Page 8: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2014). Autism spectrum disorder: An overview for educators. Retrieved from https://iris.peabody.vanderbilt.edu/module/asd1/
Centers for Disease Control and Prevention. (2021). 2021 community report on autism. Retrieved on February 17, 2023 from https://www.cdc.gov/ncbddd/autism/addm-community-report/index.html
Centers for Disease Control and Prevention. (2021). Data & statistics on autism spectrum disorder. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html
Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorders among children aged 8 years. Retrieved on July 15, 2015, from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm?s_cid=ss6302a1_w
Committee on Educational Interventions for Children with Autism; Board on Behavioral, Cognitive, and Sensory Sciences; & Board on Children, Youth and Families; et al. (2001). Educating children with autism. Washington, DC: The National Academies Press. Retrieved on July 15, 2015, from http://www.nap.edu/openbook.php?record_id=10017&page=R1
Conway, S., & Meyer, D. (2008). Developing support for siblings of young people with disabilities. Support for Learning, 23(3), 113–117.
Dawson, G. & Bernier, R. (2013). A quarter century of progress on the early detection and treatment of autism spectrum disorder. Development and Psychopathology, 25, 1455–1472.
Gauvreau, A. N. & Schwartz, I. S. (2013). Using visual supports to promote appropriate behavior in young children with autism and related disorders. Young Exceptional Children Monograph Series, 15, 29–44.
Hartley, S. L., Barker, E. T., Seltzer, M. M., Floyd, F., Greenberg, J., Osmond, G., & Bolt, D. (2010). The relative risk and timing of divorce in families of children with an autism spectrum disorder. Journal of Family Psychology, 24(2), 449–457.
Huerta, M., Bishop, S. L., Duncan, A., Hus, V., & Lord, C. (2012). Application of DSM-5 criteria for autism spectrum disorder to three samples of children with DSM-IV diagnoses of pervasive developmental disorders. American Journal of Psychiatry, 169(10), 1056–1064.
Hyatt, K. (2004). IEP team meetings: A guide to participation for parents. National Association of School Psychologists, S8, 89–92. Retrieved on July 15, 2015, from http://www.nasponline.org/families/iep.pdf
Karst, J. S. & Van Hecke, A. V. (2012). Parent and family impact of autism spectrum disorders: A review and proposed model for intervention evaluation. Clinical Child and Family Psychology Review, 15(3), 247–277.
Mandell, D. S., Novak, M. M., & Zubritsky, C. D. (2005). Factors associated with age of diagnosis among children with autism spectrum disorders. Pediatrics, 116(6), 1480–1486.
NICHCY. (n.d.). Basics of the early intervention process under Part C of IDEA. Handout. Retrieved on July 15, 2015, from https://www.parentcenterhub.org/wp-content/uploads/repo_items/legacy/partc/handout1.pdf
Orsmond, G. I., & Seltzer, M. M. (2007). Siblings of individuals with autism spectrum disorders across the life course. Mental Retardation and Developmental Disabilities Research Reviews, 13, 313–320.
Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The modified checklist for autism in toddlers: An initial study investigates the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31(2), 131–144.
Rodrigue, J. R., Morgan, S. B., & Geffken, G. (1990). Families of autistic children: Psychological functioning of mothers. Journal of Clinical Child Psychology, 19(4), 371–379.
Schwartz, I. S. & Davis, C. A. (2014). Best practices in early identification and early services for children with autism spectrum disorder. Best Practices in School Psychology. In P. Harrison & A. Thomas (Eds.). Best Practices in School Psychology VI. Washington, DC: National Association of School Psychology.
Sofronoff, K. & Farbotko, M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome. Autism, 6(3), 271–286.
Steiner, A. M., Goldsmith, T. R., Snow, A. V., & Chawarska, K. (2012). Practitioner’s guide to assessment of autism spectrum disorders in infants and toddlers. Journal of Autism and Developmental Disorders, 42(6), 1183–1196.
Strain, P. S., Schwartz, I. S., & Barton, E. (2011). Providing interventions for young children with ASD: What we still need to accomplish. Topics in Early Childhood Special Education, 33(4), 321–332.
