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com Tameika Meadows

ABA & Autism Resource Guide

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1. What is ABA?
Applied Behavior Analysis (ABA) is the science of changing socially significant
behavior. ABA began in the early 1900s with the scientific work of B.F. Skinner. In its
early days, ABA research was about studying how individuals and animals respond
under certain conditions (operant conditioning), and had nothing to do with Autism
or special needs. It was simply a science of understanding how behaviors are
formed, established, and how they can be removed. It was not until the late 1970s
that ABA began to be known outside of a small academic/scientific community. This
was achieved by a groundbreaking study by Ivar Lovaas (published in 1987) with a
group of Autistic children. At that time, Autism was considered to be an
unchangeable condition and parents were advised to institutionalize their child.
Lovaas study included 59 children ages 3 and under, and compared the impact of
high quality intensive ABA, high quality less intensive ABA, and typical special
education services but no ABA. The results of the study were amazing: almost half of
the children who received the high quality intensive ABA became indistinguishable
from same age peers (symptoms greatly improved), and in follow up studies this
group of children maintained these gains well into adolescence.
Replication studies since 1987 have repeated Lovass results over, and over.and
over again. Also, advancements in technology and further scientific discoveries have
fine-tuned ABA into a highly sophisticated tool for behavior change.

As amazing as that 1987 study was to show how effective high quality ABA is, the
possibilities of what ABA could do were still largely located in scientific articles and
discussed within the scientific community. It was not until the mid -1990s that a
book written by a parent of a child with Autism (Let me hear your voice, by
Catherine Maurice) pushed this body of scientific knowledge out into the world, and
quickly this new ABA therapy began to be sought out by parents of special needs
children all over the world.

As public demand increased, new funding sources appeared, new populations to

serve appeared, and the profession of Behavior Analysis was born in order to
properly train and equip individuals to be practitioners of the science of ABA.

Applied Behavior Analysis (ABA) has become widely accepted as one of THE most
effective treatments for behavior change, although many people still think ABA
treatment is only for individuals with Autism.

ABA is not a therapeutic method that will be successful if done occasionally or part
time. ABA is a lifestyle change. It requires intensive commitment from the entire
family, as well as time, resources, mental & physical energy, and financial
investment.

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2. What is Autism?
Autism is a developmental disorder (meaning signs usually appear by age 3) which
impairs communication, play, and social abilities to varying degrees. Children with
Autism may show little interest in the world or people around them. There is no
one way in which Autism can present in an individual. Autism is a spectrum
disorder, meaning its impact can vary from very mild to very severe.

Some behavioral symptoms of Autism include:

Speech and language are absent or delayed
Atypical ways of relating to people, objects, and events.
Atypical responses to sensations, such as sight, hearing, touch,
balance, smell, taste, reaction to pain, etc.
Ritualistic or perseverative behavior such as arranging objects into neat
rows, gazing at spinning objects for extended periods of time, waving
fingers in front of the eyes repeatedly, and insisting on particular
routines.

Left untreated, Autism symptoms can inhibit a childs developmental growth to such
a degree that lifelong support may be necessary. Research repeatedly indicates that
early and intensive intervention services have lifelong impacts on the prognosis of a
young child with Autism.

To date, there are no known preventions or cures. Additionally, there is no proven

cause or single gene.

If your child is:

-Not meeting developmental milestones

-Experiencing a loss of language or skills that they previously had
-Losing (or never developed) the ability to look at others, indicate what they want, point
to items, or get someones attention
-At times, appears deaf or hard of hearing as they dont respond to their name
-Showing symptoms of rigidity such as becoming angry and upset if the furniture is
moved, if their favorite cup isn't used at snack time, if you cant find their favorite
Sesame Street doll
-Exhibiting sensory issues such as covering their ears, dislikes wearing
clothing/constantly disrobes, tip toe walks
------------------Then they need a professional evaluation for Autism.

