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MHS 4206 Section 1
Applied Behavior Analysis in Autism and Developmental
Disabilities
Course Syllabus
Instructor: Instructor
Department of Child and Family Studies
College of Behavioral and Community
Sciences University of South Florida
Email:
Teaching Assistant:
Office hours:
Course Prerequisite: MHS 4202: Behavior Assessment and Intervention Planning In ABA
Classroom: Westside BC (i.e., 126 BC)
Class Times: T/Th, 11:00 am- 12:15 pm
First Class: August 27, 2019
Last Class: December 5, 2019
Final Presentations: December 10, 2019
Passing Grades
Enrolled at USF before 2019-2020 Catalog C-
Enrolled at USF under Catalog 2019-2020 B-
In the event of an emergency, it may be necessary for USF to suspend normal operations.
During this time, USF may opt to continue delivery of instruction through methods that include but
are not limited to: Canvas, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and GoBull messages for important
general information.
Course Description and Objectives
This 45 hour course creates a framework for understanding and designing effective social
interaction/communication and behavior interventions for children with autism spectrum
disorder and other developmental disabilities. The course focuses on the application of
empirically validated social interaction/communication and behavioral interventions that
are consistent with principles of ABA in designing the interventions. This course covers
30 hours of “Behavior-Change Procedures” from the Behavior Analyst Certification
Board Task List (5th Edition).
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Course Objectives
After the course, students will be able to:
Define Autism Spectrum Disorder (ASD)
Describe common characteristics of individuals with ASD
Describe and compare a variety of evidence-based practices that are based on the
principles of ABA for individuals with ASD
Increase the understanding of the levels of empirical support for various
ABA-based skill acquisition interventions
Assess children with ASD using various assessment instruments and
observations to identify the children’s social interaction, social
communication, and behavioral needs
Design an intervention plan that addresses social interaction/communication
skills and behavioral challenges
Develop intervention materials
Use effective interaction and personal qualities to collaborate with families and other
professionals
Student Learning Outcomes G: Behavior-Change Procedures = 39.5 hours
G-1 Use positive and negative reinforcement procedures to strengthen behavior
G-2 Use interventions based on motivating operations and discriminative stimuli
G-3 Establish and use conditioned reinforcers
G-4 Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most,
prompt delay, stimulus fading)
G-5 Use modeling and imitation training
G-6 Use instruction and rules
G-7 Use shaping
G-8 Use chaining
G-9 Use discrete-trial, free-operant, and naturalistic teaching arrangments
G-10 Teach simple and conditional discriminations
G-11 Use Skinner’s analysis to teach verbal behavior
G-12 Use equivalence-based instruction
G-13 Use the high-probability instructional sequence
G-14 Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR)
G-15 Use extinction
G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection)
G-17 Use token economies
G-18 Use group contingencies
G-19 Use contingency contracting
G-20 Use self-management strategies
G-21 Use procedures to promote stimulus and response generalization
G-22 Use procedures to promote maintenance
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Required Journal Articles
Please find articles through USF Library Databases. Articles will not be provided by the
instructor.
Bryan, L., & Gast, D. L. (2006). Teaching on-task and on-schedule behaviors to high-functioning
children with autism via picture activity schedule. Journal of Autism and Developmental
Disorders, 30, 553-567.
Chan, J.M., & O’Reilly, M. F. (2008). A Social StoriesTM intervention package for students
with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41,
405-409.
Clarke, S. & Duda, M.A. (2019). PBS Goes to Middle School: Building Capacity of Peer
Buddies to Implement a PBS Intervention with Fidelity. Behavior Analysis in Practice,
12, 204-208
Crutchfield, S. A., Mason, R. A., Chambers, A., Wills, H. P., & Mason, B. A. (2015). Use of a
self-monitoring application to reduce stereotypic behavior in adolescents with autism: A
preliminary investigation of I-Connect. Journal of Autism and Developmental
Disabilities, 45, 1146-1155.
Farmer‐Dougan, V. (1994). Increasing requests by adults with developmental disabilities using
incidental teaching by peers. Journal of Applied Behavior Analysis, 27, 533-544.
Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming
implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54.
Hieneman, M. (2015). Positive Behavior Support for Individuals with Behavior Challenges.
Behavior Analysis in Practice, 8, 101-108.
