REFERENCES | SpEd Portfolio

REFERENCES:

AAC training with free handouts for Parents & Staff. Speechy Musings. (2023, April 11). Retrieved April 23, 2023, from https://speechymusings.com/2018/12/03/5-steps-for-aac-implementation-with-a-free-printable/.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

Asperger's syndrome and the Autistic Spectrum Disorders: Are diagnostics responsible for the autism "epidemic"? Dartmouth Undergraduate Journal of Science. (n.d.). Retrieved March 5, 2023, from https://sites.dartmouth.edu/dujs/2010/03/24/aspergers-syndrome-and-the-autistic-spectrum-disorders-are-diagnostics-responsible-for-the-autism-epidemic/

Association, N. A. (n.d.). Autism fact sheet. National Autism Association. Retrieved March 5, 2023, from https://nationalautismassociation.org/resources/autism-fact-sheet/?gclid=EAIaIQobChMIrPaH5evF_QIVdAKtBh2B-wyAEAAYASAAEgIoBvD_BwE.

Ayres, A. J. (2018). Sensory integration and the child: Understanding hidden sensory challenges. Western Psychological Services.

Barton, M. L., Robins, D. L., Jashar, D., Brennan, L., & Fein, D. (2013). Sensitivity and specificity of proposed DSM-5 criteria for autism spectrum disorder in toddlers. Journal of Autism and Developmental Disorders, 43(5), 1184-1195.

Boutot, E. A., & Myles, B. S. (2017). Autism spectrum disorders: Foundations, characteristics, and effective strategies. Pearson.

Brock, M. E. (2013). Self-management (SM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders

CDC. (2022, March 2). Data & statistics on autism spectrum disorder. Centers for Disease Control and Prevention. Retrieved March 5, 2023, from https://www.cdc.gov/ncbddd/autism/data.html

CDC. (2022, November 2). Diagnostic criteria. Centers for Disease Control and Prevention. Retrieved March 5, 2023, from https://www.cdc.gov/ncbddd/autism/hcp-dsm.html#:~:text=Diagnostic%20Criteria%20for%20299.00%20Autism%20Spectrum%20Disorder.%20Deficits,making%20friends%3B%20to%20absence%20of%20interest%20in%20peers.

CDC. (2022, March 28). Signs and symptoms of autism spectrum disorders. Centers for Disease Control and Prevention. Retrieved March 5, 2023, from https://www.cdc.gov/ncbddd/autism/signs.html.

Ciccarelli, S. K., & White, J. N. (2014). Psychology: Dsm 5. Pearson.

Clinic, M. (2018, January 6). Autism spectrum disorder. Mayo Clinic. Retrieved March 5, 2023, from https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2022). Applied Behavior Analysis. Langara College.

Delia, L., Valeri, G., Sonnino, F., Fontana, I., Mammone, A., & Vicari, S. (2014). A longitudinal study of the TEACCH program in different settings: The potential benefits of low intensity intervention in preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(3), 615-626.

Earles, T. L., Carlson, J. K. and Bock, S. J. 1998. “Instructional strategies to facilitates successful learning outcomesfor students with autism”. In Educating children and youth with autism: Strategies for effective practice, Edited by: Simpson, R. L. and Myles, B. S. Austin, TX: Pro-Ed.

Earles-Vollrath, T. L., Cook, K. T. and Ganz, J. B. 2006. How to develop and implement visual supports, Austin, TX: Pro-Ed.

Foxx, R. M. (2016). Chapter 14: Perpetuation of the myth of nonaversive treatment of severe behavior. In R. M. Foxx & J. A. Mulick (Eds.), Controversial therapies for autism and intellectual disabilities: Fad, fashion, and science in professional practice (2nd ed.). (pp. 223-244). Routledge. 978- 1138802230.

Foxx RM. The Complete Guide to Autism Treatments: A Parent's Handbook: Make Sure Your Child Gets What Works! Behav Anal. 2010 Spring;33(1):133-8. doi: 10.1007/BF03392209. PMID: 22479132; PMCID: PMC2867502.

Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.

Frazier, T., Youngstrom, E. A., Speer, L., ... & Eng, C. (2012). Validation of proposed DSM-5 criteria for autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 28-40.