It is important to focus on how best to help your child, rather than the why of their
diagnosis. Begin treatment today, instead of wondering what happened. No one can
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predict your childs future, but what you can do is push and challenge them as much as
you can.

3. What does ABA therapy look like?

ABA is an umbrella term, used to refer to a collection of evidence based procedures.

These procedures can be applied in isolation, or combined into a comprehensive
treatment program. Due to this variability, there are many ways to participate in ABA
therapy. If anyone tells you ABA is strict, rigid, or does not allow for individual
learning differences, that is inaccurate information.

ABA will look different depending on the specific methodology used. Some types of ABA
can include: Discrete Trial Training (DTT), Natural Environment Training (NET), Incidental
Learning, Pivotal Response Therapy (PRT), and Verbal Behavior (VB). ABA therapy in
many cases may look like an instructor or therapist working 1:1 with your child for
several hours each day, on specific, broken down skills in repetition.

A large part of ABA therapy is behavior management, so therapy sessions would also
include targeting inappropriate behaviors (such as aggression) based on the function of
the behavior, and teaching the child what to do instead of engaging in the inappropriate
behavior. ABA relies heavily on reinforcement and motivation, so ABA therapy sessions
should also include lots of positive social interactions, praise statements, and f-u-n!

4. How effective is ABA?

The effectiveness of ABA-based intervention has been well documented. Children who
receive early and intensive behavioral treatment have been shown to make substantial,
sustained gains in IQ, language, academic performance, and adaptive behavior as well as
some measures of social behavior, and their outcomes have been significantly better
than those of children who did not receive such services. ABA therapy is the oldest and
most research supported treatment method for children with Autism.

5. What does the research say about ABA?

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Applied Behavior Analysis (ABA) is the application of the principles of

learning and motivation from Behavior Analysis, and the procedures and
technology derived from those principles, to the solution of problems of
social significance. Many decades of controlled research studies across
populations (ABA goes much further than Autism), from infants to the
elderly, across settings, and across behaviors, have validated treatments
based on ABA.

ABA is an objective discipline. ABA focuses on the reliable measurement and

objective evaluation of observable behavior using precise systems of data
collection

ABA can improve a myriad of skills, and goes far beyond problem behavior
reduction. Examples of skills that ABA therapy can improve includes:
language, play skills, grooming/hygiene, academics, task completion/on task
behavior, cooperation with adult demands, vocational tasks, waiting to
access reinforcement, self-help skills, etc.

The effects of an early intensive behavioral treatment program can be

profound, and can change the long- term quality of a childs life.

Multiple peer-reviewed studies have examined the potential benefits of combining

multiple ABA techniques into comprehensive, individualized and intensive early
intervention programs for children with autism. "Comprehensive" refers to
interventions that address a full range of life skills, from communication and sociability
to self-care and readiness for school. "Early intervention" refers to programs designed
to begin before age 4. "Intensive" refers to programs that total 25 to 40 hours per week
for 1 to 3 years.

These programs allow children to learn and practice skills in both structured and
unstructured situations. The intensity of these programs may be particularly
important to replicate the thousands of interactions that typical toddlers experience
each day while interacting with their parents and peers.

Such studies have demonstrated that many children with autism experience significant
improvements in learning, reasoning, communication and adaptability when they
participate in high-quality ABA programs. Some preschoolers who participate in early
intensive ABA for two or more years acquire sufficient skills to participate in regular
classrooms with little or no additional support. Other children learn many important
skills, but still need additional educational support to succeed in a classroom.

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Across studies, a small percentage of children show relatively little improvement. More
research is needed to determine why some children with Autism respond more
favorably to early intensive ABA than others do. Hypothetically, this could be due to
lower quality practitioners/treatment methods that do not meet the rigorous standards
set forth by the field, yet still call themselves ABA.

Currently, it remains difficult to predict the extent to which a particular child will
benefit, or to estimate how long a particular child will need intensive treatment.

