A Cognitive Approach to the Education of Young Children with Autism

Adler, S. , & Goodman, J. (1986). Critical theory as a foundation for methods courses. Journal of Teacher Education, 13, 2–9.

Apple, M. (1982). Education and power. London: Routledge & Kegan-Paul.

Bartak, L. , Rutter, M. , & Cox, A. (1975). A comparative study of infantile autism and specific developmental receptive language disorder: I. The children. British Journal of Psychiatry, 126, 127–145.

Bernard-Opitz, V. (1982). Pragmatic analysis of the communicative behavior of an autistic child. Journal of Speech and Hearing Disorders, 47, 99–109.

Blackwell, L.R. (1975). Student choice in curriculum, feelings of control and causality, and academic motivation and performance. Unpublished doctoral dissertation, University of California, Santa Barbara.

Butera, G. (1988). Enhancing intrinsic motivation in the classroom. The Thinking Teacher, 4, 1–5.

Cole, K.N. , Mills, P.E. , & Dale, P.S. (1989). A comparison of the effects of academic and cognitive curricula for young handicapped children one and two years postprogram. Topics in Early Childhood Special Education, 9, 110–127.

Collins, A. , Brown, J.S. , & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction (pp. 453–494). Hillsdale, NJ: Erlbaum.

Dale, P. , & Cole, K. (1988). Comparison of academic and cognitive programs for young handicapped children. Exceptional Children, 54, 439–447.

Danner, F. , & Lonkey, E. (1981). A cognitive-developmental approach to the effects of reward on intrinsic motivation. Child Development, 52, 1043–1052.

Deci, E. , & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

De Meyer, M.K. (1979). Parents and children in autism. Washington, DC: V.H. Winston.

Ehrenberg, L.M. , & Sydell, D. (1980). Basics thinking/learning strategies program: Participant manual. Columbus, OH: Institute for Curriculum and Instruction.

Ferster, C.B. (1961). Positive reinforcement and behavioral deficits of autistic children. Child Development, 32, 437–456.

Feuerstein, R. , & Rand, Y. (1974). Mediated learning experience: An outline of th*** proximal etiology for differential development of cognitive functions. In L.G. Fein (Ed.), International understanding: Cultural differences in the development of cognitive processes (pp. 7–37). New York: International Council of Psychologists.

Feuerstein, R. , Rand, Y. , Hoffman, M. , Hoffman, M. , & Miller, R. (1980). Instrumental enrichment. Baltimore: University Park Press.

Gerber, M.M. (1986). Generalization of spelling strategies as a result of contingent imitation/modeling and mastery criteria. Journal of Learning Disabilities, 19, 530–537.

Ginsburg, H. , & Opper, S. (1978). Piaget's theory of intellectual development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Goldstein, G.I. , & Lancy, D.F. (1985). Cognitive development in autistic children. In L.S. Siegel & F.J. Morrison (Eds.), Cognitive development in atypical children (pp. 83–112). New York: Springer-Verlag.

Hart, B. , & Risley, T.R. (1980). In vivo language intervention: Unanticipated general effects. Journal of Applied Behavior Analysis, 13, 407–432.

Haywood, H.C. (1987). A mediational teaching style. The Thinking Teacher, 4, 1–7.

Haywood, H.C. , & Brooks, P. (1990). Theory development and curriculum development in cognitive education. In M. Schwebel , C.A. Maker , & N.S. Faguy (Eds.), Promoting cognitive growth over the life span (pp. 65–192). Hillsdale, NJ: Erlbaum.

Haywood, H.C. , Brooks, P. , & Burns, S. (1986). Stimulating cognitive development at developmental level: A tested, non-remedial preschool curriculum for preschoolers and older retarded children. Nashville: Haworth Press.

Haywood, H.C. , Brooks, P. , & Burns, S. (1990). The cognitive curriculum for young children. Watertown, MA: Charlesbridge.

Haywood, H.C. , & Burke, W.P. (1977). Development of individual differences in intrinsic motivation. In I.C. Uzgiris & F. Weizman (Eds.), The structuring of experience. New York: Plenum Press.

Haywood, H.C. , & Switsky, H. (1986). Intrinsic motivation and behavior effectiveness in retarded persons. In N.R. Ellis & N.W. Bray (Eds.), International review of research in mental retardation (Vol. 4, pp. 1–46). New York: Academic Press.