Gibbs, V., Aldridge, F., Chandler, F., Witzlsperger, E., & Smith, K. (2012). Brief report: An exploratory study comparing diagnostic outcomes for autism spectrum disorders under DSM-IV-TR with the proposed DSM-5 revision. Journal of Autism and Developmental Disorders, 42(8), 1750-1756.

Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with autism spectrum disorders. Exceptionality, 15(4), 249–260. doi:10.1080/09362830701655816.

Goldstein, S., & Ozonoff, S. (2020). Assessment of autism spectrum disorder (2nd ed.). Guilford Press.

Greutman, H., & Kostelyk, S. (2018). Sensory processing explained: A handbook for parents and educators.

Griffin, W., Sam, A., & AFIRM Team. (2015). Social skills training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder,

FPG Child Development Center, University of North Carolina. Retrieved. From http://afirm.fpg.unc.edu/Social-skills-training.

Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms. A review of effective strategies. Behavior modification, 25(5), 762–784. https://doi.org/10.1177/0145445501255006.

Horner, Robert & Dunlap, Glen & Koegel, Robert & Carr, Edward & Sailor, Wayne & Anderson, Jacki & Albin, Richard & O'Neill, Robert. (1990). Toward a Technology of "Nonaversive" Behavioral Support. Research and Practice for Persons with Severe Disabilities. 15. 125-132. 10.1177/154079699001500301.

Huerta, M., Bishop, S. L., Duncan, A., Hus, V., & Lord, C. (2012). Application of DSM-5 criteria for autism spectrum disorder to three samples of children with DSM IV diagnoses of pervasive developmental disorders. American Journal of Psychiatry, 169(10), 1056-1064.

Inc., I. (2022, June 1). What are the 5 types of autism? Integrity, Inc. Retrieved March 5, 2023, from https://www.integrityinc.org/what-are-the-5-types-of-autism/#:~:text=There%20are%20five%20major%20types,developmental%20disorder%20%E2%80%93%20not%20otherwise%20specified.

Individuals with Disabilities Education Act of 2004, 20 U.S.C. §1400 et seq. (2004).

Kim, Y. S., Fombonne, E., Koh, Y. J., Kim, S. J., Cheon, K. A., & Leventhal, B. (2014). A comparison of DSM-IV PDD and DSM-5 ASD prevalence in an epidemiologic sample. Journal of the American Academy of Child & Adolescent Psychiatry, 53(5), 500-508.

Kulage, K. M., Smaldone, A. M., & Cohn, E. G., (2014). How will DSM-5 affect autism diagnosis? A systematic literature review and meta-analysis. Journal of Autism and Developmental Disorders, 44(8), 1918-32.

Lorah, E. R., Parnell, A., & Speight, D. R. (2014). Acquisition of sentence frame discrimination using the iPad as a speech generating device in young children with developmental disabilities. Research in Autism Spectrum Disorders, 8(12), 1734-1740. https://doi.org/10.1016/j.rasd.2014.09.004.

Maenner, M. J., Rice, C. E., Arneson, C. L., …& Durkin, M. S. (2014). Potential impact of DSM-5 criteria on autism spectrum disorder prevalence estimates. Journal of the American Medical Association Psychiatry, 71(3), 292-300.

Mckeithan, Glennda. (2017). Controversial Therapies for Autism and Intellectual Disabilities: Fad, Fashion, and Science in Professional Practice. International Journal of Developmental Disabilities. 63. 1-2. 10.1080/20473869.2016.1273630.

McPartland, J. C., Reichow, B., & Volkmar, F. R. (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criteria for autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 51(4), 368-383.

Nowell, S., Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Augmentative & Alternative Communication. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/augmentative-alternative-communication.

Pennington, R.C. (2019). Chapter 8: Schedules of reinforcement & extinction. In R. C. Pennington (Ed.), Applied behavior analysis for everyone: Principles and practices explained by applied researchers who use them. (pp. 108-122). AAPC Publishing.

Rogers, S. J., Dawson, G., & Vismara, L.A. (2012). An early start for your child with autism. Guilford Press.

Sam, A., & AFIRM Team. (2016). Picture Exchange Communication System(R). Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/picture-exchange-communication-system.

Sam, A., Savage, M., Steinbrenner, J., Morgan, W., Chin, J., & AFIRM for Paras Team. (2020). Reinforcement: Introduction and practice. National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu.

