2004). Perceptions of complex sounds in autism: Abnormal auditory cortical processing in children. American Journal of Psychiatry, 161, 2117-2120.

  Bodfish, J.W., Symons, F.J., & Lewis, M.H. (1999). Repetitive Behavior Scale-Revised. Morganton, NC: Western Carolina Center.

  Bodfish, J.W., Symons, F.J. Parker, D.E., & Lewis, M.H. (2000). Varieties of repetitive behavior in autism. Journalism of Autism and Developmental Disorders, 30, 237-243.

  Cederlund, M., & Gillberg, C. (2004). One hundred males with Asperger syndrome: A clinical study of background and associate factors. Developmental Medicine and Child Neurology, 46, 652-660.

  Farroni, T., Csibra, G., Siion, F., & Johnson, M.H. (2002). Eye contact detection in humans from birth. Proceedings of the National Academy of Sciences USA, 99, 9602-9605.

  Fecteau, S., Lepage, J.F., & Theoret, H. (2006). Autism spectrum disorder: Seeing is not understanding. Current Biology, 16, R131-133.

  Galmmeltoft, L., & Nordenhof, M.S. (2007). Autism, play, and social interaction. London: Jessica Kingsley Publishers.

  Grant, C.M., Boucher, J., Riggs, K.J., & Grayson, A. (2005). Moral understanding in children with autism. Autism, 9, 317-331.

  Kellerman, G.R., Fan, J., & Gorman, J.M. (2005). Auditory abnormalities in autism: Toward functional distinctions among findings. CNS Spectrums, 10, 748-756.

  Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, 809-881.

  Kobayashi, R., & Murata, T. (1998). Behavioral characteristics of 187 young adults with autism. Psychiatry and Clinical Neuroscience, 52, 383-390.

  Kolko, D.J., Anderson, L., & Campbell, M. (1980). Sensory preference and overselective responding in autistic children. Journal of Autism and Developmental Disorders, 10, 259-271.

  Lovaas, O.I., & Schreibman, L. (1971). Stimulus overselectivity of autistic children in a two-stimulus situation. Behavior Research and Therapy, 9, 305-310.

  Mitchell, S., Brian, J., Zwaigenbaum, L., Roberts, W., Szatmari, P., Smith, I., et al. (2006). Early language and communication development of infants later diagnosed with autism spectrum disorder. Journal of Developmental and Behavioral Pediatrics, 27(2), S69-78.

  Ozonoff, S., & Rogers, S.J., (2006). Annotation: What do we know about sensory dysfunction in autism? A critical review of the empirical evidence. Child Psychology and Psychiatry, 46, 1255-1268.

  Pearson, D.A., Loveland, K.A., Lachar, D., Lane, D.M., Reddoch, S.L., Mansour, R., & Cleveland, L.A. (2006). A comparison of behavioral and emotional functioning in children and adolescents with Autistic Disorder and PDD-NOS. Child Neuropsychology, 12, 321-333.

  Rogers, S.J., Hepburn, S., & Wehner, E. (2003). Parent reports of sensory symptoms in toddlers with autism and those with other developmental disorders. Journal of Autism and Developmental Disorders, 33, 631-642.

  Russell, A.J., Mataix-Cols, D., Anson, M., & Murphy, D.G.M. (2005). Obsessions and compulsions in Asperger syndrome in high-functioning autism. British Journal of Psychiatry, 186, 525-528.

  Schreck, K.A., & Mulick, J.A. (2000). Parental report of sleep problems in children with autism. Journal of Autism and Developmental Disorders, 30, 127-135.

  Schreck, K.A., & Williams, K. (2005). Food preferences and factors influencing food selectivity for children with autism spectrum disorders. Research in Developmental Disabilities, 27, 353-363.

  Schreibman, L. (2005). The science and function of autism. Cambridge, MA: Harvard University Press.

  Sicile-Kira, C. (2004). Autism spectrum disorders: The complete guide to understanding autism, Asperger’s syndrome, pervasive developmental disorder, and other ASDs. New York: Perigee Trade.

  Stone, W.L., Lemanek, K.L., Fishel, P.T., Fernandez, M.C., & Altemeier, W.A. (1990). Play and imitation skills in the diagnosis of autism in young children. Pediatrics, 86, 267-272.

  Szatmari, P. (2004). A mind apart: Understanding children with autism and Asperger syndrome. New York: Guilford Press.