6. How can ABA help me?

Children and adolescents on the Autism spectrum may exhibit a variety of dangerous,
maladaptive, or inappropriate behaviors such as tantrums, elopement, self harming,
aggression, poor social skills, inability to be toilet trained, unable to communicate wants
and needs, etc. These individuals may also experience academic failure or difficulty,
especially in areas of attention, impulsivity, communication and language, attending,
and generalizing. ABA at its core is a wide selection of evidence based strategies with
proven effectiveness. Therefore, when these strategies are applied in an individualized
and systematic way they can help children learn. Any behavior that a child can learn,
ABA can help them unlearn, strengthen, or maintain. The future and quality of life for an
individual with Autism who can reduce inappropriate behaviors and learn how to
learn is greatly improved.

7. What kind of progress can I expect from ABA?

Competently delivered ABA intervention can help learners with Autism make
meaningful changes in many areas. However, changes do not typically occur quickly.
Rather, most learners require intensive and ongoing instruction (over months or years)
that builds on their step-by-step progress. Moreover, the rate of progress like the
goals of intervention varies considerably from person to person depending on age,
level of functioning, family commitment to treatment, expertise and education of the
ABA professionals, and other factors.

Some learners do acquire skills quickly. But typically, this rapid progress happens in just
one or two particular skill areas such as reading, while much more instruction and
practice is needed to master another skill area such as interacting with peers. A typical
ABA program starts intensively (30-40 hours a week) when the child is very young, and
then fades in intensity as the child grows older and learning accelerates. By the time the
child enters school, they may only receive ABA a few hours a week. Eventually, the child
can transition from intensive in-home ABA to consultation only, on an as needed basis.
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8. Who can provide ABA therapy?

ABA therapy is typically provided in the clients home or school for many (20-30) hours
each week by a team of ABA therapists who are managed by a BCBA (Board Certified
Behavior Analyst) Consultant.
The Consultant (also referred to as the Supervisor, Clinical Supervisor, Program
Manager, etc) is the person who supervises and oversees the therapy program, as well
as trains staff, creates the curriculum, and analyzes the data to evaluate program
effectiveness. A Consultant is critical to any quality ABA program, as direct staff are
usually not qualified to manage, oversee, or analyze the effectiveness of an ABA therapy
program.
The Consultant should be a Board Certified Behavior Analyst (BCBA), which is an
individual who has completed graduate level coursework, extensive behavioral analysis
training, and has taken a rigorous board exam in order to be certified. Working with a
BCBA does ensure a high level of professionalism, ethical behavior, and clinical
experience. Also, in many states and countries insurance companies will only pay for
ABA therapy if it is overseen by a BCBA. A BCaBA is an associate level BCBA, who is
qualified to work under a BCBA to supervise or manage ABA therapy programs.

The ABA Therapists are individuals who work directly with the child 1:1, teach specific
skills, and work closely with the family or teachers. These individuals may hold the RBT
(Registered Behavior Technician) credential; however, as this is a relatively new
credential you may have difficulty locating RBTs in your local area.

Parents are advised to seek out registered, certified, or licensed staff with applicable
experience (if your child is under 2, you should seek out professionals with early
intervention expertise), to check references carefully, and to stay knowledgeable of the
BACB (Behavior Analysis Certification Board) ethical guidelines for practice. Any
registered, certified, or licensed professional is required to practice within strict ethical
guidelines, for the protection of consumers. Hiring individuals lacking the above stated
credentials, may leave consumers at rick of unethical and/or unprofessional business
practices.

It is typical that 2-4 ABA therapists work with one child, as it is advised to avoid having 1
therapist provide a child with all of their ABA hours. This can lead to burnout for both
the therapist and the child, and it also makes it more difficult for the child to generalize
skills across instructors.

In areas where BCBAs or ABA therapists are not readily available, parents have the
option of flying in professionals from other states/countries, seeking Consultants who
provide remote supervision services, and/or working with their child 1:1 themselves
(this option would require the parent be properly trained first).