Sam, A., & AFIRM Team. (2016). Self-management. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG

Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Self-management.

Schopler, E., Mesibov, G. B. and Hearsey, K. 1995. “Structured teaching in the TEACCH system”. In Learning and cognition in autism, Edited by: Schopler, E. and Mesibov, G. B. 243–267. New York: Plenum.

Scheuermann, B. and Webber, J. 2002. Autism: Teaching does make a difference, Belmont, CA: Wadsworth Group.

Singh, A. N. (2014, September 1). Increases in the prevalence of autism disorder: Exploring biological and socio-environmental factors. Inquiries Journal. Retrieved March 5, 2023, from http://www.inquiriesjournal.com/articles/913/increases-in-the-prevalence-of-autism-disorder-exploring-biological-and-socio-environmental-factors.

Szakacs, W. & Sawan-Caruso, D. (2022); Smith, S. M. (2008). Visual supports: Online training module (Columbus: Ohio Center for Autism and Low Incidence). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.

Stone, A. (2021, October 4). Autism - from a naturopathic perspective • living holistic health geelong. Living Holistic Health Geelong. Retrieved March 5, 2023, from https://www.livingholistichealth.com/natural-medicine-news/autism-from-a-nautropathic-perspective.

Taheri, A., & Perry, A. (2012). Exploring the proposed DSM-5 criteria in a clinical sample. Journal of Autism and Developmental Disorders, 42(9), 1810-1817.

TEACCH. 1996. Visually structured tasks: Independent activities for students with autism and other visual learners, Chapel Hill, NC: Division TEACCH.

Tomaszewski, B., Regan, T., & AFIRM Team. (2017). Response interruption and redirection. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/response-interruption-and-redirection.

Transitions and post-secondary. Autism Society. (n.d.). Retrieved March 4, 2023, from https://www.autism-society.org/living-with-autism/academic-success/transitions/.

Umbreit, J. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Pearson Education, Inc.

UNC. (n.d.). Autism PDC. Retrieved March 5, 2023, from https://autismpdc.fpg.unc.edu/evidence-based-practices.

University of Kansas. (2023). SPED 785: Developmental assessments for learners with ASD. Modules 1-7. https://kuconnect.ku.edu/courses/3301/modules

University of Kansas. (2020). SPED 860 module one presentation: Structured teaching and the culture of autism. [PowerPoint slides and text presentation]. Lawrence, KS: Special Education Department.

U.S. Department of Health and Human Services. (n.d.). Autism spectrum disorder. National Institute of Mental Health. Retrieved March 5, 2023, from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd#:~:text=Autism%20is%20known%20as%20a,can%20be%20diagnosed%20with%20ASD.

Village, T. R. (2022, May 26). Do vaccines cause autism?: MMR Vaccine Controversy & Thimerosal hypothesis. The Recovery Village Drug and Alcohol Rehab. Retrieved March 5, 2023, from https://www.therecoveryvillage.com/mental-health/autism/do-vaccines-cause-autism/.

Village, T. R. (2022, May 26). History of autism: A history of autism timeline from 1908 to 2022. The Recovery Village Drug and Alcohol Rehab. Retrieved March 5, 2023, from https://www.therecoveryvillage.com/mental-health/autism/history-of-autism/.

Village, T. R. (2022, April 29). Important facts and statistics about autism spectrum disorder (ASD). The Recovery Village Drug and Alcohol Rehab. Retrieved March 5, 2023, from https://www.therecoveryvillage.com/mental-health/autism/autism-statistics/.

Wilson, C. E., Gillan, N., Spain, D., & … Murphy, D. G. (2013). Comparison of ICD-10R, DSM-IVTR and DSM-5 in an adult autism spectrum disorder diagnostic clinic. Journal of Autism and Developmental Disorders, 43(11), 2515-25.

Young, R. L. & Rodi, M. L., (2014). Redefining autism spectrum disorder using DSM-5: The implications of the proposed DSM-5 criteria for autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(4), 758-765.

REFERENCES TO EVIDENCE-BASED AAC:

EARLY INTERVENTION (0-2 YEARS):

Barlow, K. E., Tiger, J. H., Slocum, S. K., & Miller, S. J. (2013). Comparing acquisition of exchange-based and signed mands with children with autism. Analysis of Verbal Behavior, 29, 59-69. https://doi.org/10.1007/bf03393124.

Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language & Communication Disorders, 49(4), 478-485. https://doi.org/10.1111/1460-6984.12079.

Lerna, A., Esposito, D., Conson, M., Russo, L., & Massagli, A. (2012). Social-communicative effects of the Picture Exchange Communication System (PECS) in autism spectrum disorders. International Journal of Language & Communication Disorders, 47(5), 609-617. https://doi.org/10.1111/j.1460-6984.2012.00172.x.

McDuffie, A. S., Lieberman, R. G., & Yoder, P. J. (2012). Object interest in autism spectrum disorder: A treatment comparison. Autism, 16(4), 398-405. https://doi.org/10.1177/1362361309360983.

PRESCHOOL (3-5 YEARS):

Agius, M. M., & Vance, M. (2016). A comparison of PECS and iPad to teach requesting to pre-schoolers with autistic spectrum disorders. Augmentative and Alternative Communication, 32(1), 58-68. https://doi.org/10.3109/07434618.2015.1108363.

Almirall, D., DiStefano, C., Chang, Y.-C., Shire, S., Kaiser, A., Lu, X., Nahum-Shani, I., Landa, R., Mathy, P., & Kasari, C. (2016). Longitudinal effects of adaptive interventions with a speech-generating device in minimally verbal children with ASD. Journal of Clinical Child & Adolescent Psychology, 45(4), 442-456. https://doi.org/10.1080/15374416.2016.1138407.

Carnett, A., Bravo, A., & Waddington, H. (2017). Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech generating device. International Journal of Developmental Disabilities, 65(2), 98-107. https://doi.org/10.1080/20473869.2017.1412561.

Carr, D., & Felce, J. (2007). The effects of PECS teaching to phase III on the communicative interactions between children with autism and their teachers. Journal of Autism and Developmental Disorders, 37(4), 724-737. https://doi.org/10.1007/s10803-006-0203-1.

Chang, Y.-C., Shih, W., Landa, R., Kaiser, A., & Kasari, C. (2018). Symbolic play in school-aged minimally verbal children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1436-1445. https://doi.org/10.1007/s10803-017-3388-6.

Cook, J. L., Rapp, J. T., Burji, C., McHugh, C., & Nuta, R. (2017). A simple intervention for stereotypical engagement with an augmentative alternative communicative device. Behavioral Interventions, 32(3), 272-277. https://doi.org/10.1002/bin.1478.

Dogoe, M. S., Banda, D. R., & Lock, R. H. (2010). Acquisition and generalization of the picture exchange communication system behaviors across settings, persons, and stimulus classes with three students with autism. Education and Training in Autism and Development Disabilities, 45(2), 216-229.

Drager, K. D., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125. https://doi.org/10.1044/1058-0360(2006/012).

Ganz, J. B., Goodwyn, F. D., Boles, M. M., Hong, E. R., Rispoli, M. J., Lund, E. M., & Kite, E. (2013). Impacts of a PECS instructional coaching intervention on practitioners and children with autism. Augmentative and Alternative Communication, 29(3), 210-221. https://doi.org/10.3109/07434618.2013.818058.

Ganz, J. B., Hong, E., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27-41. https://doi.org/10.1016/j.rasd.2014.11.005.

Ganz, J. B., Hong, E., & Goodwyn, F. D. (2013). Effectiveness of the PECS phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7(8), 973-983. https://doi.org/10.1016/j.rasd.2013.04.003.

Genc-Tosun, D., & Kurt, O. (2017). Teaching multi-step requesting to children with autism spectrum disorder using systematic instruction and a speech-generating device. Augmentative and Alternative Communication, 33(4), 213-223. https://doi.org/10.1080/07434618.2017.1378717.

Gevarter, C., O'Reilly, M. F., Rojeski, L., Sammarco, N., Sigafoos, J., Lancioni, G. E., & Lang, R. (2014). Comparing acquisition of AAC-based mands in three young children with autism spectrum disorder using iPad applications with different display and design elements. Journal of Autism and Developmental Disorders, 44(10), 2464-2474. https://doi.org/10.1007/s10803-014-2115-9.