Koegel, R. L., Bradshaw, J., Kristen, A., & Koegel, L. K. (2014). Improving question-asking
initiations in young children with autism using Pivotal Response Treatment. Journal of
Autism and Developmental Disorders, 44, 816-827.
MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video
modeling to reach reciprocal pretend play to children with autism. Journal of Applied
Behavior Analysis, 42, 43-55.
Matson, J., Wilkins, J., & Gonzalez, M. (2008). Early identification and diagnosis in autism
spectrum disorders in young children and infants: How early is too early?. Research in
Autism Spectrum Disorders, 2, 75-84.
Mayton, M., Menendez, A. L., Wheeler, J. J., & Zhang, J. (2010). An analysis of evidence-based
practices in the education and treatment of learners with autism spectrum disorders.
Education and Training in Autism and Developmental Disabilities, 45, 539-551.
Normand, M., & Dallery, J. (2007). Mercury rising: exposing the vaccine-autism myth. Skeptic
(Altadena, CA), 13, 32-37.
Oliver, A. C., Pratt, L. A., & Normand, M. P. (2015). A survey of functional behavior
assessment methods used by behavior analysts in practice. Journal of Applied Behavior
Analysis, 48, 817-829.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review
and practical guide. Behavior Analysis in Practice, 1, 16.
Class Format
Prior to each class, a PowerPoint presentation will be posted on Canvas under
Modules to aid in note taking during class
Every class will begin with a brief reading check of the lecture materials to
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prepare students for the class discussions, activities, and quizzes
Following the pre-assessment, the instructor will expand upon the assigned
videos and reading materials and highlight the key points through lecture,
demonstration, discussion, and activities
Students will engage in activities in which they will apply techniques or
strategies covered in the lecture, internet modules, and readings to children
with ASD
Class will conclude with an online quiz over the lecture and assigned readings.
Grades
Grades will be based upon the following categories: A. Class attendance and participation (10%) B. In-Class Reading Checks (20%) C. Online Canvas Quizzes (35%) D. Assignments (30%)
E. In-class Activities (5%) F. Extra Credit (2 points)
A. Attendance and Participation. Class attendance and participation are expected, and students are expected to be on time for class. There will be a class sign-in and sign-out sheet for each class. It is the student’s responsibility to sign in at the beginning of class and sign-out at the end of each class. Students will not get percentage points for class if they leave early, unless leaving early was arranged with the instructor ahead of time. When a student misses class, he/she will lose percentage points for attendance, participation in activities, and presentation for that day. Students who sign other students in or out of class for another classmate will be violating USF Student Conduct and will receive disciplinary action.
Students are expected to engage in professional behavior in the classroom, which is defined as: attending to lecture (e.g., taking notes, asking appropriate questions, commenting on lecture), participation in activities and presentations, and being respectful of other students, instructor, guest speakers, and teaching assistants.
Students looking for a letter of recommendation for future employment or graduate school
should not only perform at the top of the class (A+), but should engage in professional
behavior throughout the entire course. Any unprofessional behavior in class that competes
with participation and creates a negative classroom experience for others will not be
tolerated. These behavior include but are not limited to the following:
Engaging in texting, Internet surfing, or going on social media
Making rude comment or facial expressions about other students, instructor, or
teaching assistant
Completing assignments or studying for other classes
Completing work assignments
Failure to complete in-class activities
Talking in class while the instructor, guest speaker, or other students are speaking
B. In-class Reading Checks. Students will have a 10 minute reading check at the beginning of
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every class (starting at 11:00 a.m.) The format of the reading checks will include multiple choice, true/false, matching, or fill in the blank. Only students present in class will be able to take the reading checks. Students who are not present in class, but take the reading check are committing academic dishonesty. Consequences for academic dishonesty on the reading checks will result in a zero on the reading check and/or a “fail” in the class.
a. Make-up. Students will be allowed 1 reading check allowance per semester. This means the students are allowed to miss 1 reading check without penalty. The purpose of this allowance is to account for when you may be sick or have an emergency. You do not need to notify me or send a doctor's note. The points for the reading check allowances will automatically be added at the end of the semester. ** There is no other make up policy **
C. Online Canvas Quizzes. A total of 12 quizzes will be administered throughout this course.
The quizzes will be delivered via Canvas and available Thursday, 5:00 pm through
Sunday, 11:59 pm. The quizzes will be timed, and the students will have 1 hour to
complete them. No make-up quizzes will be given unless prior arrangements are made with
the instructor. Quizzes will consist of multiple-choice questions, matching, and/or fill-in the
blank questions covering the lecture and readings for that day. These quizzes MAY NOT be
completed with peers. ** There is no make-up policy **
a. Due Dates for Online Quizzes. Must be Submitted by 11:59 p.m.
