Discussion 2: Resource List

Evidence- Based Practices

Evidence

Functional Communication Training (FCT)

Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic Review of Functional Communication Training in Early Care and Education Settings. Education and Training in Autism and Developmental Disabilities, 54(4), 358-376.

Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2), 118-129.

Imitation and Modeling

Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent-implemented intervention to improve imitation skills by children with autism: A pilot study. Early Childhood Education Journal, 44(6), 671-680.

Social Narratives

Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., & Hamdi, H. A. (2018). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4), 445-450.

Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 1-16.

Thomas, J., & Nix, S. (2017). Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner's Guide. Journal of the American Academy of Special Education Professionals, 163, 169.

Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD: Evidence for the effectiveness of social narratives. Journal of Early Intervention, 39(3), 199-217.

Peer Mediated Instruction and Intervention (PMII)

Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using evidence-based practice in teaching students with and at risk for developing disabilities. In Handbook of arts education and special education (pp. 84-102). Routledge.

Mahoney, M. W. (2019). Peer-mediated instruction and activity schedules: Tools for providing academic support for students with ASD. TEACHING Exceptional Children, 51(5), 350-360.

Sam, A. (2016). Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet. National Professional Development Center on Autism Spectrum Disorders.

Picture Exchange Communication System (PECS)

Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939.

Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?. Evidence-Based Communication Assessment and Intervention, 13(4), 200-203.

Video Modeling (VM)

Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool. Education and Treatment of Children, 42(4), 515-536.

Wynkoop, K. S., Cardon, T. A., Kruis, N. E., & Hawkins, P. M. (2019). Teacher and Video Modeling: A Survey of Use and Perspectives. Journal of Special Education Technology, 0162643419878149.

Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476.

Voice Output Communication Aids (VOCA)

Furukawa, M., Itakura, M., & Fujisawa, Y. (2019, May). Prototype of Simplified VOCA Device for Special Support Education. In Proceedings of the 7th ACIS International Conference on Applied Computing and Information Technology (p. 11). ACM.

Schaefer-Whitby, P., Lorah, E., Love, J., & Lawless, H. (2017). Enhancing communication and language development. Autism spectrum disorders: Identification, education and treatment, 1.

Naturalistic Language Strategies

Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 1-8.

Discrete Trial Teaching (DTT)

Cariveau, T., Montilla, A. L. C., Ball, S., & Gonzalez, E. (2019). A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching. Journal of Behavioral Education, 1-19.

Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham.

Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of autism and developmental disorders, 47(6), 1696-1707.

Pivotal Response Training (PRT)

Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of autism and developmental disorders, 48(6), 2224-2230.

Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13.

Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, 119, 139.