Selected References: Literacy

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Selected References: Literacy
Abidin, R.A. (1995). The Parenting Stress Index Short Form. PAR: Lutz, FL

Barry, L, & Burlew, S. (2005). Using social stories to teach choice and play skills to children with autism. Focus on Autism and other Developmental Disabilities, v 19, n 1, p 45-51.

Bedrosian, J. Lasker, J., Speidel, K. Politsch, A. (2003). Enhancing the written narrative skills of an AAC student with autism: Evidence-based research issues. Topics in Language Disorders, 23, Iss. 4, p. 305.

Blischak, C. & Schlosser, R. (2003). Use of technology to support independent spelling by students with autism. Topics in Language Disorders, 23, Iss. 4, p. 293.

Burke, Jamie. (2011). In You’re going to Love this Kid, by P. Kluth. Baltimore: Brookes.

Cafiero, J.M., Cairns, J., & Manthey-Silvio, L. Shared Adapted Literacy for Preschoolers with Autism. Presented at Southeast Augmentative Communication Conference, Birmingham, AL, 2004.

Cafiero, J.M., & Cairns, J. Literacy and Communication: Best Practices. Presented at Closing the Gap, Minneapolis, MN: 2003.

Cafiero, J.M., Manthey-Silvio, L., & Pearl, C. Facilitating Pretend Play through Adapted Literacy. Presented at ISAAC, Montreal, CA, August, 2008.

Cafiero, J.M. & Pearl, C. A Comparison of Modeled and Literacy Mediated Pretend Play, Unpublished Pilot Study, Frederick, MD: July, 2009

Cafiero, JM. (2004) AAC Supports for Engaging Students with Autism in Group Instruction. Closing the Gap. 23, vol. 4. Available

Cafiero, J.M. (2001). The effect of an augmentative communication intervention on the communication, behavior and academic program of an adolescent with autism. Focus on Autism and Developmental Disabilities, 16, 3.

Cafiero, JM. (2000). A Parent Guide to Picture Language. Rockville, MD: CCA Publications.

Cafiero, J.M. (2000). AAC for Positive Behavior Support. Closing the Gap, October/November, 2000. Available on line

Cafiero, J.M. (1995). Teaching parents of children with autism Picture Communication Symbols as a natural language to decrease levels of family stress. UMI, Ann Arbor, MI: Dissertation Abstracts International.

Cafiero, J.M. (1998). Communication Power for Individuals with Autism. Focus on Autism and Developmental Disabilities, 13, 2, 113.117.

Cafiero, J.M. & Struck, M. The Home-School Journal: An integrated literacy and communication program. Presented at AOTA, 1997.

Cafiero, J.M. & Gordon, E. A Literacy-Communication Curriculum for Children with Autism. Unpublished document.

Costantino, A. Dal “libro su misura” agli In-Books: strumenti per l'intervento precoce in Comunicazione Aumentativa, presented at ISAAC 2010, Barcelona

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

Cunningham, P., & Allington, R. (1999). Classrooms that Work. New York: Longman.

Dexter, M. (1998).The effects of aided language stimulation upon verbal output and augmentative communication during storybook reading for children with pervasive developmental disabilities. Unpublished doctoral dissertation, The Johns Hopkins University, Baltimore, MD.

Erickson, K. Project Converge. Manuscript downloaded from

Erikson, K. & Hanser, G. Write from the Start. Preconference Workshop, ISAAC

2008: Montreal, Canada.

Erikson, K. & Koppenhaver, D. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23, Iss. 4. Pp. 283.

Fleh, (2009). In Kluth, P. You’re going to love this kid. Baltimore: Brookes.

Foley, B., & Staples, A. (2003). Developing augmentative and alternative communication (AAC) and literacy interventions in a supported employment setting. Topics in Language Disorders, 23, Iss. 4. Pp.325.

Fossett, B. & Mirenda, P.(2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and picture-to-text matching instruction. Research in Developmental Disabilities, 27, 411-429.

Gena, A., Couloura, S. Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35, p. 545-556.

Goossens’ C., Crain, S, & Elder, P. Engineering the preschool environment for symbolic interactive communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications.

Guzman, (2009). In Kluth, P. You’re Going to Love this Kid. Baltimore: Brookes.

Harrison, (2009). In Kluth, P. You’re Going to Love this Kid. Baltimore: Brookes.

Hatch, Penelope. (2010).Adolescents with Autism, Intellectual Disabilities and Multiple Disabilities Improve Emergent Reading Skills in 7 Week Study. University of North Carolina.

Kasa-Hendrickson, C., Broderick, A & Hanson, D. (2009). Sorting out speech.Understanding Multiple Methods of Communication for Persons with Autism and Other Developmental Disabilities.The Journal of Developmental Processes, 2009, Vol. 4(2), 116-133.

Leslie, L. & Caldwell, J. (2005). Qualitative Reading Inventory. New York: Allyn & Bacon.

Kaderavek, J.N., & Rabidoux, P. (2004). Interactive to independent literacy: A model for designing literacy goals for children with atypical communication. Writing Quarterly, 20, 237-260.

Koegel, L.K. & LaZebnik, C. (2004) Overcoming Autism. New York:


Kranz, P. & McClannahan, L. (1998). Social interaction skills for children with autism: A script fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.

Mirenda, P (2003). “He’s not really a reader…”Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23, Iss. 4., p. 271.

Mayer-Johnson, (2000).Writing with Symbols 2000. Solana Beach, CA.

McGee, J. & Lord, K. (Eds). Educating Children with Autism. The National Academies Press, 2001.

McClannahan, L. & Krantz, P.(1999) Activity Schedules for Children with Autism. Bethesda, MD: Woodbine House.

McCormick-Caulkins. L. (2001). The Art of Teaching Reading, New York: Longman.

Nikopoulos, C, & Keenan, J. (2004). Effects of Video Modeling on the social initiations by children with autism. Journal of Applied Behavior Analysis, v 37, n 1, p. 93.

Oberman, L.M. (2008) Modulation of mu suppression in children with autism spectrum disorders in response to familiar or unfamiliar stimuli: the mirror neuron hypothesis. Neuropsychologica, 01, 46, (5): 1558-65.

Sansosti, F. Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of Social Story interventions for children with Autism Spectrum Disorders. Focus on Autism and other Developmental Disabilities, v 19, n 4, p. 194-204.

Shipley, Benamou, R., Lutzker, J., & Taubman, M. (2002). Teaching daily living skills to children with autism through video modeling. Journal of Positive Behavior Interventions 2, 1, 3-11.

Smith, Joel (2005). Alternatives to Speech and Real-Time Communication. Prepared for Autreat, 2005.

The Tarheel Reader.

Van der Veer, R., & Valsiner, J. (Eds.) (1994). The Vygotsky Reader. Oxford: Blackwell.

Yingling-Wert, B. & Neisworth, J. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30-34.

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