AndersonS. R.RomanczykR. G. (1999). Early Intervention for young children with autism: Continuum-based behavioral models. Journal of The Association for Persons with Severe Handicaps, 24, 162–173.
2.
DawsonG.OsterlingJ. (1997). Early intervention in autism: Effectiveness and common elements of current approaches. In GuralnickM. (Ed.), The effectiveness of early intervention: Second generation research (pp. 307–326). Baltimore: Paul H. Brookes.
3.
DunlapG.FoxL. (in press). Supporting families of young children with autism. Infants and Young Children.
4.
DunlapG.RobbinsF. R. (1991). Current perspectives in Service delivery for young children with autism. Comprehensive Mental Health Care, 1, 177–194.
5.
GreenspanS. I.WiederS. (1999). A functional developmental approach to autism spectrum disorders. Journal of The Association for Persons with Severe Handicaps, 24, 147–161.
6.
FoxL.DunlapG.PhilbrickL. A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Intervention, 21, 1–14.
7.
HartB.RisleyT. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
8.
KoegelL. K.KoegelR. L.HarrowerJ. K.CarterC. M. (1999). Pivotal response intervention I: Overview of the approach. Journal of The Association for Persons with Severe Handicaps, 24, 174–185.
9.
KoegelL. K.KoegelR. L.ShoshanY.McNerneyE. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of The Association for Persons with Severe Handicaps, 24, 186–198.
10.
LovaasO. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology. 55, 3–9.
11.
McEachinJ. J.SmithT.LovaasO. I. (1993). Long-term outcomes for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.
12.
McGeeG. G.MorrierM. J.DalyT. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of The Association for Persons with Severe Handicaps, 24, 133–146.
13.
RisleyT. R. (1997). Family preservation for children with autism. Journal of Early Intervention, 21, 15–16.
14.
RobbinsF. R.DunlapG.PlienisA. J. (1991). Family characteristics, family training, and the progress of young children with autism. Journal of Early Intervention, 15, 173–184.
15.
RogersS. J.LewisH. (1989). An effective day treatment model for young children with pervasive developmental disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 207–214.
16.
SchoplerE.MesibovG. B.HearseyK. (1995). Structured teaching in the TEACCH model. In SchoplerE.MesibovG. B. (Eds.), Learning and Cognition in autism (pp. 243–268). New York: Plenum Press.
17.
StrainP. S.CordiscoL. K. (1994). LEAP Preschool. In HarrisS. L.HandlemanJ. S. (Eds.), Preschool education for children with autism (pp. 225–244). Austin, TX: PRO-ED.
18.
StrainP. S.WoleryM.IzemanS. (1998). Considerations for administrators in the design of service options for young children with autism and their families. Young Exceptional Children, 1 (2) (Winter), 8–16.