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Because of the huge demand for ABA intervention for Autism, many individuals, schools,
and programs now claim to provide ABA. Some are private practitioners or agencies that
offer services in a family's home. Others operate private schools. And still others provide
consultation services to public schools.
Unfortunately, some who claim to offer ABA services may lack the fields established
minimum requirements in education, training, and practical experience. Parents and
families are advised to choose providers carefully, and when in doubt to look for
degreed individuals who possess certification or licensure.

9. How much will all this cost?

A BCBA Consultant may charge anywhere from $75 an hour and up, depending on
average local salary, and specific education (for example, a Doctorate level BCBA vs a
Masters level BCBA). An ABA therapist may charge anywhere from $15 an hour and up,
again depending on local salaries and level of education. There is no set rate across
professionals, so you will need to research competitive rates for your local area.

For families all over the world, it can be difficult funding an intensive and quality ABA
therapy program. If you are wondering how you will be able to afford all this, you are
not alone.
For individuals living in international locations or rural areas, there may be no local
professionals trained in ABA/behavior analysis.
In some areas, the school district or government may pay for all or some ABA therapy
services, or parents may be referred to a Developmental Disability agency or respite
provider. It is important to become aware of the services available in your area, and
determine what you can afford to pursue.

ABA therapy may not be covered by your insurance plan, or the insurance company
might decline to cover ABA stating the therapy is educational or experimental, and
should be offered in schools. Families who cannot use private insurance often use a
combination of SSI/Medicaid, private loans, financial help from family and friends, and
state and/or government assistance programs to pay for ABA therapy.

There are no exact prices for ABA therapy. Even from one insurance company to the
next, reimbursement rates for ABA professionals can differ greatly.
ABA professionals often have the autonomy and flexibility to set their own salaries, and
rates can vary from one professional to the next. In general, the more degreed and
experienced a professional is, and the fewer professionals there are in your local area
(higher demand) the higher their rates will be.

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In situations where relocation is possible, parents and families are advised to consider
moving to a state or country that has mandated Autism coverage, and where laws are in
place to provide funding for ABA.

10. How do I get started with an in-home therapy program?

Here are the recommended steps to starting an in-home therapy program:

Assessment/Diagnosis- The very 1st step would be getting an official

diagnosis from a medical doctor, Developmental Psychologist, Psychiatrist, or
other similarly trained professional who is qualified to make comprehensive
evaluations. If you are not able to get an official diagnosis in your local area,
you can still pursue ABA therapy. ABA therapy has been shown to be
extremely effective with a variety of disorders and disabilities, and across age
groups as well (children, adolescents, and adults). However, without an
official diagnosis your child may be unable to receive services from the
school, or state, and the insurance company may refuse to fund ABA therapy
without an official diagnosis. When contacting an ABA professional, their first
step will be to assess your childs current strengths and deficits. This will help
with designing individualized programs and curriculum, as well as
determining what problem behaviors (if any) are currently happening. In
some areas, a diagnosis and assessment can be completed at the same time.
In other areas, you may have to pay for your child to get diagnosed, and then
pay a separate individual to perform a full assessment of your childs
academic, socio-emotional, and behavioral needs. If your child is under 3,
typically the state or some type of support agency will offer free to low costs
diagnosis and assessment for children with special needs. If your child is over
the age of 5, typically the school system will provide diagnostic or
assessment services.
Is ABA For You? The next step is deciding if ABA therapy is the treatment
method of choice for your particular child and family. ABA is not the only
treatment method for Autism, or other developmental disabilities. It is just
one of the most effective and research supported method. Other common
treatment methods include: special education (provided by school systems),
Occupational Therapy, Speech Therapy, Floortime/Relational Developmental
Interventions (RDI), medications, special diets, bio-medical interventions, etc.
ABA therapy is time intensive, and it requires hiring a team of professionals,
finding an ABA school or agency, or that parents implement therapy
themselves. ABA may be very expensive depending on the funding options
available to you, and it can realistically take years of hard work. Is that
something you and your family can commit to? Is that type of intensive
therapeutic method something you want for your child? If you decide that