U.S. Department of Education. (2006, August). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; final rule. Federal Register: 34 CFR Parts 300 and 301. Retrieved on July 15, 2015, from http://idea.ed.gov/download/finalregulations.pdf
U.S. Department of Education. (2013). Child count and settings. IDEA Section 618 State-Level Data File. Retrieved on May 29, 2015, from http://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee
U.S. Department of Education. (2004). IDEA: Part C: Infants and toddlers with disabilities. Retrieved on July 15, 2015, from http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CC%2C
Wrights Law. (2008). Child find. Webpage. Retrieved on July 15, 2015, from http://www.wrightslaw.com/info/child.find.index.htm
Childress, D. C., Conroy, M. A., & Hill, C. F. (2012, January). Supporting young children with autism spectrum disorders and their families. Infant & Toddler Connection of Virginia Guidance Document. Retrieved on August 18, 2015, from https://infantva.org/documents/pr-partc-asd-guidance.pdf
This document created specifically for early intervention specialists includes information on the signs and symptoms of ASD, as well as overviews of assessment and service planning, diagnostic tools, and evidence-based practices for young children with ASD.
Lord, C., Risi, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000). The autistic diagnostic observation schedule–generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223.
In this article, the authors overview a “semistructured, standardized assessment of social interaction, communication, play, and imaginative use of materials for individuals suspected of having autism spectrum disorders.” Information includes the history and development of the diagnostic tool, methods of diagnosis, and the results of numerous reliability studies, among much else.
Miranda, A., Tarraga, R., Fernandez, M. I., Colomer, C., & Pastor, G. (2015). Parenting stress in families of children with autism spectrum disorder and ADHD. Exceptional Children, 82(1), 81–95.
In this study, the authors find that the parents of children with autism spectrum disorder or ADHD tend to experience more stress than do other parents. Included here is an overview of the study and its methods, as well as a discussion and some notes on the practical implications of the research and its findings.
Shepley, S. B. (2017). Self-instructing with mobile technology: Considerations and applications to increase independence. TEACHING Exceptional Children, 50(2), 59–65. https://journals.sagepub.com/doi/10.1177/0040059917704971
Here the author champions the use of mobile technology—phones and tablets in particular—as substitutes for more traditional forms of self-instruction tools. Covered here are the types of learners who might most benefit from the use of these devices, appropriate devices and device setup, specific iOS applications for video-based instruction, and more.
American Academy of Pediatrics: Autism
The Website of the American Academy of Pediatrics houses a wealth of information about autism spectrum disorders. Visitors here will find links to information on the latest AAP policies regarding autism, resources for professionals and families, training Webinars, and much, much more.
ASD Toddler Initiative Project
This project, housed at the Frank Porter Graham Child Development Institute of the University of North Carolina, Chapel Hill, promotes the use of evidence-based practices for infants and toddlers (ages 0 to 3) and their families. Their Website hosts modules on EBPs and on the early identification of ASD.
Center for Parent Information and Resources (CPIR)
Part of the Parent Center network funded by the U.S. Department of Education’s Office of Special Education Programs, CPIR serves as a central resource for parents, providing information and resources to improve the outcomes of children with disabilities. In addition to materials on a variety of topics, including ASD, parents can connect with their State Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs).
Centers for Disease Control and Prevention: Autism Spectrum Disorders
Visitors to this section of the CDC’s Website will find links to information and resources about treatments, research and tracking, data and statistics, a wide variety of articles, and more.
The National Professional Development Center of Autism Spectrum Disorder
This project of the University of North Carolina, Chapel Hill, promotes the use of evidence-based practices for children and students with autism spectrum disorders. Those visiting the project’s Website will find an extensive section on EBPs, as well as an overview of the NDPC model and resources for further investigation and study.
Originally created at the Cincinnati Children’s Hospital Medical Center, Project SEARCH has grown into an international organization dedicated to helping people with autism spectrum disorders to secure employment. The center’s Website includes a detailed overview of the program, tales of past successes, and information for those who wish to get involved, among much more.
Sibling Support Project
This project provides information and resources to the brothers and sisters of those with disabilities, including autism spectrum disorders. The project’s new Website includes information on upcoming workshops, tools and training, and ways to connect with other siblings taking part in the program.
TEACCH Autism Program
Headquartered at the University of North Carolina, the TEACCH Autism Program “creates and cultivates the development of exemplary community-based services, training programs, and research to enhance the quality of life for individuals with Autism Spectrum Disorder and for their families across the lifespan.” The program’s Website provides information on clinical services, training, and research, among more.
This “Web community designed for individuals (and parents/professionals of those) with Autism, Asperger’s Syndrome, ADHD, PDDs, and other neurological differences” provides links to autism-related news and research, information about therapy and other services, and articles on a range of topics including tips on how to secure employment and what to do if your wallet is stolen or turns up missing.