AdamsonL. B.BakemanR.DecknerD. F.RomskiM. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39, 84–96. doi:10.1007/s10803-008-0601-7
2.
ChangY. C.ShireS. Y.ShihW.GelfandC.KasariC. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46, 2211–2223. doi:10.1007/s10803-016-2752-2
3.
JarroldC.BoucherJ.SmithP. K. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology, 14, 275–300. doi:10.1111/j.2044-835X.1996.tb00706.x
4.
KaaleA.SmithL.SponheimE. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry, 53, 97–105. doi:10.1111/j.1469-7610.2011.02450.x
5.
KasariC.FreemanS.PaparellaT. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. doi:10.1111/j.1469-7610.2005.01567.x
6.
KasariC.ChangY. C. (2014). Play development in children with autism spectrum disorders: Skills, object play and interventions. In VolkmarF.RheaP.RogersS.PelphreyK. (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., pp. 263–277). Hoboken, NJ: Wiley.
7.
KasariC.LawtonK.ShihW.BarkerT. V.LandaR.LordC.. . . SenturkD. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72-e79.
8.
LawtonK.KasariC. (2012). Teacher-implemented joint attention intervention: Pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology, 80, 687. doi:10.1037/a0028506
9.
PierucciJ. M.BarberA. B.GilpinA. T.CrislerM. E.KlingerL. G. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30, 35–43. doi:10.1177/1088357614539837
10.
RutherfordM. D.YoungG.HepburnS.RogersS. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024–1039. doi:10.1007/s10803-006-0240-9
11.
ShireS. Y.ChangY. C.ShihW.BracagliaS.KodjoeM.KasariC. (2017). Hybrid implementation model of community-partnered early intervention for toddlers with autism: A randomized trial. Journal of Child Psychology and Psychiatry, 58, 612–622. doi:10.1111/jcpp.1267
12.
ShireS. Y.ShihW.ChangY. C.KasariC. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22, 299–310. doi:10.1177/1362361316674092
13.
SigmanM.UngererJ. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20, 293–302. doi:10.1037/0012-1649.20.2.293
14.
ThornbladS. C.ChristT. J. (2014). Curriculum-based measurement of reading: Is 6 weeks of daily progress monitoring enough?School Psychology Review, 43, 19–29.
15.
TothK.MunsonJ.MeltzoffA. N.DawsonG. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993–1005. doi:10.1007/s10803-006-0137-7
16.
WongC. S. (2013). A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study. Autism, 17, 340–357. doi:10.1177/1362361312474723