Quiz Number Due Date Quiz Number Due Date
1 9/8/19 7 10/20/19
2 9/15/19 8 10/27/19
3 9/22/19 9 11/3/19
4 9/29/19 10 11/10/19
5 10/6/19 11 11/17/19
6 10/13/19 12 11/24/19
D. Assignments. During classes 11/21, 11/26, 12/3 students will complete a Visual Supports
Project In-Class and Present. A poster will then be presented in a gallery format on
12/10/19 (insert time)
a. Visual Supports Project Boot camp and Poster. The visual support project will be a
group project. Groups will be sign-up on 9/24/19. Groups may have no more than
three members and as few as two members. Each group will be given a scenario with a
mock child/student with ASD. The group will work in-class on 11/21, 11/26, and 12/3
to complete their project. The group should plan to finalize their poster presentation by
the end of class on 12/3/19. The group will then present their poster for the gallery
walk through during class on 12/10/19 – grading will take place at this time. **Faculty
and doctoral students will be invited in for the walk through.**
1. Assessment. Each group will be provided results of an assessment. The group will
report the following (see rubric for details):
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1) Background information
2) A summary of assessments conducted to gather information on the strengths and
weaknesses in social communication and social interaction, and problem
behavior
3) Completed assessment instruments
2. Intervention Plan: Groups will design an intervention plan based on the
assessment results to address the social communication/interaction and behavioral
challenges.
3. Poster: Groups will hang their posters in a gallery format and answer questions
from guest. The instructor(s) will walk through and grade each poster (see rubric). E. In-Class Activities –
a. Video Activities- During some classes, students will work in groups of 3-4 to watch a video and answer a series of questions or scenarios that will be provided by the instructor. The instructor will randomly select 1-2 groups to facilitate a whole-class discussion about the assigned video. Information gathered from these discussions will be on quizzes (take notes!).
b. Group Activities- There will be days where the students will engage in interactive group activities. The activities will focus on applying the information for the topic assigned. The instructor will randomly select 1-2 groups to facilitate a whole-class discussion. Information gathered from these discussions will be on quizzes (take notes!).
F. Extra Credit – Students can earn two (2) extra points on their final grade by completing
the end of semester instructor evaluation.
Letter grades will be assigned according to the following scale:
Email Policy
Please use () to email me. I will not be checking email through CANVAS as it is not reliable.
Emails during the week and during business hours (Monday through Friday, 9am-5pm),
A+ 98 - 100% C 73 – 77.99%
A 93 – 97.99% C- 70 – 72.99%
A- 90 – 92.99% D+ 68 – 69.99%
B+ 88 – 89.99% D 63 – 67.99%
B 83 – 87.99% D- 60 – 62.99%
B- 80 – 82.99% F 59.99% or lower
C+ 78 – 79.99%
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will be answered within 48 hours. Emails on the weekend will likely not be answered
until Monday morning. Therefore, it is recommended if the student has any questions
regarding an assignment or a question pertaining to the exam, that he or she begin the
assignment with sufficient time to email with questions (if needed) between Monday and
Friday.
OTHER CLASS POLICIES
Right to Change Syllabus
If necessary, some components of this syllabus may change. However, any such changes will be
announced to the students in class and posted on Canvas. The student is responsible for any such
announced changes.
Course Attendance at First Class Meeting
Students are required to attend the first class meeting of undergraduate courses for which they
registered prior to the first day of the term. Names of students who register prior to the first day
of the term are printed on the first class roll for each course section. The first class roll is used by
professors to drop students who do not attend the first day of class. Students having extenuating
circumstances beyond their control and who are unable to attend the first class meeting must
notify the instructor to the department prior to the first class meeting to request waver of the first
class attendance requirement. Students who add course or late-register during the first week of
classes will not be on the first class roll and, therefore, will not be dropped for nonattendance by
the instructor. To avoid fee liability and academic penalty, the student is responsible for ensuring
that he/she had dropped or been dropped from all undesired courses by the end of the 5th day of
classes.
