Recommended Reading

Empirical Support for ABA & Intensive Early Intervention

There are myriad studies supporting the efficacy of Applied Behavior Analysis as an intervention for challenging behaviors and skill building. Further, numerous studies support ABA as an effective intervention for autism and other developmental disorders. Below, please find a selection of some of these studies.

  • Anderson, S.R., Avery, D.L. DiPietro, E.K., Edwards, G.L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children: New developments in the treatment of persons exhibiting autism and severe behavior disorders. Education and Treatment of Children [Special Issue], 10, 352-366.
  • Collaborative Work Group on Autistic Spectrum Disorders (1997). Best Practices for Designing and Delivering Effective Programs for Individuals with Autistic Spectrum Disorder. Sacramento, California: California Departments of Education and Developmental Services.
  • Eikeseth, S. (2001). Recent critiques of the UCLA young autism project. Behavioral Interventions, 16(4), 249-264.
  • Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4-to-7-year-old children with autism: A 1-year comparison controlled study. Behavior Modification (Special Issue: Autism), 26(1), 49-68.
  • Fenske, E., Zalenski, S., Krantz, P., & McClannahan, L. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis & Intervention in Developmental Disabilities, 5, 49-58.
  • Green, G., Brennan, L., Fein, D. (2002). Intensive behavioral treatment for a toddler at risk for autism. Behavioral Interventions, 26, 69-102.
  • Harris, S., Handleman, J., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281-290.
  • Harris, S. & Handleman, J. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four-to-six-year follow-up. Journal of Autism and Developmental Disorders, 30(2), 137-142.
  • Kasari, C. (2002). Assessing change in early intervention programs for children with autism. Journal of Autism and Developmental Disorders, 32(5), 447-349-461.
  • Lovaas, O.I. (1987). Behavior treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
  • Lovaas, O.I. & Smith, T. (1989). A comprehensive behavioral theory of autistic children: Paradigm for research and treatment. Journal of Behavioral Therapy and Experimental Psychiatry, 20, 17-29.
  • Lovaas, O.I. (1993). The development of a treatment-research project for developmentally disabled and autistic children. Journal of Applied Behavioral Analysis, 26(4), 617-630.
  • Matson, J.C., Bernavidez, D.A., Compton, L.S., Paclawskyj, T. & Baglio, C. (1996). Behavioral treatment of autistic persons: A review of research from 1980 to present. Research in Developmental Disabilities, 17, 433-465.
  • McEachin, J.J., Smith, T. & Lovaas, O.I. (1993). Long term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359-372.
  • Ozonoff, S. & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25-36.
  • Rogers, S. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of clinical child psychology, 27(2), 168-179.
  • Rosenwasser, B. & Axelrod, S. (2001). The contribution of applied behavior analysis to the education of people with autism. Behavior Modification (Special Issue: Autism), 25(5), 671- 677.
  • Sallows, G.O. & Graupner, T. D. (1999). Replicating Lovaas’ treatment and findings: Preliminary results. Paper presented at the annual meeting of the Autism Society of America, Kansas City, MO.
  • Simpson, R. (1999). Early intervention with children with autism: The search for the best practices. The Journal of the Association for Persons with Severe Handicaps, 24(3), 218-221.
  • Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice, 6(1), 33-49.
  • Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Related Disorders, in press.
  • Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, O. I. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorder. American Journal of Mental Retardation, 102, 238-249.
  • Smith, T., Groen, A., & Wynn, J. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105(4), 269-285.
  • Smith, T. & Lovaas, O.I. (1997). The UCLA Young Autism Project: A reply to Gresham and MacMillan. Behavioral Disorders, 22, 202-218.
  • Smith, T. & Lovaas, O.I. (1998). Intensive and early behavioral intervention in autism: The UCLA young autism project. Infants and Young Children, 10(3), 67-78.
  • Smith, T., McEachin, J., & Lovaas, O.I. (1993). Comments on replication and evaluation of outcome. American Journal on Mental Retardation, 97(4), 385-391.

General ABA Information & Programming

The following books may be helpful in providing you with more information on the general practice of ABA, and how some practitioners apply ABA procedures in comprehensive curricula. It is recommended that families use published curricula as a source of ideas and general overview of intervention, but not as a strict recipe for intervention. Remember, every child is unique.

  • Cooper, J. O., Heron, T. & Heward, W. (1989). Applied Behavior Analysis. Columbus, OH: Merrill.
  • Fovel, J.T. (2002). The ABA Program Companion: Organizing quality programs for children with autism and PDD. New York, NY: DRL Books.
  • Moore, J. & Shook, G.L. (2001). Certification, accreditation, and quality control in behavior analysis. Behavior Analyst, 24(1), 45-55.
  • Lovaas, O.I. (2002). Teaching Individuals with Developmental Delays: Basic intervention techniques. Austin, TX: PRO-ED.
  • Leaf, R. & McEachin, J. (1998). A Work in Progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: Different Roads to Learning.
  • Maurice, C. (1993). Let Me Hear Your Voice. New York, NY: The Random House Publishing Group.
  • Maurice, Catherine, Green, Gina & Luce, Stephen C. (1996). Behavioral Intervention for Young Children with Autism – A manual for parents and professionals. Austin, TX: PRO-ED.