  Thompson, T. (2007). Making sense of autism. Baltimore: Paul H. Brookes Publishing Co. Volkmar, F.R. (2005). Handbook of autism and pervasive developmental disorders (3rd ed.). Hoboken, NJ: Wiley.

  Yerys, B.E., Hepburn, S.L., Pennington, B.F., & Rogers, S.J. (2007). Executive function in preschoolers with autism: Evidence consistent with a secondary deficit. Journal of Autism and Developmental Disorders , 37, 1068-1079.

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Diagnosis:

• Koegel, L.K., Koegel, R.L., Nefdt, N., Fredeen, R.M., Klein, E., & Bruinsma, Y. (2006). First S.T.E.P: A model for the early identification of children with autism spectrum disorders. Journal of Positive Behavior Interventions, 7, 247-252.

  Lord, C.E., Pickles, A., McLennan, J., Rutter, M., Bregman, J., Folstein, S., et al. (1997). Diagnosing autism: Analyses of data from the autism diagnostic interview. Journal of Autism and Developmental Disorders, 27(5), 501-517.

  Lord, C.E., Risi, S., Lambrecht, L., Cook, E., Leventhal, B., DiLavore, P., et al. (2000). The ADOS-G (Autism Diagnostic Observations Schedule-Generic): A standard measure of social and communication deficits associated with autism spectrum disorder. Journal of Autism and Developmental Disorders, 30, 205-223.

  Miles, J.H., Takahashi, T.N., Bagby, S., Sahota, P.K., Vaslow, D.F., Wang, C.H., et al. (2005). Essential versus complex autism: Definition of fundamental prognostic subtypes. American Journal of Medical Genetics A., 135(2), 171-180.

  O’Riordan, M., & Passetti, F. (2006). Discrimination in autism within different sensory modalities. Journal of Autism and Developmental Disorders, 36, 665-675.

  Robbins, D.I., Fein, D., Barton, M.I., & Green, J.A. (2001). The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31(2), 149-151.

  Scholper, E., Reichler, J., & Renner, B. (1988). Childhood Autism Rating Scale (CARS). Los Angeles: Western Psychological Services.

  Skellern, C., McDowell, M., & Chluter, P. (2005). Diagnosis of autistic spectrum disorders in Queensland: Variations in practice. Journal of Pediatric and Child Health, 41, 413-418.

  Tobing, L.E., & Glenwick, D.S. (2002). Relation of the childhood autism rating scale-parent version to diagnosis, stress and age. Research in Developmental Disabilities, 3, 211-223.

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Related Disabilities:

• Brereton, A.V., Tonge, B.J., & Einfeld, S.L. (2006). Psychopathology in children and adolescents with autism compared to young people with intellectual disability. Journal of Autism and Developmental Disorders, 36, 863-870.

  Capone, G.T., Grados, M.A., Kaufmann, W.E., Bernard-Ripoll, S., & Jewell, A. (2005). Down syndrome and comorbid autism-spectrum disorder: Characterization using the aberrant behavior checklist. American Journal of Medical Genetics A, 134, 373-380.

  Clarke, D.F., Roberts, W., Daraksan, M., Dupuis, A., McCabe, J., Wood, H., et al. (2005). The prevalence of autistic spectrum disorder in children surveyed in a tertiary care epilepsy clinic. Epilepsia, 46, 1970-1977.

  Evans, D.W., Canavera, K., Klienpeter, F.L., Maccubbin, E., & Taga, K. (2005). The fears, phobias and anxieties of children with autism spectrum disorders and Down syndrome: Comparisons with developmentally and chronologically age matched children. Child Psychiatry and Human Development, 36, 3-26.

  Gabis, L., Pomeroy, J., & Andriola, M.R. (2005). Autism and epilepsy: Cause, consequence, comorbidity or coincidence. Epilepsy and Behavior, 7, 652-656.

  Kielinen, M., Rantala, H., Timonen, E., Linna, S.L., & Moilanen, I. (2004). Associated medical disorders and disabilities in children with autistic disorder: A population-based study. Autism, 8, 49-60.

  Peters, S.U., Beaudet, A.L., Madduri, N., & Bacino, C.A. (2004). Autism in Angelman’s syndrome: Implications for autism research. Clinical Genetics, 66, 530-536.