Class Notes
Please be aware that students are not permitted to take notes in class for remuneration or for the
purpose of sale to any person or entity.
Video/Audio Recording
Please be aware that students are not permitted to video or audio record during any portion of the
class without explicit, written consent from the instructor.
INSTITUTIONAL POLICIES
Policies about disability access, religious observances, academic grievances, academic
misconduct, and several other topics are governed by a central set of policies that apply to all
classes at USF. These may be accessed at: https://www.usf.edu/provost/faculty-info/core-
syllabus-policy-statements.aspx.
Student Handbook:
May be found at: https://www.usf.edu/student-affairs/dean-of-students/resources/handbooks-and-
guides.aspx
Student Conduct:
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USF Student Rights/Responsibilities: https://www.usf.edu/student-affairs/student-rights-
responsibilities/conduct/rights-responsibilities.aspx
USF Student Code of Conduct: https://www.usf.edu/student-affairs/student-rights-
responsibilities/conduct/index.aspx
Incomplete Grade:
Definition: An Incomplete grade (“I”) is exceptional and granted at the instructor’s discretion
only when students are unable to complete course requirements due to illness or other
circumstances beyond their control. This applies to all gradable courses, including pass/fail
(S/U). Students may only be eligible for an “I” when:
The majority of the student’s work for a course has been completed before the end of the
semester
The work that has been completed must be qualitatively satisfactory
The student has requested consideration for an “I” grade as soon as possible but no later
than the last day of finals week. Policy may be found at:
http://ugs.usf.edu/policy/IGradePolicy.pdf
Safety and Student Well Being
Center for Victim Advocacy and Violence Prevention: (813) 974-5757
http://www.sa.usf.edu/ADVOCACY
Counseling Center: (813) 974-2831 http://www.usf.edu/student-affairs/counseling-center/
Student Health Services: (813) 974-2331 http://www.usf.edu/student-affairs/student-health-
services/
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25 Classes @ 1.5 hours of Task List Content = 37.5
Plus two hour final presentations = 39.5 Task List 5 Contact Hours
Week Class BACB Task List Agenda Reading
In-Class
Reading Check
27-Aug Introduction/Course Syllabus None
29-AugHistorical Perspective and Characteristics of
Individuals with ASD Matson, Wilkins, & Gonzalez (2008)
1
3-Sep0 hours
Assessment of Children with ASD; Guest
Speaker Dr. Schmelter Olive, Pratt, & Norman (2015)
2
5-Sep G-1, -2, -4, -7, -8, -9 ,-11 FBA Assessment and ASD Hanley (2012) 3
10-Sep Norman & Dallery (2007) 4
12-Sep Mayton et al. (2010) 5
17-Sep G-1, -2, -4, -7, -8, -9 ,-11 EBP for Children with ASD
19-Sep G-4, -5, -7, -8, -10, -20, -21 Visual Supports Bryan & Gast (2000) 6
24-Sep
26-Sep
1-Oct 7
3-Oct
8-Oct 8
10-Oct
15-Oct 9
17-Oct
22-Oct 10
24-Oct
29-Oct 11
31-Oct
5-Nov 12
7-Nov
12-Nov 13
14-Nov
19-Nov Self-Management Crutchfield et al. (2015) 14
21-NovVisual Support Project Boot Camp Bring your thinking hat!
26-Nov G1 - 22 Visual Support Project Boot Camp Bring your second thinking hat!
