Visual Aids for Positive Behavior Support of Young Children With Autism Spectrum Disorders

Arthur-Kelly M. Sigafoos J. Green V. Mathisen B. Arthur-Kelly R. (2009). Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder. Disability and Rehabilitation, 31, 1474-1486.

Bambara L. M. Kern L. (2005). Individualized supports for students with problem behaviors. New York, NY: Guilford Press.

Banda D. R. Grimmett E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324-333.

Brown K. E. Mirenda P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8, 155-164.

Buschbacher P. W. Fox L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 217-227.

Carr E. G. Dunlap G. Horner R. H. Koegel R. L. Turnbull A. P. Sailor W. . . .Fox L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16.

Charlop-Christy M. H. Carpenter M. Le L. LeBlanc L. A. Kellet K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-231.

Conroy M. A. Asmus J. M. Sellers J. A. Ladwig C. N. (2005). The use of an antecedent-based intervention to decrease stereotypic behavior in a general education classroom: A case study. Focus on Autism and Other Developmental Disabilities, 20, 223-230.

Gray C. A. Garand J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autism and Other Developmental Disabilities, 8(1), 1-10.

Hines E. Simonsen B. (2008). The effects of picture icons on behavior for a young student with autism. Beyond Behavior, 18(1), 9-17.

Kokina A. Kern L. (2010). Social story interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 40, 812-826.

Lequia J. Machalicek W. Rispoli M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 480-492.

Machalicek W. Shogren K. Lang R. Rispoli M. O’Reilly M. F. Franco J. H. Sigafoos J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3, 547-555.

Quill K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697-714.

Reynhout G. Carter M. (2009). The use of social stories by teachers and their perceived efficacy. Research in Autism Spectrum Disorders, 3, 232-251.

Schmit J. Alper S. Raschke D. Ryndak D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131-137.

Wong C. Odom S. L. Hume K. Cox A. W. Fettig A. Kucharczyk S. . . .Schultz T. R. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: Frank Porter Graham Child Development Institute, The University of North Carolina, Autism Evidence-Based Practice Review Group.