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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.