28-Nov 0 hours Thanksgiving Holiday (no class)
3-Dec G1 - 22 Visual Support Project Boot Camp Start to Wrap-Up
5-Dec 0 hours University Reading Day
10-Dec G1 - 22 Project Gallery Presentations Final Project * Must stay for 2 hours
6
7
8
9
1
2
3
4
15
0 hours
Non-Evidenced & Evidence Based Practices G-1, -2, -5, 7, -8, -9, -11, -
14, -17, -21, -22
Visual Supports G-4, -5, -7, -8, -10, -20, -21
G-1, -2, -5, -7, -8, -9, -14, -
15, -21, -22Functional Communication Training
10
11
12
13
14
5
Tiger, Hanley, & Bruzek (2008)
G-1, -2, -3, -4, -5, -6, -7, -
8, -10, -12, -13, -21, -22Naturalistic Intervention (Incidental Teaching) Farmer-Dougan (1994)
G-1, -2, -3, -4, -5, -6, -7, -
8, -10, -13, -14, -15, -21, -
22
Pivotal Response Training Koegel et al. (2014)
G-1, -2, -3, -5, -6, -7, -8, -
14, -15, -17, -18, -19, -20, -
22
Hieneman (2015)
1, -2, 3, -4, -5, -6, -7, -8, -
10, -21, -22Video Modeling, Video Self-Modeling MacDonald et al. (2009)
G-1, -2, -3, -5, -6, -7, -8, -
10, -21, -22Social Scripting and Social Stories Chan & O'Reilly (2008)
Positive Behavior SupportG-1, -2, -3, -5, -6, -7, -8, -
14, -15, -17, -18, -19, -20, -
G-1, -2, -3, -4, -5, -6, -7, -
10, -11, -14, -15, -18, -21, -
22
Peer Mediated Instruction and Intervention
**Guest Speaker**Clarke & Duda (2019)
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Recommended Readings – Not required
Week NRC (2001) Wong et al., 2014 Internet Module BACB, 2014
1 Chapter 1 (pp. 11-13); Chapter 5 (pp. 47-51); Chapter 6 (pp. 66-74)
Chapter 1 (pp. 1-3)
Restricted Patterns of
Behavior, Interests,
and Activities
2 Chapter 1 (pp. 23- 31); Chapter 12 (pp. 158-165)
Sections 3-4 (pp. 19-25)
3 Chapter 12 (pp. 140-150)
Chapter 1 (pp. 2-6); Chapter 3 (pp. 17-26)
Section 2 (pp. 10-18)
4 -- Shermer Chapter (uploaded on CANVAS)
5 Chapter 5 (pp. 56-61)
Appendix B (pp. 104-105)
Visual Support
6 Chapter 10 (pp. 115-124)
Appendix B (pp. 63-64) Functional
Communication
Training
7 Chapter 5 (pp. 52-55)
Appendix B (pp. 63-64)
Naturalistic Intervention
8 Chapter 5 (pp. 52-55)
Appendix B (pp. 87-88) Self-Management
9 Chapter 4 (PP. 40- 44); Chapter 12 (p.122, P.134, P.144)
Chapter 5 (pp. 52-55)
Appendix B (pp. 74-75) Pivotal Response Training
10 Appendix B (pp. 89-90) Social Narrative Stories
11 Chapter 6 (PP. 66- 79)
Appendix B (pp. 70-71) Peer-Mediated
Instruction and
Intervention
12 Appendix B (pp. 101-103)
Video Modeling
13 Chapter 3 (PP. 32- 39)
Section 7 (pp. 36-40)
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Citations for Table on Pg. 10
There are no required texts to purchase for this course. However, the following 3 free
books/guides in PDF formant available on the web will serve as texts for this class:
Behavior Analyst Certification Board (2014). Applied Behavior Analysis Treatment of Autism
Spectrum Disorder: Practice Guidelines for Healthcare Funders and Managers (2nd ed).
Littleton, CO: Author. https://www.bacb.com/wp-
content/uploads/2017/09/ABA_Guidelines_for_ASD.pdf
National Research Council (2001). Educating Children with Autism. Washington, DC: National
Academy Press. Available online for free: https://infiniteach.com/wp-c
ontent/uploads/2015/07/National- Research-Study-.pdf
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: The University of North Carolina, Frank Porter Graham
Child Development Institute, Autism Evidence-Based Practice Review Group.
http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf
Books Written by Families or Individuals with ASD
Andron, L. (2001). Our journey through high functioning autism and Asperger syndrome.
Philadelphia, PA: Jessica Kingsley Publishers.
Barron, J. & Barron, S. (2002). There’s a boy in here: Emerging from the bonds of autism.
Arlington, TX: Future Horizons.
Davis, B. & Schunick, W. G. (2001). Breaking Autism's barriers: A father's story Philadelphia,
PA: Jessica Kingsley Publishers.
Fleisher, M. (2003). Making sense of the unfeasible: My life journey with Asperger Syndrome.
NY: Jessica Kingsley Publishers
Fling, E. R. (2000). Eating an artichoke: A mother’s perspective on Asperger syndrome.
