Advance Your Knowledge with Autism Program Specialists
Peer Reviewed Publications
Lauderdale Littin, S., Isenhower, R., Sloman, K., & Dashow, E. (Accepted). Reducing error patterns in variable ratio schedules using a programmed schedule of reinforcement. Behavior Analysis in Practice.
Haspel, M., Lubniewski., K., McArthur-Amedeo, C., Lauderdale Littin, S., Kamei, A, & Harriott, W. (January 2024). A snapshot of state guidance on implementation of IDEA part B during COVID-19. Education: Research Theory and Practice.
Haspel, M., McArthur-Amedeo, C., Lauderdale Littin, S., Lubniewski., K., Harriott, W., & Kamei, A. (2022). Exploring remote IEP instructional resources identified by state education agencies during COVID-19. Technology, Innovation, and Special Education Research, 2, 96 – 120.
Lauderdale-Littin, S. & Haspel, M. (2021). School-based social skills programming to increase employment for individuals with ASD. International Electronic Journal of Elementary Education, 13(3), 33-340.
Haspel, M. & Hollo, A. (2021). Effects of classroom-based, teacher-led training in trial-based functional analysis.* Education and Treatment of Children.,44(1), 49-54. *ABAI Article of the Week, February 22-26, 2021
Haspel, M. & Lauderdale-Littin, S. (2020). Autism in the classroom: Teacher self-identified factors impacting success. Special edition, DADD Online Journal, Journal of the Division on Autism and Developmental Disabilities Council for Exceptional Children, 7(1), 44-55.
Fiske, K. E., Isenhower, R. W., Bamond, M. J., & Lauderdale‐Littin, S. (2019). An analysis of the value of token reinforcement using a multiple‐schedule assessment. Journal of Applied Behavior Analysis, 53(1), 563-571.
Haspel, M. (2019) Using individualized interventions for challenging behaviors. In K.C. Lubniewski, D. Cosgrove & T. Robinson (Eds), Supervision modules to support educators in collaborative teaching (pp.147-160). Charlotte, NC: Information Age Pub.
Lauderdale-Littin, S. & Haspel, M. (2018). Autism program improvement: Identified themes for areas of growth within public school self-contained classrooms for students with autism. DADD Online Journal, Journal of the Division on Autism and Developmental Disabilities Council for Exceptional Children, 4(1) 90-101.
Lauderdale-Littin, S., & Brennan, M. (2017). Evidence-based practices in the public school: The role of preservice teacher training. International Electronic Journal of Elementary Education, 10(3), 369-375.
Lauderdale-Littin, S., & Blacher, J. (2016). Young adults with severe intellectual disability: Culture, parent, and sibling impact. Journal of Intellectual & Developmental Disability, 42(3), 230-239.
Blacher, J., Howell, E., Lauderdale-Littin, S., Reed, F. D. D., & Laugeson, E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders, 8(3), 324-333.
Lauderdale-Littin, S., Howell, E., & Blacher, J. (2013). Educational placement for children with autism spectrum disorders in public and non-public school settings: The impact of social skills and behavior problems. Education and training in Autism and Developmental Disabilities, 48(4) 469-478.