Annotated Bibliography

Ashcraft, W., Argiro, S., & Keohane, J. (2010). Success strategies for teaching kids with autism. (1st ed.). Waco, Texas: Prufrock Press Inc. Book with peer strategies and how they help ASD students and teachers with curriculum and being friends.

Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64(1), 115-131. Retrieved from http://search.proquest.com/docview/201090270?accountid=28644

Supports teacher and parent thoughts and feelings towards inclusion with ASD students who are involved with their non-disabled peers. Pros and cons in this paper for inclusion with qualitative data.

Bowen, M., & Plimle, L. (2008). The autism inclusion toolkit. (1st ed.). Thousand Oaks, California: Sage Publications Inc.

Book on inclusion and how to make it work socially for ASD students.

Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interactions of students with disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117(5), 349-67. Retrieved from http://search.proquest.com/docview/1081340632?accountid=28644

Study on students who use other forms of communication such as pictures to be social with peers. Promotes interactions for students with quantitative data.

Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28(2), 175-188. Retrieved from Google Scholar http://www.ncbi.nlm.nih.gov

A look at ASD students in a general education class with whole class instruction and then pairing off into small groups. Using ABAB design for ASD students as another method for them interacting with non-disabled peers. Use of qualitative and quantitative data.

Egel, A., Holman, K., & Barthold, C. (2012). School success for kids with autism. (1st ed.). Waco, Texas: Prufrock Press Inc.

Information on ASD, lack of traits, how to include peers to help ASD students.

Ferraioli, S. J., & Harris, S. L. (2011). Effective educational inclusion of students on the autism spectrum. Journal of Contemporary Psychotherapy, 41(1), 19-28. Retrieved from ProQuest http://www://dx.doi.org/10.1007/s10879-010-9156-y

Enhancing ASD students social skills before entering an inclusive setting by using play, role modeling, using qualitative data. Finke, E. H., McNaughton, D. B., & Drager, K. D. R. (2009). All children can and should have the opportunity to learn: General education teachers perspectives on including children with autism spectrum disorder who require acc. Augmentative and Alternate Communication, 25(2), 110-122. Retrieved from http://www.informahealthcare.com/doi/abs/10.1080/07434610902886206

General education teachers perceptions on having ASD students in the room and using alternative methods to help them communicate with peers. Pro article for inclusion.

Jackson, J. N., & Campbell, J. M. (2009). Teachers' peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39(2), 269-77. Retrieved from ProQuest doi:http://dx.doi.org/10.1007/s10803-008-0623-1

Supports my research that peer buddies are beneficial to social skills and modeling with qualitative data.

Jones, A. P., & Frederickson, N. (2010). Multi-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders, 40(9), 1094-103. Retrieved from ProQuest doi:http://dx.doi.org/10.1007/s10803-010-0957-3

Looks at the ASD students in an Inclusive setting and compares them to their non-disabled peers. Social differences occur.

Kamps, D., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Class wide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61. Retrieved from Google Scholar http://www.ncbi.nlm.nih.gov/doi:10.1901/jaba.1994.27-49

A study on peer tutoring in reading and social skills, how ASD students functioned within this setting. Results indicate ASD students made gains in social skills and academics using quantitative and qualitative data.

Kluth, P. (2010). You're going to love this kid! (2nd ed.). Baltimore, Maryland: Paul H. Brookes Publishing Co.

ASD facts, social and communication models, pros and cons for working with peers, technology.

Lanter, E., & Watson, L. R. (2008). Promoting literacy in students with ASD: The basics for the SLP. Language, Speech & Hearing Services in Schools, 39(1), 33-43. Retrieved from http://search.proquest.com/docview/232582931?accountid=28644

A look at how speech pathologists play a role in ASD students and how communication is so very important for these kids. How speech pathologists help students and teachers. Leach, D. (2010). Bringing aba into your inclusive classroom. (1st ed.). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Book on applied behavior analysis for working with improving unwanted behaviors in ASD students.

Ochs, E., Sadlik-Kremar, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399-419. Retrieved from Google Scholar http://www.ssc.ucla.edu

Study on how parents and teachers can help non-disabled peers think towards ASD students if parents choose to let school know of ASD diagnosis.

Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers' relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123-30. Retrieved from ProQuest doi:http://dx.doi.org/10.1023/A:1022979108096

Discusses the pros and cons of having ASD students in classrooms and how teachers perceive them, mainly due to behaviors, possible lack of training.

Sasso, G. M., & Rude, H. A. (1987). Unprogrammed effects of training high-status peers to interact with severely handicapped children. Journal of Applied Behavior Analysis, 20(1), 35-44. Retrieved from Google Scholar http://www.ncbi.nlm.nih.gov/doi: 10.1901/jaba.1987.20-35

I know this article is older, but I love it for the fact that it teaches students to be peer buddies of ASD students. They are role models and social friends and not much has changed in this research since this article was published.

Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories(TM). Focus on Autism and Other Developmental Disabilities, 21(4), 211-222. Retrieved from http://search.proquest.com/docview/205058418?accountid=28644 Focuses on using social stories to work on sharing, communication. Supports my research.

Silverman, S., & Weinfeld, R. (2007). School success for kids with aspergers syndrome. (1st ed.). Waco, Texas: Prufrock Press Inc. Book on inclusion, strategies, social strategies, facts to support inclusion gains.

Simpson, R. L. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70(2), 135-144. Retrieved from http://search.proquest.com/docview/201194030?accountid=28644

Personal article about his own sister with ASD, his journey to help ASD students, and how socially they can benefit from mainstreaming.

Spencer, V., & Simpson, C. (2009). Teaching children with autism in the general classroom. (1st ed.). Waco, Texas: Prufrock Press Inc.

Model friendships, peer acceptance, behaviors, technology used for ASD students

Sonnenmeier, R. M., McSheehan, M., & Jorgensen, C. M. (2005). A case study of team supports for a student with autisms communication and engagement within the general education curriculum: Preliminary report of the beyond access model. Augmentative and Alternate Communication, 21(2), 101-115. Retrieved from Google Scholar http://www.informahealthcare.com/doi/10.1080/07434610500103608

Another article on using other forms of communication for ASD students to communicate with peers. Using pictures, some students nonverbal.

Strain, P. S., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early

Intervention, 33(4), 321-332. Retrieved from http://search.proquest.com/docview/921333633?accountid=28644

An overview of how ASD has changed in the school setting, what we are doing well, and what we still need to do to make it better for everyone.

Yanoff, J. (2007). The classroom teacher's inclusion handbook. (2nd ed.). Chicago, Illinois: Arthur Coyle Press.

A few facts on autism that can be included in my paper.