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ABA therapy is right for you and your family, you will need to locate a team
of professionals. This can be done by contacting local ABA therapy agencies,
companies, or independent BCBA Consultants. The agency or company you
contact may have a long waiting listthat is normal. In the field of ABA, the
demand far exceeds the supply.
Managing Your Childs Therapy After deciding on ABA therapy and putting
together a team of professionals it will be important to stay on top of the
therapeutic process. This could mean progress meetings with all the staff,
regular educational planning meetings at your childs school, replacing
incompetent therapists, monitoring the therapy program closely for
effectiveness, ensure that all relevant caregivers are ABA trained (teachers,
babysitter, grandparents, etc), and maintaining consistency between therapy
and non-therapy hours. This means that when the child is not working 1:1
with a therapist, the behavioral strategies are still implemented and the
parents step in to teach skills.

12. Common ABA Myths

Applied Behavioral Analysis has gained international attention and significant

acceptance as a scientifically proven effective method for teaching individuals with
autism. Despite this, ABA theory and methodology remain a mystery to many parents
and teachers. How can this be?

As with any unfamiliar concept, myths and misconceptions exist. There is a community
who are quite anti-ABA, many of these people are adults with Autism, known as the
Autism Rights or Anti-Cure Movement.
These adults state that there's nothing wrong with being neurologically different and
they don't need to be fixed or made normal.

The following is a list of common ABA myths/misconceptions with an explanation of why

the myth is false:

History of ABA- If you read the research on how ABA was originally done it was often
punishment-led. Children who didnt respond correctly received quick and strong
punishment or physical discipline. As the field advanced, ABA became reinforcement-
led and created ethical standards that ABA professionals must adhere to. Some people
incorrectly believe that ABA therapy still looks the way it did 40-50 years ago, but ABA
today looks very different from its beginnings.

Think ABA is Just Discrete Trial Teaching- ABA is an inclusive term that covers a wide
range of therapeutic approaches. Depending on the needs and learning style of the
child, there are many ways to do ABA. Every one of these methods is unique, and has

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advantages and disadvantages depending on the child. ABA should be tailored to fit the
child, not the other way around.

Crazy Costs Insurance companies have been very slow to make coverage of ABA
mandatory. Add to that the fact that many school districts don't provide ABA services,
and that means parents are left footing the bill for ABA therapy. Parents quickly find
that therapy cost can range from affordable to insanely high. There is no national rate
for ABA therapists. Rates will vary from state to state, and even county to county.
Research the average rate for your area, compare it to other parts of the country, and
consider relocating to an area where your child can receive quality ABA services for free
or at minimal cost.

ABA Therapy is SO intensive/A 2 -year -old Should be Outside Playing! The problem
with this criticism is this is a decision for the parents. Some parents want to start
therapy as intensively as possible while the child is young and their brain is still
malleable. Other parents feel they want their child to enjoy being a child and not just
shuffle from one therapy session to the next. Some children with Autism have no
interest in toys or people, or will engage in self -harming behaviors if they have nothing
to do. For those children, their parents are often much more interested in teaching the
child skills than in allowing their child to retreat into a solitary world.

ABA is about Erasing Autistic Traits and Forcing "Normal" Traits- This is a common
misconception. The goal of a quality ABA program is not to erase the Autism and make
the child normal. Normal is a relative term that can mean many things to many
people. The goal is to help that child reach their full potential, whatever that may be.
ABA is about causing beneficial changes in the life of a child with Autism. Beneficial
changes, not zapping the child with a "normal" gun, is the ultimate goal of treatment.

Many of these criticisms are probably true for poor quality ABA programs.
Be careful not to confuse the methods of an unethical or inexperienced ABA
professional with the science of ABA.