  Rourke, B.P., & Tsatsanis, K.D. (2000). Nonverbal learning disability and Asperger’s syndrome. In A. Klin, F.R. Volkmar, & S.S. Sparrow (Eds.), Asperger’s Syndrome. New York: Guilford Press.

  Santosh, P.J., Baird, G., Pityaratstian, N., Tavare, E., & Gringras, P. (2006). Impact of co-morbid autism spectrum disorders on stimulant response in children with attention deficit hyperactivity disorder: A retrospective and prospective effectiveness study. Child care, Health and Development, 32, 575-583.

  Schopler, E. (1964). On the relationship between early tactile experiences and the treatment of an autistic and a schizophrenic child. American Journal of Orthopsychiatry, 34, 339-340.

  Smalley, S.L., McCracken, J., & Tanguay, P. (1995). Autism, affective disorder and social phobia. American Journal of Medical Genetics, 27, 19-26.

  Starr, E.M., Berument, S.K., Tomlins, M., Papanikolaou, K., & Rutter, M. (2005). Brief report: Autism in individuals with Down syndrome. Journal of Autism and Developmental Disorders, 35, 665-673. Wiznitzer, M. (2004). Autism and tuberous sclerosis. Journal of Child Neurology, 19, 675-679.

  Zandt, F., Prior, M., & Kryrios, M. (2006). Repetitive behavior in children with high-functioning autism and obsessive-compulsive disorder. Journal of Autism and Developmental Disorders, 37, 251-259.

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Parenting:

• Brill, M.T. (2001). Keys to parenting the child with autism (2nd ed.). Hauppauge NY: Barron’s Educational Series.

  Bromley, J., Hare, D.J., Davidson, K., & Emerson, E. (2004). Mothers supporting children with autistic spectrum disorders: Social support, mental health status and satisfaction with services. Autism, 8, 409-423.

  Duarte, C.S., Bordin, I.A., Yazigi, L., & Mooney, J (2005) Factors associated with stress in mothers of children with autism. Autism, 4, 416-427.

  Dunlap, G. (1999). Consensus, engagement, and family involvement for young children with autism. Journal of the Association for Persons with Severe Handicaps, 24, 222-225.

  Dunlap, G., & Fox, L. (1999b). Supporting families of young children with autism. Infants and Young Children, 12, 48-54.

  Harris, S.L. (1986). Parents as teachers: A four to seven year follow-up of parents of children with autism. Child & Family Behavior Therapy, 8, 39-47.

  Harris, S.L., & Glasberg, B.A. (2003). Siblings of children with autism: A guide for families (2nd ed.). Bethesda, MD: Woodbine House.

  Hastings, R.P., Kovshoff, H., Ward, N.J., degli Espinosa, F., Brown, T., & Remington, B. (2005). Systems analysis of stress and positive perceptions in mothers and fathers of preschool children with autism. Journal of Autism Developmental Disorders, 35, 635-644.

  Koegel, R.L., Schreibman, L., Loos, L.M., Dirlich-Wilhelm, H., Dunlap, G., Robbins, F.R., & Plienis, A.J. (1992). Consistent stress profiles in mothers of children with autism. Journal of Autism and Developmental Disorders, 22, 205-216.

  Koegel, R.L., Symon, J.B., & Koegel, L.K. (2002). Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavior Interventions, 4, 88-103.

  Lucyshyn, J.M., & Albin, R.W. (1993). Comprehensive support to families of children with disabilities and problem behaviors: Keeping it "friendly." In G.H.S. Singer & L.E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family intervention (pp. 365-407). Baltimore: Brookes.

  Lucyshyn, J.M., Albin, R.W., Horner, R.H., Mann, J.C., Mann, J.A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150.

  Lucyshyn, J.M., Albin, R.W., & Nixon, C.D. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single-case analysis. Journal of Consulting and Clinical Psychology, 65, 241-251.

  Moes, D., Koegel, R.L., Schreibman, L., & Loos, L.M. (1992). Stress profiles for mothers and fathers of children with autism. Psychological Reports, 71, 1272-1274.

  Santarelli, G., Koegel, R.L., Casas, J.M., & Koegel, L.K. (2001). Culturally diverse families participating in behavior therapy parent education programs for children with developmental disabilities. Journal of Positive Behavior Interventions, 3(2), 120-123.

  Schreibman, L. and Koegel, R.L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In P.S. Jensen & E.D. Hibbs (Eds.), Psychosocial treatments for child and adolescent disorders. Washington, D.C.: American Psychological Association.

