Home » Recommended Readings

Recommended Readings

Armenta, T., & Beckers, G. (2006). The IEP: How to meet its demands and avoid its pitfalls. Principal Leadership, 6(9), 22-26.

American Psychiatric Association. (2004). Diagnostic and statistical manual of mental disorders-Fourth Edition, Text Revised (4 ed.). Washington, DC: American Psychiatric Association.

August, G. A., Anderson, D., & Bloomquist, M. L. (1992). Competence enhancement training for children: An integrated child, parent, and school approach. In S.L. Christenson & J.C. Conoley (Eds.), Home-School Collaboration: Enhancing Children’s Academic and Social Competence (pp. 175-192). Silver Spring, Maryland: National Association of School Psychologists.

Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change.

Bandura, A., Jeffery, R. W., & Gshedos, E. (1975). Generalizing change through participant modeling with self-directed mastery. Behav Res Ther, 13(2-3), 141-152.

Beglinger, L. J., & Smith, T. H. (2001). A review of subtyping in autism and proposed dimensional classification model. Journal of Autism and Developmental Disorders, 31(4), 411-422.

Bergan, J. R., & Tombari, M. L. (1976). Consultant skill and efficiency and the implementation and outcomes of consultation. Journal of School Psychology, 14(1), 3-14.

Bramlett, R., & Murphy, J. (1998). School psychology perspectives on consultation: Key contributions to the field. Journal of Educational and Psychological Consultation, 9, 29-55.

Brown, D., Pryzwansky, W. B., & Schulte, A. C. (2006). Psychological consultation and collaboration : introduction to theory and practice (6th ed.). Boston, MA: Pearson/Allyn& Bacon.

Burns, E. Developing and Implementing IDEA-IEPs: An Individualized Education Program (IEP) Handbook for Meeting Individuals with Disabilities Education Act (IDEA) Requirements (Books Guides – Non-Classroom Information Analyses No. ED453619): Charles C Thomas Publisher, Ltd., 2600 South First St., Springfield, IL 62704 (paperback: ISBN-0-398-07123-3,.

Caplan, G., Caplan, R. B., & Erchul, W. P. (1994). Caplanian mental health consultation: Historical background and current status. Consulting Psychology Journal: Practice and Research, 46(4), 2-12.

Castelloe, P., & Dawson, G. (1993). Subclassification of children with autism and pervasive developmental disorder: A questionnaire based on Wing’s subgrouping scheme. [Empirical Study]. Journal of Autism and Developmental Disorders, 23(2), 229-241.

Chakrabarti, S., & Fombonne, E. (2005). Pervasive Developmental Disorders in Preschool Children: Confirmation of High Prevalence. American Journal of Psychiatry, 162(6), 1133-1141.

Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: replication of the UCLA model in a community setting. J Dev Behav Pediatr, 27(2 Suppl), S145-155.

Dalrymple, N. J. (1993). Competencies for People Teaching Individuals with Autism and Other Pervasive Developmental Disorders. Third Edition.

Dawson, G., & Osterling, J. (1997). The effectiveness of early intervention. Baltimore: P.H. Brookes.

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-23.

Eckert, T. L., & Hintze, J. M. (2000). Behavioral conceptions and applications of acceptabilitiy. Issues relatd to service delivery and research methodology. School Psychology Quarterly, 15, 123-148.

Gresham, F., & Lopez, M. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11, 204-227.

Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15 (2), 5–12.

Gutkin, T. (1996). Core elements of consultations service delivery for special service personnel. Remedial and Special Education, 17, 333-340.

Individuals with Disabilities Education Act, IDEA. (2004). Retreivedfrom http://idea.ed.gov/explore/view/p/%2Croot%2C

Jones, K. M., Wickstrom, K. F., &Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12 (316-326).

Jonsdottir, S. L., Saemundsen, E., Asmundsdottir, G., Hjartardottir, S., Asgeirsdottir, B. B., Smaradottir, H. H., et al. (2007). Follow-up of children diagnosed with pervasive developmental disorders: Stability and change during the preschool years. Journal of Autism and Developmental Disorders, 37(7), 1361-1374.

Joyce, B. R., & Showers, B. (1983). Power in staff development through research on training. Alexandria, Va.: Association for Supervision and Curriculum Development.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Lord, C., & Risi, S. (1998). Frameworks and methods in diagnosing autism spectrum disorders. [Literature Review]. Mental Retardation and Developmental Disabilities Research Reviews, 4(2), 90-96.

Martens, B. K., Hiralall, A. S., & Bradley, T. A. (1997). A note to teacher: Improving student behavior through goal setting and feedback. School Psychology Quarterly, 12(1), 33-41.

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies. School Psychology Review, 34(1), 87-106.

National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. J Autism Dev Disord, 40(4), 425-436.

Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach. J Intellect Disabil Res, 46(Pt 4), 318-327.

Prizant, B. M., &Wetherby, A. M. (2005). Critical Issues in Enhancing Communication Abilities for Persons with Autism Spectrum Disorders. In F. R. Volkmar, R. Paul, A. Klin& D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, Vol. 2: Assessment, interventions, and policy (3rd ed., pp. 925-945). Hoboken, NJ: John Wiley & Sons Inc.

Rodger, S. (1995). Individual Education Plans Revisited: A Review of the Literature. International Journal of Disability, Development, and Education, 42, 221-239.

Ruble, L. A., & Dalrymple, N. (1996). An alternative view of outcome in autism. FocAut Other Devel Dis, 11(1), 3-14.

Ruble, L. A., & Dalrymple, N. J. (2002). COMPASS: A parent-teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 76-83.

Ruble, L. A., McGrew, J., Dalrymple, N., & Jung, L. A. (2010). Examining the Quality of IEPs for Young Children with Autism. J Autism Dev Disord.

Ruble, L. A., & Robson, D. (2007). Individual and environmental determinants of engagement in autism. Journal of autism and Developmental Disorders, 37, 1457-1468.

Sameroff, A. J., & Fiese, B. H. (1990). Transactional regulation and early intervention. In S. J. Meisels & J. P. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 119-149). New York, NY: Cambridge University Press.

Sheridan, S., Salmon, D., Kratochwill, T., & Carrington Rotto, P. (1992). A conceptual model for the expansion of behavioral consultation training. Journal of Educational and Psychological Consultation, 3, 193-218.

Sheridan, S. M., Meegan, S. P., & Eagle, J. W. (2002). Assessing the social context in initial conjoint behavioral consultation interviews: An exploratory analysis investigating processes and outcomes. School Psychology Quarterly, 17, 299-324.

Smith, S. W., Slattery, W. J., & Knopp, T. Y. (1993). Beyond the mandate: Developing individualized education programs that work for students with autism. Focus on Autistic Behavior, 8(3), 1-15.

Sparks, G. M. (1988). Teachers’ Attitudes toward Change and Subsequent Improvements in Classroom Teaching. [Reports – Research]. Journal of Educational Psychology, 80(1), 111-117.

World Health Organization. (1980). The International Classification of Impairments, Disabilities, and Handicaps.

Wing, L., & Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9(1), 11-29.

Zirpoli, T. J., & Melloy, K. J. (1993). Behavior management: Applications for teachers and parents. New York: MacMillan Publishing Company.