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RESOURCE LIST

For more information about Applied Behavior Analysis, please see any of these amazing
resources!

Locating ABA Professionals/Staff

www.bacb.com International directory of Board Certified Behavior Analysts, Board

Certified Associate Behavior Analysts, and Registered Behavior Technicians. The ethical
guidelines for the field of ABA are also available on this website, free of charge to the
public

Association for Behavior Analysis International

http://www.abainternational.org/

Georgia Association for Behavior Analysis

http://www.georgia-aba.com/

Commonly Used Assessment Tools

1. VB MAPP http://www.marksundberg.com/vb-mapp.htm
2. ABLLS-R http://www.partingtonbehavioranalysts.com/page/ablls-r-25.html
3. Vineland Assessment
http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-
us/Productdetail.htm?Pid=Vineland-II
4. AFLS https://www.partingtonbehavioranalysts.com/page/afls-74.html

Purchasing ABA Therapy Materials

1. http://www.difflearn.com
2. Autism Teaching Tools
http://www.autismteachingtools.com
3. Autism and Developmental Disabilities Resource Catalog
800-501-0139 http://www.frs-inc.com
4. Constructive Play Things 800-448-4115
http://constplay.com

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5. Critical Thinking Books and Software 800-458-4849

http://www.criticalthinking.com
6. Different Roads to Learning 800-853-1057
http://www.difflearn.com
7. Edmark 800-362-2890
http://www.edmark.com
8. Lakeshore Learning Materials 800-421-5354
http://www.lakeshorelearning.com
9. Laureate Learning Systems 800-562-6801
http://www.laureatelearning.com This company provides research
based computer software designed to build language skills.
10. VB Teaching Tools 888-765-3942
http://www.VBteachingtools.com This site contains testing and teaching kits.

www.amazon.com
www.ebay.com

Books

Behavioral Intervention for Young Children With Autism: A Manual for Parents and
Professionals, by Catherine Maurice (Editor), Gina Green (Editor), Stephen C. Luce

Teaching Language to Children with Autism or Other Developmental Disabilities, by

Mark Sundberg and James Partington

Activity Schedules for Children with Autism: Teaching Independent Behavior, by Lynn
E. McClannahan and Patricia J Krantz

Teach Me Language: A Language Manual for children with Autism, Aspergers

syndrome and related developmental disorders, by Sabrina K. Freeman, Lorelei Dake,
Isaac Tami

Let Me Hear Your Voice: A Familys Triumph over Autism, by

Catherine Maurice

Autism Treatment Guide, by Elizabeth K. Gerlach

Targeting Autism: What We Know, Dont Know, and Can Do to Help Young Children
With Autism and Related Disorders, by Shirley Cohen

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Biological Treatments for Autism and PDD, by William Shaw, Bernard Rimland, Bruce
Semon, Lisa Lewis

The Parents Guide to In-Home ABA Programs, by Elle Olivia Johnson

A Work in Progress, by Ron Leaf

Understanding Applied Behavior Analysis, by Alvert Kearney

Do-Watch-Listen-Say: Social and Communication Intervention for Children with

Autism, by Kathleen Ann Quill

Toilet Training in Less Than a Day, by Nathan Azrin & Richard Foxx

101 Ways to Do ABA, by Tameika Meadows

From A to Z: Teaching Skills to Children with Autism, by Tameika Meadows

A Manual: Creating an Autism Intervention Program, by Tameika Meadows

Autism: Your Childs Right to a Special Education, by David A. Sherman

The Complete IEP Guide: How to Advocate for Your Special Ed. Child, by Lawrence
Siegel

Comic Strip Conversations, by Carol Gray

The New Social Story, by Carol Gray

Treasure Chest of Behavior Strategies for Individuals with Autism, by Beth Fouse

Research Articles

Lovaas, O.I. Behavioral treatment and normal educational and intellectual functioning
in young autistic children, Journal of Consulting and Clinical Psychology, Vol. 55, No. 1,
p. 3-9, 1987.