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Functional Assessment/Analysis:

• Cunningham, E. & O’Neill, R.E. (2000). Comparison of results of functional assessment and analysis methods with young children with autism. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406–414.

  Dunlap, G., Kern-Dunlap, K., Clarke, S., & Robbins, F.R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

  Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, D.E., White, R., & Falk, G.D. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.

  Durand, V.M., & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

  Ellingson, S.A., Miltenberger, R.G., Stricker, J., Galensky, T.L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2, 85-97.

  Horner, R.H., & Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31(1), 84-104.

  Lane, K.L., Umbreit, J., & Beebe-Frankenberger, M.E. (1999). Functional assessment research on students with or at risk for EBD. Journal of Positive Behavior Interventions, 1, 101-109.

  Lucyshyn, J.M., Kayser, A.T., Irvin, L.K., & Blumberg, R., (2002). Functional assessment and positive behavior support at home with families. In J.M. Lucyshyn, G. Dunlap, & R.W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp.97-132). Baltimore: Brookes.

  O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook (2nd ed.). Pacific Grove: Brooks/Cole.

  O'Reilly, M.F. (1997). Functional analysis of episodic self-injury correlated with recurrent otitis media. Journal of Applied Behavior Analysis, 30(1), 165-167.

  Romanczyk, RG., & Mathews, AL. (1998). Physiological state as antecedent: Utilization in functional analyses. In J.K. Luiselli & M.J. Cameron (Eds.), Antecedent Control: Innovative Approaches to Behavioral Support (pp. 115-138). Baltimore: Brookes.

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Intervention:

• Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84.

  Brookman, L., Boettcher, M., Klein, E., Openden, D., Koegel R.L., Koegel, L.K. (2003). Facilitating social interactions in a community summer camp setting for children with autism. Journal of Positive Behavior Interventions, 5, 249-252.

  Califiero, J.M. (2005). Meaningful exchanges for people with autism: An introduction to augmentative and alternative communication. Bethesda, MD: Woodbine House.

  Carter, C.M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.

  Charlop-Christy, M.H., Loc, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.

  Crozier, S. & Tincani, M.J. (2005). Using a modified social story to decrease disruptive behavior of a child with autism. Focus on Autism and Other Developmental Disabilities, 20(3), 150-157.

  Dawson, G., & Watling, R. (2000). Interventions to facilitate auditory, visual, and motor integration in autism: A review of the evidence. Journal of Autism and Developmental Disorders, 30, 415-421.

  Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-46.

  Dunlap, G., & Kern, L. (1993). Assessment and intervention for children within the instructional curriculum. In J. Reichle & D.P. Wacker (Eds.), Communicative Alternatives to Challenging Behavior: Integrating Functional Assessment and Intervention Strategies (pp. 177-203). Baltimore: Brookes.

  Dunlap, G., & Koegel, R.L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13(4), 619-627.

  Dunlap, G., & Plienis, A.J. (1991). Influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14, 85-95.

  Durand, V.M. (1998). Sleep Better! Baltimore: Brookes.

  Durand, V.M. (2002). Treating sleep terrors in children with autism. Journal of Positive Behavior Interventions, 4(2), 66-72.

  Durand, V.M., Gernert-Dott, P., & Mapstone, E. (1996). Treatment of sleep in children with developmental disabilities. Journal of the Associations for Persons with Severe Handicaps, 21(3), 114-122.

  Ellis, E.M., Ala’i-Rosales, S.S., Glenn, S.S., Rosales-Ruiz, J., & Greenspoon, J. (2006). The effects of graduated exposure, modeling, and contingent social attention on tolerance to skin care products with two children with autism. Research in Developmental Disabilities, 57, 585-598.

  Fox, L., Dunlap, G., & Philbrick, L.A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Interventions, 21, 1-14.

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  Kern, L., Koegel, R.L., Dyer, K., Blew, P.A., & Fenton, L.R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12, 399-419.

  Koegel, L.K. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383-392.

  Koegel, L.K., Harrower, J.K., Koegel, R.L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.

  Koegel, L.K., Koegel, R.L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech & Hearing Services in Schools, 34(3), 228-235.

  Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.

  Koegel, R.L., & Koegel, L.K. (Eds.). (1995). Teaching children with autism: Strategies for initiating positive interac-tions and improving learning opportunities. Baltimore: Paul H. Brookes Publishing Co.

