Publications Database

Pierce K. L. , Schreibman L. (1995)

Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training.

Journal of Applied Behavior Analysis

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Pierce K. L. , Schreibman L. (1997)

Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: results from trained and untrained peers.

Journal of Applied Behavior Analysis

30(1), pp. 157-160

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Pierce K. L. , Schreibman L. (1994)

Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management.

Journal of Applied Behavior Analysis

Fall, 27(3), pp. 471-481

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Pierce K. L. , Schreibman L. (1997)

Using peer trainers to promote social behavior in autism: are they effective at enhancing multiple social modalities?

Focus on Autism and Other Developmental Disabilities

12(4), pp. 207-218

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Rocha M. L. , Schreibman L. , Stahmer A. C. (2007)

Effectiveness of training parents to teach joint attention in children with autism.

Journal of Early Intervention

29(2), pp. 154-173

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Schreibman L. , Stahmer A. C. (2014)

A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism.

Journal of Autism and Developmental Disorders

May, 44(5), pp. 1244-1251.

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Schreibman L. (1975)

Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children.

Journal of Applied Behavior Analysis

8(1), pp. 91-112.

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Schreibman L. (2000)

Intensive behavioral/psychoeducational treatments for autism: research needs and future directions.

30(5), pp. 373-378.

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Schreibman L. et al. (2015)

Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder.

Journal of Autism and Developmental Disorders

August, 45(8), pp. 2411-2428.

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Schreibman L. , Kaneko W. , Koegel R. L. (1991)

Positive affect of parents of autistic children: a comparison across two teaching techniques.

Association of Advancement of Behavior Therapy

22(4), pp. 479-490.

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Schreibman L. , Whalen C. , Stahmer A. C. (2000)

The use of video priming to reduce disruptive transition behavior in children with autism.

Journal of Positive Behavior Interventions

2(1), pp. 3-11

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Sherer M. R. et al. (2001)

Enhancing conversational skills in children with autism via video technology. Which is better, 'Self' or 'Other' as a model?

Behavior Modification

25 pp. 140-158

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Sherer M. R. , Schreibman L. (2005)

Individual behavioral profiles and predictors of treatment effectiveness for children with autism.

Journal of Consulting and Clinical Psychology

73(3), pp. 525-538

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Stahmer A. C. , Schreibman L. (2006)

Social validation of symbolic play training for children with autism.

Journal of Early and Intensive Behavior Intervention

3(2), pp. 196-210

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Stahmer A. C. , Schreibman L. (1992)

Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package.

Journal of Applied Behavior Analysis

25(2), pp. 447-59

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Stahmer A. C. , Schreibman L. , Cunningham A. B. (2011)

Toward a technology of treatment individualization for young children with autism spectrum disorders.

Brain Research

pp. 229-239.

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Stahmer A. C. et al. (2012)

What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use.

Autism Research and Treatment

12

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Thorp D. , Stahmer A. C. , Schreibman L. (1995)

Effects of sociodramatic play training on children with autism.

Journal of Autism and Developmental Disorders

25(3), pp. 265-282

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Whalen C. , Schreibman L. (2003)

Joint attention training for children with autism using behavior modification procedures.

Journal of Child Psychology and Psychiatry and Allied Disciplines

44 pp. 456-468.

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Whalen C. , Schreibman L. , Ingersoll B. R. (2006)

The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism.

Journal of Autism and Developmental Disorders

36(5), pp. 655-664.

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