Greenberg, A. L., Tomaino, M. A. E., & Charlop, M. H. (2012). Assessing generalization of the Picture Exchange Communication System in children with autism. Journal of Developmental and Physical Disabilities, 24(6), 539-558. https://doi.org/10.1007/s10882-012-9288-y.

Jurgens, A., Anderson, A., & Moore, D. W. (2009). The effect of teaching PECS to a child with autism on verbal behaviour, play, and social functioning. Behaviour Change, 26(1), 66-81. https://doi.org/10.1375/bech.26.1.66.

Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: Sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635-646. https://doi.org/10.1016/j.jaac.2014.01.019.

King, M. L., Takeguchi, K., Barry, S. E., Rehfeldt, R. A., Boyer, V. E., & Mathews, T. L. (2014). Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(9), 1107-1120. https://doi.org/10.1016/j.rasd.2014.05.011.

Kodak, T., Paden, A., & Dickes, N. (2012). Training and generalization of peer-directed mands with non-vocal children with autism. The Analysis of Verbal Behavior, 28(1), 119-124. https://doi.org/.

Lorah, E., & Parnell, A. (2017). Acquisition of tacting using a speech-generating device in group learning environments for preschoolers with autism. Journal of Developmental & Physical Disabilities, 29(4), 597-609. https://doi.org/10.1007/s10882-017-9543-3.

Lorah, E., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating picture exchange and the iPad as a speech generating device to teach communication to young children with Autism. Journal of Developmental & Physical Disabilities, 25(6), 637-649. https://doi.org/10.1007/s10882-013-9337-1.

Mancil, G. Richmond, L., Elizabeth R., & Whitby, P. S. (2016). Effects of iPod touch technology as communication devices on peer social interactions across environments. Education and Training in Autism and Developmental Disabilities, 51(3), 252-264.

McDuffie, A. S., Lieberman, R. G., & Yoder, P. J. (2012). Object interest in autism spectrum disorder: A treatment comparison. Autism, 16(4), 398-405. https://doi.org/10.1177/1362361309360983.

McLay, L., Schafer, M. C. M., van der Meer, L., Couper, L., McKenzie, E., O’Reilly, Mark F., Lancioni, G. E., Marschik, P. B., Sigafoos, J., & Sutherland, D. (2017). Acquisition, preference and follow-up comparison across three AAC modalities taught to two children with autism spectrum disorder. International Journal of Disability, Development & Education, 64(2), 117-130. https://doi.org/10.1080/1034912X.2016.1188892.

McLay, L., van der Meer, L., Schafer, M. C. M., Couper, L., McKenzie, E., O'Reilly, M. F., Lancioni, G. E., Marschik, P. B., Green, V. A., Sigafoos, J., & Sutherland, D. (2015). Comparing acquisition, generalization, maintenance, and preference across three AAC options in four children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27(3), 323-339. https://doi.org/10.1007/s10882-014-9417-x.

Still, K., May, R. J., Rehfeldt, R. A., Whelan, R., & Dymond, S. (2015). Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 19, 44-58. https://doi.org/10.1016/j.rasd.2015.04.006.

Strasberger, S. K., & Ferreri, S. J. (2014). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal of Developmental and Physical Disabilities, 26(5), 513-526. https://doi.org/10.1007/s10882-013-9358-9.

Thiemann-Bourque, K., Brady, N., McGuff, S., Stump, K., & Naylor, A. (2016). Picture exchange communication system and pals: A peer-mediated augmentative and alternative communication intervention for minimally verbal preschoolers with autism. Journal of Speech, Language, and Hearing Research, 59(5), 1133-1145. https://doi.org/10.1044/2016_jslhr-l-15-0313.

Thiemann-Bourque, K. S., McGuff, S., & Goldstein, H. (2017). Training peer partners to use a speech generating device with classmates with autism spectrum disorder: Exploring communication outcomes across preschool contexts. Journal of Speech Language and Hearing Research, 60(9), 2648-2662. https://doi.org/10.1044/2017_JSLHR-L-17-0049.

ELEMENTARY SCHOOL (6-11 YEARS):

Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the Picture Exchange Communication System to teach requesting skills to children with multiple disabilities including visual impairment. Education and Training in Autism and Developmental Disabilities, 46(3), 425-435.