  Koegel, L.K., Koegel, R.L., & Carter, L.M. (1998). Pivotal responses and the natural language teaching paradigm. Seminars in Speech and Language, 9, 355-371.

  Koegel, R.L. (2007). Social development in individuals with high functioning autism and Asperger disorder. Research and Practice for Persons with Severe Disabilities, 32(2), 140-141.

  Koegel, R.L., & Koegel, L.K. (1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.

  Koegel, R.L., Carter, C. M., & Kern Koegel, L. (1999). Setting events to improve parent-teacher coordination and motivation for children with autism. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore, MD: Brookes.

  Koegel, L.K., Harrower, J.K., & Koegel, R.L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.

  Koegel, R.L., & Koegel, L.K. (2006). Pivotal Response Treatments for Autism. Baltimore, MD: Brookes.

  Koegel, R.L., Koegel, L.K., & Brookman, L.I. (2003). Empirically supported pivotal response interventions for children with autism. In A.E. Kazdin (Ed.). Yale University School of Medicine & Child Study Center, Evidence-based psychotherapies for children and adolescents. New York: Guilford Press.

  Koegel, R.L., Koegel, L.K., & Parks, D.R. (1995). "Teach the individual" model of generalization: Autonomy through self-management. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 67-77). Baltimore: Brookes.

  Koegel, R.L., Openden, D., & Koegel, L.K. (2004). A systematic desensitization paradigm to treat hypersensitivity to auditory stimuli in children with autism in family contexts. Research & Practice for Person with Severe Disabilities, 29, 122-134.

  Koegel, R.L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California.

  Koegel, R.L., Werner, G.A., Vismara, L.A., & Koegel, L.K. (2005). The effectiveness of contextually supported play date interactions between children with autism and typically developing peers. Research and Practice for Persons with Severe Disabilties, 30, 93-102.

  Kroeger, K.A., Schultz, J.R., & Newsom, C. (2007). A comparison of two group delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37, 808-817.

  LeBlanc, L.A., Coates, A.M., Daneshvar, S., Charlop-Christy, M.H., Morris, C., & Lancaster, B.M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253-257.

  Lorimer, P.A., Simplson, R.L., Myles, B.M., & Ganz, J.B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), 53-60.

  Lee, S., Odom, S.L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-679.

  McClannahan, L.E., & Krantz, P.J. (2005). Teaching conversation to children with autism: Scripts and script fading. Bethseda. MD: Woodbine House.

  McGrath, A.M, Bosch, S., Sullivan, C.L., & Fuqua, W. (2003). Training reciprocal social interactions between preschoolers and a child with autism. Journal of Positive Behavior Interventions, 5, 47-54.

  Moes, D.R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps, 23, 319-328.

  Moes, D.R., & Frea, W.D. (2000). Using family context to inform intervention planning in the treatment for a child with autism. Journal of Positive Behavior Interventions, 2, 40-46.

  Nickels, C. (1996). A gift from Alex --- The art of belonging: Strategies for academic and social inclusion. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support (pp. 123-144). Baltimore: Brookes.

  Nikopoulous, C.K., & Keenan, M., & Hobbs, S. (2007). Video modeling and behaviour analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley Publishers.

  Openden, D., Symon, J.B., Koegel, L.K., Koegel, R.L. (2006) Developing a student respite provider system for children with autism. Journal of Positive Behavior Interventions, 8, 119-123.

  Ozonoff, S., & Miller, J.N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 415-433.

  Peck, C.A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons With Severe Handicaps, 10(4), 183-193.

  Prizant, B.M., & Wetherby, A.M. (1998). Understanding the continuum of discretetrial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in Speech and Language, 19, 329-352.

  Quill, K. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore: Paul H. Brookes Publishing Co.

  Reaven, J., & Hepburn, S. (2003). Cognitive-behavioral treatment of obsessive-compulsive disorder in a child with Asperger syndrome: A case report. Autism, 7, 145-164.

  Rhefeldt, R.A., Kinney, E.M., Root, S., & Stromer, R. (2004). Creating activity schedules using Microsoft PowerPoint. Journal of Applied Behavior Analysis, 37, 115-128.

  Rogers, M.F. & Myles, B.S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with asperger syndrome. Intervention in School and Clinic, 38(5), 310-313.