Philadelphia, PA: Jessica Kingsley Publishers.
Gilpin, W. (2002). Much more . . . laughing and loving with autism. Arlington, TX: Future
Horizons. Grandin, T. (1995). Thinking in pictures and other reports from my life with
autism. NY: Bantam Doubleday Dell Publishing.
Hall, K. (2000). Asperger syndrome, the universe and everything. Philadelphia, PA: Jessica
Kingsley Publishers
Hart, C. (1989). Without reason: A family copes with two generations of autism. NY: Harper &
Row Publishers.
Hoopmann, K. (2000). Blue bottle mystery: An Asperger adventure. Philadelphia, PA: Jessica
Kingsley Publishers.
Johnson, C. & Crowder, J. (1994). Autism: From tragedy to triumph. Boston, MA: Branden
Books. Kaufman, B.N. (1994). Son rise: The miracle continues. Tiburon, CA: H.J.
Kramer, Inc.
Kephart, B. (1998). A slant of sun. NY: W.W. Norton & Company.
Leonard-Toomey, P. (Ed.) (1997). In our words: Stories by brothers and sisters of children with
autism & PDD. Fall River, MA: Adsum, Inc.
Martin, E. P. (1999). Dear Charlie: A guide for living your life with autism—a grandfather’s
[Rev. 7/24/19] Page 12 of 12
love letter. Arlington, TX: Future Horizons.
Maurice, C. (1993). Let me hear your Voice: A family's triumph over autism. Austin, TX: Pro-
Ed. McCabe, P., McCabe, E., & McCabe, J. (2002). Living and loving with Asperger
syndrome: Family viewpoints. NY: Jessica Kingsley Publishers.
Meyers, D. J. (Ed.) (1995). Uncommon fathers reflections on raising a child with a disability.
Bethesda, MD: Woodbine.
Meyers, D. J. (Ed.) (1997). Views from our shoes: Growing up with a brother or sister with
special needs. Bethesda, MD: Woodbine House.
Mont, D. (2002). A different kind of boy: A father’s memoir about raising a gifted child with
autism. Philadelphia, PA: Jessica Kingsley Publishers.
Morse, D., Gayhardt, V., & Wallace, R. S. (1998). At home with autism: Three families' stories.
Stratham, NH: Potential Unlimited Publishing.
Overton, J. (2003). Snapshots of autism: A family album. NY: Jessica Kingsley Publishers.
Park, C. C. (2001). Exiting Nirvana: A daughter's life with autism. NY: Little, Brown &
Company. Prince-Hughes, D. (2004). Songs of the gorilla nation: My journey through
autism. NY: Harmony Books.
Rankin, K. (2000). Growing up severely autistic: They call me Gabriel. Philadelphia, PA: Jessica
Kingsley Publishers.
Romkema, C. (2002). Embracing the sky. Philadelphia, PA: Jessica Kingsley Publishers.
Satkiewicz-Gayhardt, V., Peerenboom, B., & Campbell, R. (1998). Crossing bridges: A parent's
perspective on coping after a child is diagnosed with autism/PDD. Stratham, NH:
Potential Unlimited Publishing.
Schneider, E. (2002). Living the good life with autism. Philadelphia, PA: Jessica Kingsley
Publisher.
Schulze, C.B. (1993). When snow turns to rain: One family’s struggle to solve the riddle of
autism. Rockville, MD: Woodbine House.
Seroussi, K. (2000). Unraveling the mystery of autism and pervasive developmental disorder: A
mother's story of research and recovery. NY: Simon & Schuster.
Shaw, J. (2002). I’m not naughty – I’m autistic: Jodi’s journey. Philadelphia, PA: Jessica
Kingsley Publishers. Shore, S. (2001). Beyond the wall: Personal experiences with
autism and Asperger's syndrome. Shawnee Mission, KS: Autism Asperger Publishing Co.
Stehli, A. (1995). Dancing in the rain. Westport, CT: Georgiana Organization, Inc.
Stone, F. (2004). Autism—the eighth colour of the rainbow: Learn to speak autistic. NY: Jessica
Kingsley Publishers.
Williams, D. (2004). Everyday heaven. NY: Jessica Kingsley Publishers.
Zimmerman, S. (1996). Grief dancers: A journey into the depths of the soul. Gotten, CO: Nemo
Press.