Lovaas, O.I., Smith, T, & McEachin, J.J. Clarifying comments on the Young Autism
study: Reply to Schopler, Short, and Mesibov, Journal of Consulting and Clinical
Psychology, Vol. 57, p. 165-167,1989.

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McEachin, J.J., Smith, T. & Lovaas, O.I., Long-term outcome for children with Autism
who received early intensive behavioral treatment, American Journal on Mental
Retardation, Vol 97, No.4, p. 41 359-372, 1993.

Birnbrauer, J.S. & Leach, D.J. The Murdoch early intervention program after 2 years,
Behaviour Change, Vol. 10, p. 63-74, 1993.

Perry, R., Cohen, I., & DeCarlo, R. Case study: deterioration, Autism, and recovery in
two siblings, Journal of the American Academy of Child and Adolescent Psychiatry, Vol.
34, p. 232-237, 1995.

Fenske, E.C., Zalenski, S., Kranz, P.J. & McClannahan, L.E. Age at intervention and
treatment outcome for autistic children in a comprehensive intervention program,
Analysis and Intervention in Developmental Disabilities, Vol. 5, p. 49-58, 1985.

Can Autism Be Detected at 18 Months? The Needle, the Haystack, and the CHAT.
British Journal of Psychiatry, Vol. 161, p. 839-843, 1992.

National Research Council (2001) Educating Children with Autism. Committee on

Educational Interventions for Children with Autism. Catherine Lord and James P. McGee,
eds. Division of Behavioral and Social Sciences and Education. Washington, D.C.:
National Academy Press.

Johnson, C.R., et al. 2007. "Development of a Parent Training Program for Children
with Pervasive Developmental Disorders." Behavioral Interventions 22(3):201-221
(5) http://www.thelovaascenter.org/autism-aba-study.php

Filipek, P.A., MD et al (2000), Practice Parameter: Screening and Diagnosis of

Autism. Report of the Quality Standards Subcommittee of the American Academy of
Neurology and the Child Neurology Society.

Dawson G., Behavioral interventions in children and adolescents with autism

spectrum disorder: a review of recent findings. Current Opinion in Pediatrics, 2011;
Vol 23: pp 616620

Iwata BA, Pace GM, Dorsey MF, Zarcone JR, Vollmer TR, Smith RG, Rodgers TA, Lerman
DC, Shore BA, Mazalesk JL, et al. (1994). The functions of self-injurious behavior: An
experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27(2), 215-
240.

Mueller MM, Nkosi A, Hine JF. (2011). Functional analysis in public schools: A summary
of 90 functional analyses. Journal of Applied Behavior Analysis, 44(4), 807-818.
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Doehring P, Reichow R, Palk T, Phillips C, Hagopian L. (2012). Behavioral approaches to

managing severe problem behaviors in children with Autism Spectrum and Related
Developmental Disorders: A descriptive analysis. Child and Adolescent Psychiatry
Clinics of NA, 23(1), 25-40.

Lang R, Mahoney R, El Zein F, Delaune E, Amidon M. (2011). Evidence to practice:

Treatment of anxiety in individuals with autism spectrum disorders. Neuropsychiatric
Disease and Treatment, 7, 27-30.

Myers SM, Johnson CP. (2007). Management of children with autism spectrum
disorders. Pediatrics, 120(5), 1162-1182.

Reichow B, Volkmar FR. (2010). Social skills interventions for individuals with autism:
Evaluation for evidence-based practices within a best evidence synthesis framework.
Journal of Autism and Developmental Disorders, 40(2), 149-166.