  Romanczyk, R.G., Arnstein, L., Soorya, L.V., & Gillis, J. (2000). The myriad of controversial treatments for autism: A critical evaluation of efficacy. In S.O. Lilefield, S.J. Lynn, & J.M. Lohr (Eds.), Science and pseudoscience in clinical psychology (pp. 363). New York: Guilford Press.

  Sansosti, F.J. & Powell-Smith, K.A. (2006). Using social stories to improve the social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.

  Sansosti, F.J., Powell-Smith, K.A., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(4), 194-204.

  Sarakoff, R.A., Taylor, B.A., & Poulson, C.L. (2001). Children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.

  Schreibman, L., Koegel, R.L., & Craig, M.S. (1977). Reducing stimulus overselectivity in autistic children. Journal of Abnormal Child Psychology, 5, 425-436.

  Shogren, K., Faggella-Luby, M., Bae, S.J., & Wehmeyer, M.L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6, 228-237.

  Sigafoos, J. (1999). Choice making and personal selection strategies. In J.K. Luiselli & M.J. Cameron (Eds.), Antecedent Control: Innovative Approaches to Behavioral Support (pp. 187-221). Baltimore: Brookes.

  Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

  Sofranoff, K., Attwood, T., & Hinton, S. (2005). A randomized controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 46, 1152-1160.

  Stiebel, D. (1999). Promoting augmentative communication during daily routines: A parent problem-solving intervention. Journal of Positive Behavior Interventions, 1, 159-169.

  Strain, P.S., & Kohler, F.W. (1998). Peer-mediated social intervention for young children with autism. Seminars in Speech and Language, 19, 391-405.

  Strain, P.S., & Schwartz, I. (2008). Positive behavior support and early interventions for young children with autism: Case studies on the efficacy of proactive treatment of problem behavior. In W. Sailor, G. Dunlap, Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp.107-123). New York, NY: Springer.

  Sundberg, M.L., & Partington, J.W. (1998). Teaching language to children with autism or other developmental disabilities. Danville, CA: Behavior Analysts, Inc.

  Thiemann, K., & Goldstein, H. (2001). Social stories, written text cues, and video feed-back: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.

  Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (in press). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders.

  Watanabe, M., & Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagement of adults with autism. Journal of Autism and Developmental Disorders, 33, 535-538.

  Weiss, M.J., & Harris, S.L. (2001). Reaching out, joining in: Teaching social skills to young children with autism. Bethesda, MD: Woodbine House.

  Wheeler, M. (1998). Toilet training for individuals with autism and related disorders. Arlington, TX: Future Horizons.

  Wehmeyer, M.L., Baker, D., Blumberg, R., & Harrison, R. (2004). Self-determination and student involvement in functional assessment: Innovative practices. Journal of Positive Behavior Interventions, 6, 29-35.

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Early Intervention:

• Butter, E.M., Wynn, J., & Mulick, J.A. (2003). Early intervention critical to autism treatment. Pediatric Annals, 32, 677-684.

  Fox, L., Benito, N., & Dunlap, G. (2002). Early intervention with families of young children with autism and behavior problems. In J.M. Lucyshyn, G. Dunlap, & R.W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp.251-269). Baltimore: Brookes.

  Koegel, L.K., Koegel, R., Frea W., & Fredeen, R. (2001) Identifying early intervention targets for children with autism in inclusive school settings. Behavior Modification, 25, 745-761.

  Moes, D.R., & Frea, W.D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disorders, 32(6), 519-533.

  Smith, V.K., & Dillenbeck, A. (2006). Developing and implementing early intervention plans for children with autism spectrum disorders. Seminars in Speech and Language, 27, 10-20.

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Behavior Intervention:

• Barry, L.M., & Singer, G.H.S. (2001). A family in crisis: Replacing the aggressive behavior of a child with autism toward an infant sibling. Journal of Positive Behavior Interventions, 3, 28-38.

  Dunlap, G., & Fox, L. (1999a). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87.

  Dunlap, G. & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1, 77-87.

  Dunlap, G., & Koegel, R.L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13(4), 619-627.

  Dunlap, G., White, R., Vera, A., Wilson, D., & Panacek, L. (1996). The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders. Journal of Behavioral Education, 6(4), 481-500.

  Durand, V.M. (1990). Severe Behavior Problems: A Functional Communication Training Approach. New York: Guilford Press.

