Teaching Pretend Play to Young Children with Autism

Barton E. E. (2010). Development of a taxonomy of pretend play. Infants & Young Children, 23, 247-261.

Barton E. E. Wolery M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Child Special Education, 28, 109-125.

Barton E. E. Wolery M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77, 85-106.

Charman T. Baron-Cohen S. Swettenham J. Baird G. Drew A. Cox A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorders. International Journal of Language & Communication Disorders, 38, 265-285.

Delaney E. M. Kaiser A. P. (2001). The effects of teaching parents blended communication and behavior support strategies. Behavioral Disorders, 26, 93-116.

Doyle P. Wolery M. Gast D. Ault M. (1990). Comparison of constant time delay and the system of least prompts in teaching preschoolers with developmental delays. Research in Developmental Disabilities, 11, 1-22.

Filla A. Wolery M. Anthony L. (1999). Promoting children’s conversations during play with adult prompts. Journal of Early Intervention, 22, 93-108.

Garfinkle A. (2004). Assessing play skills. In McLean M. Wolery M. Bailey D. (Eds.), Assessing infants and preschoolers with special needs (pp. 451-486). Upper Saddle River, NJ: Pearson.

Hojnoski R. L. Gischlar K. L. Missall K. N. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12, 32-44.

Ingersoll B. Schreibman L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487-505.

Kasari C. Freeman S. Paparella T. (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.

Kohler F. W. Greteman C. Raschke D. Highnam C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27, 155-163.

Lifter K. Ellis J. Cannon B. Anderson S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27, 247-267.

McBride B. Schwarz I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.

National Autism Center. (2009). Evidence-based practice in the schools. Randolph, MA: Author.

Pretti-Frontczak K. Bricker D. (2004). An activity-based approach to early intervention (3rd ed.). Baltimore, MD: Paul H. Brookes.

Sandall S. R. Schwartz I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul H. Brookes.

Strain P. McGee G. Kohler F. (2001). Inclusion of children with autism in early intervention environments. In Guralnick M. J. (Ed.), Early childhood inclusion: Focus on change (pp. 337-363). Baltimore, MD: Paul H. Brookes.

Thorp D. Stahmer A. Schreibman L. (1995). Effects of socio-dramatic play training on children with autism. Journal of Autism and Developmental Disorders, 25, 265-282.

Toth K. Munson J. Meltzoff A. Dawson G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism Developmental Disorders, 36, 993-1005.

Wolery M. (2005). DEC Recommended practices: Child focused practices. In Sandall S. Hemmeter M. L. Smith B. J. McLean M. E. (Eds.), DEC recommended practices: A comprehensive guide for practical application (pp. 71-106). Missoula, MT: Division for Early Childhood.