Bodfish, J. W. (2004). Treating the core features of autism: Are we there yet? Mental Retardation and Developmental Disabilities Research Reviews,
Bodfish, J. W., Symons, F. W., & Lewis, M. H. (1999). The repetitive behavior scale. Western Carolina Center Research Reports.
Boyd, B. A., McDonough, S., & Bodfish, J. W. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disorders,
Boyd, B. A., Odom, S., Humphreys, B., & Sam, A. (2010). Infants and toddlers with ASD: Early identification and early intervention. Journal of Early Intervention,
Burchinal, M., Peisner-Feinberg, E., Bryant, D., & Clifford, R. (2000). Children’s social and cognitive development and child care quality: Testing for differential associations related to poverty, gender, or ethnicity. Journal of Applied Developmental Sciences,
Classroom Practice Indicator. (2007). Unpublished instrument. Project team of “Comparison of two comprehensive treatment models for preschool-aged children with autism and their families”. Chapel Hill, NC: UNC-CH.
Coman, D. C., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B. A., Hume, K., et al. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism and Developmental Disorders,
Constantino, J. N. (2002). The social responsiveness scale. Los Angeles: Western Psychological Services.
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics,
Deegear, J., & Lawson, D. M. (2003). The utility of empirically supported treatments. Professional Psychology: Research and Practice,
Delgado, C., Mundy, P., & Block, J. (2001). Pictorial infant communication scale (PICS) version 1.3. Coral Gables: University of Miami.
Dingfelder, H., & Mandell, D. (2011). Bridging the research to practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders,
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral intervention at school for 4- to 7-year-old children with autism. Behavior Modification,
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology,
Farmer, C., Lecavalier, L., Yu, S., Arnold, L. E., McDougle, C., et al. (2012). Predictors and moderators of parent training efficacy in a sample of children with autism spectrum disorders and serious behavioral problems. Journal of Autism and Developmental Disorders,
Finkbeiner, C. (1979). Estimation for the multiple factor model when data are missing. Psychometrika,
Hume, K., Boyd, B., McBee, M., Coman, D., Gutierrez, A., Shaw, E., et al. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders,
Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders,
Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders,
Jennett, H., Harris, S., & Mesibov, G. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders,
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry,
Landa, R., Holman, K., O’Neill, A., & Stuart, E. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: A randomized controlled trial. Journal of Child Psychology and Psychiatry,
Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). The autism diagnostic observation schedule (ADOS). Los Angeles: Western Psychological Corporation.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology,
Luborsky, L. (1995). Are common factors across different psychotherapies the main explanation for the Dodo bird verdict that “everybody has won so we shall claim prizes?”. Clinical Psychology: Science and Practices,
Marchand, E., Stice, E., Rohde, P., & Becker, C. (2011). Moving from efficacy to effectiveness trials in prevention research. Behaviour Research and Therapy,
Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development,
Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the area of evidence-based practice. Journal of Autism and Developmental Disorders,
Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum.
Mohr, D., Spring, B., Freedland, K., Beckner, V., Arean, P., Hollon, S., et al. (2009). The selection and design of control conditions for randomized controlled trials of psychological interventions. Psychotherapy and Psychosomatics,
Mullen, E. M. (1995). Mullen scales of early learning (AGS ed.). Los Angeles: Western Psychological.
Odom, S. L., Boyd, B., Hall, L. J., & Hume, K. (2010a). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders,
Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Carter, L., & Strain, P. (2003). Evidence-based practices for young children with autism: Evidence from single-subject research design. Focus on Autism and Other Developmental Disabilities,
Odom, S. L., Collet-Klingenberg, L., Rogers, S., & Hatton, D. (2010b). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure,
Odom, S. L., Hume, K., Boyd, B. A., & Stabel, A. (2012). Moving beyond the intensive behavioral treatment versus eclectic dichotomy: Evidence-based and individualized programs for learners with ASD. Behavior Modification,
Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders,
Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities,
Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research,
Panerai, S., Zingale, M., Trubia, G., Finocchiaro, M., Zuccarello, R., Ferri, R., et al. (2009). Special education versus inclusive education: The role of the TEACCH program. Journal of Autism and Developmental Disorders,
Pianta, R. C., LaParo, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal,
Professional Development in Autism Center. (2008). PDA program assessment. Seattle, WA: PDA Center at University of Washington.
Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA young autism project model. Journal of Autism and Developmental Disorders,
Rimm-Kaufman, S., LaParo, K., Downer, J., & Pianta, R. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal,
Roid, G., & Miller, L. (1997). Leiter international performance scale—revised: Examiners manual. Wooddale, IL: Stoelting Co.
Rutter, M., Bailey, A., & Lord, C. (2003). Social Communication Questionnaire (SCQ). Los Angeles, CA: Western Psychological Services.
Sallows, G., & Graupner, T. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation,
Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale. Los Angeles, CA: Western Psychological Services.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin Company.
Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation,
Sox, H., & Greenfield, S. (2009). Comparative effectiveness research: A report from the institute of medicine. Annals of Internal Medicine,
Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.
Stahmer, A. C., & Ingersoll, B. (2004). Inclusive programming for toddlers with autism spectrum disorders: Outcomes form the children’s toddler school. Journal of Positive Behavior Interventions,
Strain, P., & Bovey, E. (2011). Randomized controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education,
Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skills intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education,
Strain, P. S., Hoyson, M., & Jamieson, B. (1985). Normally developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interaction. Journal of the Division for Early Childhood,
Tsang, S., Shek, D., Lam, L., Tang, F., & Cheung, P. (2007). Brief report: Application of the TEACCH program on Chinese pre-school children with autism. Does culture make a difference? Journal of Autism and Developmental Disorders,
Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool language scales (4th ed.). San Antonio, TX: Psychological Corporation.
Zwarenstein, M., & Treweek, S. (2009). What kind of randomized trials do we need? Canadian Medical Association Journal,