Hohmann, M. , Banet, B. , & Weikart, D.P. (1979). Young children in action: A manual for preschool educators. Ypsilanti, MI: High/Scope Educational Research Foundation.

Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.

Kennard, M.A. (1960). Value of equivocal signs in neurological diagnosis. Neurology, 10, 753–764.

Koegel, R.L. , & Egel, A.L. (1979). Motivating autistic children. Journal of Abnormal Psychology, 88, 418–426.

Koegel, R.L. , & Egel, A.L. , & Dunlap, G. (1980). Learning characteristics of autistic children. In W.S. Sailor , B. Wilcox , & L.J. Brown (Eds.), Methods of instruction with severely handicapped students. Baltimore: Brookes.

Koegel, R.L. , Koegel, L.K. , & ONeill, R.E. (1989). Generalization in the treatment of autism. In L.V. McReynolds & J.E. Spradlin (Eds.), Generalization strategies in the treatment of communication disorders (pp. 116–131). Toronto, BC: Decker.

Kootz, J.P. , & Bohen, D.J. (1981). Modulation of sensory intake in autistic children: Cardiovascular and behavioral indices. Journal of the American Academy of Child Psychiatry, 20, 692–701.

Lord, C. (1985). Language comprehension and cognitive disorder in autism. In L.S. Siegel & F.J. Morrison (Eds.), Cognitive development in atypical children (pp. 67–82). New York: Springer-Verlag.

Lovaas, O.I. , Koegel, R.L. , Simmons, J.Q. , & Long, J.S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.

Miller, W.R. , & Seligman, M.E.P. (1975). Depression and learned helplessness in man. Journal of Experimental Psychology, 84, 228–238.

Myles, B.S. , & Simpson, R.L. (1990). A clinical/prescriptive method for use with students with autism. Focus on Autistic Behavior, 4(6), 1–14.

Nickerson, R.S. (1988–89). On improving thinking through instruction. Review of Research in Education, 15, 3–57.

O'Dell, M., & Koegel, R.L. (1981). The differential effects of two methods of promoting speech in nonverbal autistic children. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Los Angeles.

Ornitz, E.M. , & Ritvo, E. (1968). Perceptual inconstancy in early infantile autism. Archives of General Psychiatry, 133, 76–98.

Ornitz, E.M. , & Ritvo, E. (1976). The syndrome of autism: A critical review. American Journal of Psychiatry, 133, 609–621.

Palincsar, A.S. , & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117–175.

Reid, D.K. , & Stone, C.A. (1991). Why is cognitive instruction effective? Underlying learning mechanisms. Remedial and Special Education, 12(3), 8–19.

Resnick, L.B. (1987). Education and learning to think. Washington, DC: National Academy Press.

Rimland, B. (1964). Infantile autism. New York: Appleton-Century-Croft.

Rutter, M. (1983). Cognitive deficits in the pathogenesis of autism. Journal of Child Psychology and Psychiatry, 24, 513–532.

Stone, C.A. (1985). Vygotsky's developmental model and the concept of proleptic instruction: Some implications for theory and research in the field of learning disabilities. Research Communications in Psychology, Psychiatry and Behavior, 1 129–152.

Stone, C.A. (1989). Improving the effectiveness of strategy training for learning disabled students: The role of communicational dynamics. Remedial and Special Education, 10(1), 35–42.

Stone, C.A. , & Wertsch, J.V. (1984). A social interactional analysis of learning disabilities remediation. Journal of Learning Disabilities, 17, 194–199.

Strain, P. (1983). Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings. Analysis and Intervention in Development Disabilities, 3, 23–34.

Turner, B.L. (1978). The effects of choice of stimulus materials on interest in the remediation process and the generalized use of language training. Unpublished master's thesis, University of California, Santa Barbara.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff & J.V. Wertsch (Eds.), Children's learning in the zone of proximal development (pp. 7–18). San Francisco: Jossey-Bass.

Wetherby, A.M. , & Gaines, B. (1982). Cognition and language development in autism. Journal of Speech and Hearing Disorders, 47, 63–70.

Woodward, A. (1986). Over-programmed materials: Taking the teacher out of teaching. American Educator, 10(1), 22–25.

Yuweiler, A. , Geller, E. , & Ritvo, E. (1975). Uptake and efflux of serotonin from platelets of autistic and nonautistic children. Journal of Autism and Childhood Schizophrenia, 5, 83–98.