  Hieneman, M. & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe behavioral difficulties. In J.R. Scotti & L.H. Meyer (Eds.), Behavioral Intervention: Principles, Models, and Practices (pp. 363-384). Baltimore: Brookes.

  Horner, R.H., & Day, H.M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24(4), 719-732.

  Horner, R.H., Day, H., & Day, J.R. (1997). Using neutralizing routines to reduce problem behavior. Journal of Applied Behavior Analysis, 30, 601-613.

  Horner, R.H., Day, H.M., Sprague, J.R., O'Brien, M., & Heathfield, L.T. (1991). Interspersed requests: A nonaversive procedure for decreasing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24, 265-278.

  Horner, R.J., Sprague, J.R., & Flannery, K.B. (1993). Building functional curricula for students with severe intellectual disabilities and severe problem behaviors. In R. Van Houten, & S. Axelrod (Eds.), Behavioral Analysis and Treatment (pp. 47-71). New York: Plenum.

  Horner, R.H., Sprague, J.R., O'Brien, M., & Heathfield, L.T. (1990). The role of response efficiency in the reduction of problem behaviors through functional equivalence training: A case study. Journal of the Association for Persons with Severe Handicaps, 15, 91-97.

  Horner, R.H., Vaughn, B.J., Day, H.M., & Ard, W.R. (1996). The relationship between setting events and problem behavior: Expanding our understanding of behavioral support. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive Behavioral Support: Including People with Difficult Behavior in the Community (pp. 381-402). Baltimore: Brookes.

  Kennedy, C.H., & Itonken, T. (1993). Effects of setting events on the problem behavior of students with severe disabilities. Journal of Applied Behavior Analysis, 26, 321-327.

  Kennedy, C.H., & Meyer, K.A. (1998). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied behavior Analysis, 26, 321-327.

  Kern, L., Childs, K.E., Dunlap, G., Clarke, S., & Falk, G.D. (1994). Using assessment-based curricular intervention. Journal of Applied Behavior Analysis, 27(1), 7-20.

  Koegel, R.L., Carter, C.M., & Kern Koegel, L. (1999). Setting events to improve parent-teacher coordination and motivation for children with autism. In J.K. Luiselli & M.J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore: Paul H. Brookes Publishing Co.

  Koegel, L.K., Koegel, R.L., & Steibel, D. (1998). Reducing aggression in children with autism toward infant or toddler siblings. Journal of the Association for Persons with Severe Handicaps, 23, 111-118.

  Reeve, C.E., & Carr, E.G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144-160.

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Early Intensive Behavioral Intervention (EIBI)/ABA for Children with Autism:

• Lovaas, O.I. (1980). Behavioral teaching with young autistic children. In B. Wilcox & A. Thompson (Eds.), Critical issues in educating autistic children and youth (pp. 220-233). Washington DC: U.S. Department of Education, Office of Special Education.

  Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.

  McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359-372.

  Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25-32.

  Sallows, G.O., & Graupner, T.D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110, 417-438

  Smith, T., Groen, A.D., & Wynn, J.W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285.

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Positive Behavior Support:

• Albin, R.W., Lucyshyn, J.M., Horner, R.H., & Flannery, K.B. (1996). Contextual fit for behavior support plans. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive Behavioral Support (pp. 81-98). Baltimore: Brookes.

  Anderson, J.L., Russo, A., Dunlap, G., & Albin, R. W. (1996). A team training model for building the capacity to provide positive behavior supports in inclusive settings. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive Behavioral Support (pp. 467-490). Baltimore: Brookes.

  Bambara, L.M., & Kern, L. (2005). Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Support Plans. New York: Guilford Press.

  Becker-Cottrill, B., McFarland, J., & Anderson, V. (2003). A model of positive behavioral support for individuals with autism and their families: The family focus process. Focus on Autism, 18, 113-123.

  Bopp, K.D., Brown, K.E., & Mirenda, P. (2004). Speech-language pathologists’ roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13, 5-19.

  Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G., & Horner, R.H. (2006). Building inclusive school cultures using school-wide PBS: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 4-17.

  Tifft, S., & Cushing, L.S. (2002). On the road to an extraordinary life. In J.M. Lucyshyn, G. Dunlap, and R.W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 271-286). Baltimore: Brookes.

  Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D., Lassen, S., McCart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children 68(3), 377-402.

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