Alzrayer, N. M., Banda, D. R., & Koul, R. (2017). Teaching children with autism spectrum disorder and other developmental disabilities to perform multistep requesting using an iPad. Augmentative and Alternative Communication, 33(2), 65-76. https://doi.org/10.1080/07434618.2017.1306881.

Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2007). Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 2(3), 430-446. https://doi.org/10.1016/j.rasd.2007.09.004.

Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7(3), 480-493. https://doi.org/10.1016/j.rasd.2012.12.002.

Brady, N. C., Storkel, H. L., Bushnell, P., Barker, R. M., Saunders, K., Daniels, D., & Fleming, K. (2015). Investigating a multimodal intervention for children with limited expressive vocabularies associated with autism. American Journal of Speech-Language Pathology, 24(3), 438-459. https://doi.org/10.1044/2015_ajslp-14-0093.

Carnett, A., Bravo, A., & Waddington, H. (2017). Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speechgenerating device. International Journal of Developmental Disabilities, 65(2), 98-107. https://doi.org/10.1080/20473869.2017.1412561.

Choi, H., O'Reilly, M., Sigafoos, J., & Lancioni, G. (2010). Teaching requesting and rejecting sequences to four children with developmental disabilities using augmentative and alternative communication. Research in Developmental Disabilities, 31(2), 560-567. https://doi.org/10.1016/j.rasd.2010.08.005.

Conallen, K., & Reed, P. (2012). The effects of a conversation prompt procedure on independent play. Research in Autism Spectrum Disorders, 6(1), 365-377. https://doi.org/10.1016/j.rasd.2011.06.010.

Haq, S. S., Machalicek, W., Garbacz, S. A., & Drew, C. (2017). Employing a fixed-lean multiple schedule in the treatment of challenging behavior for children with autism spectrum disorder. Behavior Modification, 42(4), 610-633. https://doi.org/10.1177/0145445517743206.

Howlin, P., Gordon, R. K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: A pragmatic, group randomized controlled trial. Journal of Child Psychology and Psychiatry, 48(5), 473-481. https://doi.org/10.1111/j.1469-7610.2006.01707.x.

Kodak, T., Paden, A., & Dickes, N. (2012). Training and generalization of peer-directed mands with non-vocal children with autism. The Analysis of Verbal Behavior, 28(1), 119-124. https://doi.org/.

Lorah, E. R. (2016). Comparing teacher and student use and preference of two methods of augmentative and alternative communication: Picture exchange and a speech-generating device. Journal of Developmental and Physical Disabilities, 28(5), 751-767. https://doi.org/10.1007/s10882-016-9507-z.

Lorah, E. R., Karnes, A., & Speight, D. R. (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27(4), 557-568. https://doi.org/10.1007/s10882-015-9436-2.

Smith, J., Hand, L., & Dowrick, P. W. (2014). Video feedforward for rapid learning of a picture-based communication system. Journal of Autism and Developmental Disorders, 44(4), 926-936. https://doi.org/10.1007/s10803-013-1946-0.

Van der Meer, L., Kagohara, D., Achmadi, D., O'Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658-1669. https://doi.org/10.1016/j.ridd.2012.04.004.

MIDDLE SCHOOL (12-14 YEARS):

Carnett, A., Bravo, A., & Waddington, H. (2017). Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speechgenerating device. International Journal of Developmental Disabilities, 65(2), 98-107. https://doi.org/10.1080/20473869.2017.1412561.

HIGH SCHOOL (15-18 YEARS):

Hughes, C., Bernstein, R. T., Kaplan, L. M., Reilly, C. M., Brigham, N. L., Cosgriff, J. C., & Boykin, M. P. (2013). Increasing conversational interactions between verbal high school students with autism and their peers without disabilities. Focus on Autism and Other Developmental Disabilities, 28(4), 241-254. https://doi.org/10.1177/1088357613487019.

Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O'Reilly, M. F., Mulloy, A., Lancioni, G.E., Lang, R., & Sigafoos, J. (2010). Behavioral intervention promotes successful use of an iPod-based communication device by an adolescent with autism. Clinical Case Studies, 9(5), 328-338. https://doi.org/10.1177/1534650110379633.

SPED/ASD/HIGH INCIDENCE DISABILITIES EDUCATION & EXPERIENCE PORTFOLIO

REFERENCES:

SPED/ASD/HIGH INCIDENCE DISABILITIES
EDUCATION & EXPERIENCE PORTFOLIO