References

Books

Koegel, L. K., Koegel, R. L., & Dunlap, G. (Eds.). (1996). Positive behavior supports: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes.

Koegel, R. L., & Koegel, L. K. (Eds.). 1996). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes.

Technical Resources and Articles

Baer, M., Fowler, S. A., & Carden-Smith, L. (1984). Using reinforcement and independent-grading to promote and maintain task accuracy in a mainstreamed class. Analysis and Intervention in Developmental Disabilities, 4, 157-169.

Carter, C. M., Koegel, L. K., & Koegel, R. L. (1996). Generalized effects of question asking on acquisition of language structures. Poster session presented at the annual meeting of the Association for Behavior Analysis, San Francisco, CA.

Cohen, S. (1999). Invited commentary: Zeroing in on autism in young children. Journal of the Association for Persons with Severe Handicaps, 24(3), 209-212.

Hupp, S. D. A., & Reitman, D. (2000). Parent-assisted modification of pivotal social skills for a child diagnosed with PDD: A clinical replication. Journal of Positive Behavior Interventions, 2(3), 183-187.

Koegel, R. L., Camarata, S. M., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28, 241-251.

Koegel, L. K., Camarata, S. M., Valdez-Menchaca, M. C., & Koegel, R. L. (1998). Setting generalization of question-asking by children with autism. American Journal of Mental Retardation, 102, 346-357.

Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26(3), 369-377.

Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24(3), 174-185.

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(2), 341-353.

Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24(3), 186-198.

Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187-200.

Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30, 19-32.

Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to children with autism: A training manual. Unpublished manuscript.

Matthews, B., Shute, R., & Rees, R. (2001). An analysis of stimulus overselectivity in adults with autism. Journal of Intellectual and Developmental Disability, 26, 161-176.

Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28(3), 285-295.

Pierce, K., & Schreibman, L. (1997). Using peer trainers to promote social behavior in autism: Are they effective at enhancing multiple social modalities? Focus on Autism and Other Developmental Disabilities, 12, 207-218.

Prizant, B. M., & Rubin, E. (1999). Invited commentary: Contemporary issues in interventions for autism spectrum disorders: A commentary. Journal of the Association for Persons with Severe Handicaps, 24, 199-208.

Scherer, M., & Schreibman, L. (1998). Deciphering variables related to positive treatment outcome: Reports of intensive pivotal response training therapy for young children with autism. In L. Schreibman (Chair), Early intervention for children with autism: One size does not fit all. Symposium conducted at the 24th Annual Convention for the Association for Behavior Analysis, Orlando, FL.

Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22, 479-490.

Stahmer, A. C. (1995). Teaching symbolic play to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25, 123-141.

Stahmer, A. C. (1999). Using pivotal response training to facilitate appropriate play in children with autistic spectrum disorders. Child Language Teaching and Therapy, 15, 29-40.

Stahmer, A., & Gist, K. (1997). The effects of combined language and play components in pivotal response training with children with autism/pervasive developmental disorder. Paper presented at the 23rd Annual Association of Behavior Analysis Meeting, Chicago, IL.

Stahmer, A. C., Schreibman, L., & Palardy, N. (1994). Social validation of symbolic play training in children with autism. Paper presented at the 20th Annual Convention for the Association of Behavior Analysis, Chicago, IL.

Tager-Flusberg, H. (1996). Brief report: Current theory and research on language and communication in autism. Journal of Autism and developmental Disorders, 26, 169-171.

Todd, A. W., Horner, R. H., & Sugai, G. (1999). Effects of self-monitoring and self-recruited praise on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavioral Interventions, 1, 66-76.

Wetherby, A., & Prutting, C. (1984). Profiles of communicative and cognitve-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.