General Autism & Asperger's Information

  • Attwood, T. (Ed.) (1998). Asperger's Syndrome: A Guide for Parents and Professionals. London, England: Jessica Kingsley Publishers.
  • Filipek, P., Accardo, P., Baranek, G., Cook, E., Dawson, G., Gordon, B., Gravel, J., Johnson, C., Kallen, R., Levy, S., Minshew, N., Prizant, B., Rapin, I., Rogers, S., Stone, W., Teplin, S., Tuchman, R., & Volkmar, F. (1999). The screening and diagnosis of autism spectrum disorders. Journal of Autism and Developmental Disorders, 29(6), 439-484.
  • Frith, U. (1989). Autism: Explaning the enigma. Malden, MA: Blackwell Publishers, Inc.
  • Hamilton, L.M. (2000). Facing Autism. Colorado: Waterbrook Press.

Social Skills & "Theory of Mind"

  • Baron-Cohen, S. (1997). Mindblindness: An essay on autism and theory of mind. MA: The MIT Press.
  • Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. (1993). Understanding Other Minds: Perspectives from autism. New York: Oxford University Press.
  • Gray, C. (1994/2000). The New Social Stories Book. Arlington, TX: PRO-ED.
  • Howlin, P., Baron-Cohen, S. & Hadwin, J. (1999). Teaching Children with Autism to Mind Read. New York, NY: John Wiley & Sons.
  • Leslie, A.M. (1988). Some implications of pretence for mechanisms underlying the child’s theory of mind. In J. Astington, P. Harris, and D, Olson (Eds.), Developing Theories of Mind. New York: Cambridge University Press.
  • Mundy, P. & Crowson, M. (1997). Joint attention and early social communication: Implications for research on intervention with autism. Journal of Autism and Developmental Disorders, 27(6), 653-676.
  • Ozonoff, S. & Miller, J. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415-433.
  • Rogers, S.J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
  • Weiss, M.J., & Harris, S.L. (2001). Reaching Out, Joining In: Teaching social skills to young children with autism. Bethesda, MD: Woodbine House
Executive Functions
  • Hughes, C. (1996). Control of thought and action: Normal development and dysfunction in autism: A research note. Journal of Child Psychology and Psychiatry, 37 (2), 229-236.
  • Kimberg, D.Y., D’Esposito, M., & Farah, M.J. (1997). Cognitive functions in the prefrontal cortex: Working memory and executive control. Current Directions in Psychological Science, 6 (6), 185-192.
  • Ozonoff, S. (1995). Executive functions in autism. In E. Schopler and G.B. Mesibov (Eds.), Learning and Cognition in Autism. New York, NY: Plenum Press.
  • Pennington, B. & Ozonoff, S., (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87

Verbal Behavior, Natural Environment Training, & Incidental Teaching

  • Hart, B. & Risely, T.R. (1980). How to Use Incidental Teaching for Elaborating Language. Lawrence, KS: H & H Enterprises, Inc.
  • Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-9.
  • Sundberg, Mark L. & Partington, James W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Pleasant Hill, CA: Behavior Analysts Inc.
  • Skinner, B.F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
  • Weiss, M.J. (2001) Expanding ABA Intervention in Intensive Programs for Children with Autism: The Inclusion of Natural Environment Training and Fluency Based Instruction. The Behavior Analyst Today, 2 (3), 182-185.

Instructional Modifications for Unique Learners

  • Charlop-Christy, M.H., Carpenter, M., Le, L., Leblanc, L.A., & Kellet, K. (1999). Using the Picture Exchange Communication System (PECS) with children with autism: Assessment, speech, social-communicative behavior and problem behavior. Journal of Applied Behavior Analysis, 35, 213-231.
  • Quill, K. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27(6), 697-714.
Funding
  • Jacobson, J.W., Mulick, J.A., & Green, G. (1998). Cost-benefit estimate for early intensive behavioral intervention for young children with autism: General model and single state case. Behavioral Interventions, 14, 433-465.
  • Mandlawitz, M.R. (2002). The impact of the legal system on educational programming for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 32(5), 495-508.
  • Turnbull, H.R., Wilcox, B.L., & Stowe, M.J. (2002). A brief overview of special education law with focus on autism. Journal of Autism and Developmental Disorders, 32(5), 479-493.
  • Wright, P.W. & Wright, P.P. (1999). Wrightslaw: Special Education Law. Harbor House Law Publishing.