AlbertoP. A.TroutmanA. C. (2013). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson.
2.
BarnedN. E.KnappN. F.Neuharth-PritchettS. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Journal of Early Childhood Teacher Education, 32, 302-321. doi:10.1080/10901027.2011.622235
3.
BartonE. E.LawrenceK.DeurlooF. (2012). Individualizing interventions for young children with autism in preschool. Journal of Autism and Developmental Disorders, 42, 1205-1217. doi:10.1007/s10803-011-1195-z
4.
BoydB.WongC. (2013). Response interruption/redirection (RIR) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
5.
BuschbacherP. W.FoxL. (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. doi:10.1044/0161-1461(2003/018)
6.
Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorders among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2010. MMWR Surveillance Summary, 63, 1-24. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm
7.
DingfelderH. E.MandellD. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of innovation theory. Journal of Autism and Developmental Disorders, 41, 597-609. doi:0.1007/s10803-010-1081-0
8.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Available from www.dec-sped.org
9.
DunlapG.WilsonK.StrainP.LeeJ. K. (2013). Prevent-teach-reinforce for young children: The early childhood model of individualized positive behavior support. Baltimore, MD: Paul H. Brookes.
10.
FleuryV. P. (2013). Extinction (EXT) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
11.
FoxL.DunlapG.HemmeterM. L.JosephG. E.StrainP. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58, 48-52. Retrieved from http://challengingbehavior.fmhi.usf.edu/explore/publications.htm
12.
Grisham-BrownJ.HemmeterM. L.Pretti-FrontczakK. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes.
13.
HartJ. E.WhalonK. (2013). Misbehavior or missed opportunity? Challenges in interpreting the behavior of young children with autism spectrum disorder. Early Childhood Education Journal, 41, 257-263. doi:10.1007/s10643-012-0527-8
14.
HornE.BanerjeeR. (2009). Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children’s success. Language, Speech, and Hearing Services in Schools, 40, 406-415. doi:10.1044/0161-1461(2009/08-0026)
15.
HornerR. H.CarrE. G.StrainP. S.ToddA. W.ReedH. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423-446. doi:10.1023/A:1020593922901
16.
HumeK. (2013). Antecedent-based intervention (ABI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
17.
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).
18.
KucharczykS. (2013). Differential reinforcement of alternative, incompatible, or other behavior (DRA/I/O) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
19.
OdomS. L. (2009). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29, 53-61. doi:10.1177/0271121408329171
20.
OdomS. L.WoleryM. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. Journal of Special Education, 37, 164-173. doi:10.1177/00224669030370030601
21.
SandallS. R.SchwartzI. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul H. Brookes.
22.
SnellM. E.BerlinR. A.VoorheesM. D.Stanton-ChapmanT. L.HaddenS. (2012). A survey of preschool staff concerning problem behavior and its prevention in Head Start classrooms. Journal of Positive Behavior Interventions, 14, 98-107. doi:10.1177/1098300711416818
23.
VakilS.WeltonE.O’ConnorB.KlineL. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36, 321-326. doi:10.10007/s10643-008-0289-5
24.
WongC.OdomS. L.HumeK.CoxA. W.FettigA.KucharczykS.. . . SchultzT. R. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.