Websites

I Love ABA Blog

www.iloveaba.com

Autism Speaks
http://www.autismspeaks.org

ABA Parents List

http://yahoogroups.com/group/abaparents

YouTube Videos of ABA Therapy

https://www.youtube.com/watch?v=m0E_o9NecgQ
https://www.youtube.com/watch?v=qxTlc3SJCbA
https://www.youtube.com/watch?v=NbVG8lYEsNs
https://www.youtube.com/watch?v=Lbins7IVf4Y
https://www.youtube.com/watch?v=SLBLnNxzftM
https://www.youtube.com/watch?v=_qDv7fC_izw
https://www.youtube.com/watch?v=AkuRLPMPw7A
https://www.youtube.com/watch?v=7pN6ydLE4EQ
https://www.youtube.com/watch?v=JPfErTUYNkY
https://www.youtube.com/watch?v=olNirvVzYFc
https://www.youtube.com/watch?v=iyCx-OLzgJw
https://www.youtube.com/watch?v=J53QAXImWQ8

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American Hyperlexia Association (AHA!)

http://www.hyperlexia.org./

The Autism Research Institute

http://www.autism.com/ari/

Learning about Precision Teaching

http://theprecisionteachingbook.com/

Behavior Babe
http://www.behaviorbabe.com/

Behavior Guy
http://www.behaviorguy.com/Main.html

Kennedy Krieger Institute

https://www.kennedykrieger.org

The Autism Society of America

http://www.autism-society.org/

Center for the Study of Autism

http://www.autism.com/

Online Asperger Syndrome Information & Support (OASIS)

http://www.udel.edu/bkirby/asperger/

Autism Resources
http://www.autism-resources.com/

ABA Parents List

http://yahoogroups.com/group/abaparents

Direct Instruction List

http://yahoogroups.com/group/DTT-NET

DTT-NET List
http://yahoogroups.com/group/DTT-NET

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Verbal Behavior List

http://yahoogroups.com/group/VerbalBehavior

ABA Podcasts

ABA Inside Track

Behavioral Observations

Newsletters

Autism Research Review International: Published by ARI

Journal of Applied Behavior Analysis (JABA):
http://www.envmed.rochester.edu/wwwrap/behavior/jaba/

Journal of Experimental Analysis of Behavior (JEAB):

http://www.envmed.rochester.edu/wwwrap/behavior/jaba/

The Advocate: Published by Autism Society of America

The Analysis of Verbal Behavior: The Association for Behavior Analysis

The Behavior Analyst: Western Michigan University

http://www.behavior-analyst-online.org

**Super Parent Friendly Resources** (My Top Picks!)

http://www.autism-live.com

http://www.christinaburkaba.com/index.htm

The Verbal Behavior Approach, by Mary L. Barbera

http://www.autismpartnership.com/

http://www.autismtrainingsolutions.com/

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Overcoming Autism, by Lynn Koegel

http://www.simplestepsautism.com/

Behavioral Intervention for Young Children With Autism: A Manual for Parents and
Professionals, by Catherine Maurice

Let Me Hear Your Voice, by Catherine Maurice

Adolescence and Other Temporary Mental Disorders DVD, Dr Patrick C. Friman

http://www.maximumpotentialkids.com/abacourse-1.htm

https://www.rethinkfirst.com/Default.aspx

http://www.parentingwithaba.org/

A Work In Progress, by Ron Leaf

Thinking in Pictures: My Life with Autism, by Temple Grandin

Potty Train in a Day, by Nathan Azrin & Richard Foxx

Behavior Ask & Behavior Speak, by Bobby Newman

The Power of Positive Parenting, by Glenn Latham

Raising a Child with Autism: A Guide to Applied Behavior Analysis for Parents, by Shira
Richman

Understanding Applied Behavior Analysis: An Introduction to ABA for Parents,

Teachers, and Other Professionals, by Albert Kearney

1001 Great Ideas for Teaching and Raising Children with Autism or Aspergers, by
Veronica Zysk

The Incredible 5 Point Scale, by Kari Dunn Buron

Parents Guide to In-Home ABA Programs, by Elle Olivia Johnson

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