Our reference resources offer educators essential readings and references related to CMS and special education. Whether you are an educator, administrator, or caregiver, our curated collection provides valuable insights to deepen your understanding of special education.
CMS has been at the forefront of revolutionizing special education with The CMS Approach™, supporting educators in unlocking the full potential of students with ASD and related disabilities. We invite you and your school district to join our community, dedicated to supporting students with ASD and related disabilities.
Atwood, T, KD Buron & P Wolfberg (Eds) (2008) An overview of Autism Spectrum Disorders, In Learning on the Autism Spectrum Preparing highly qualified education (pp 18-43).
Autism Spectrum Disorder: Communication Problems in Children. (2020, April 13). NIDCD. https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children
Baron-Cohan, Leslie, and Fifth (1995), Theory of Mind
Belfiore, P. J., Basile, S. P., & Lee, D. L. (2008). Using a high probability command sequence to increase classroom compliance: The role of behavioral momentum. Journal of Behavioral Education, 17, 160-171.
Bergsmann, Evelyn M., et al. "The effect of classroom structure on verbal and physical aggression among peers: A short-term longitudinal study." Journal of School Psychology 51.2 (2013): 159-174
Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot-Casey, L. (2012). Differential Effects of Seating Arrangements on Disruptive Behavior of Fifth Grade Students During Independent Seatwork. Journal of Applied Behavior Analysis, 45(2), 407–411. https://doi.org/10.1901/jaba.2012. 45-407
Carnahan, Christine, Williamson, Pamela et al. (2010). Quality Literacy Instruction for Students with Autism Spectrum Disorder (2010)
Dietmer, Simpson, Myles, & Ganz, 2000
Fisher & Happe, 2005, p.757
Functional Communication Training. (n.d.). https://drive.google.com/drive/u/1/folders/1er-JGFUGVAy-DN5AJJovwtSxv9lwTumb
Functional Emotional Developmental Capacities (FEDCS) Communication/Engagement
Horner, R. H., & Day, H. M. (1991). The Effects of Response Efficiency on Functionally Equivalent Competing Behaviors. Journal of Applied Behavior Analysis, 24(4), 719–732. https://doi.org/10.1901/jaba.1991.24-719
Lee, D. L. (2006). Facilitating transitions between and within academic tasks: An application of behavioral momentum. Remedial and Special Education, 27, 312-317.
Lee, D. L., Belfiore, P. J., Scheeler, M. C., Hua, Y., & Smith, R. (2004). Behavioral momentum in academics: Using embedded high-p sequences to increase academic productivity. Psychology in the Schools, 41, 789-801.
Lord C & P Rhea (1997) Language and communication in Autism. In D.V Cohen (Ed.) Handbook of Autism and pervasive developmental disorders (2nd ed., pp 195-225). NY Wiley & Sons.
Lord C & P Rhea (1997) Language and communication in Autism. In D.V Cohen (Ed.) Handbook of Autism and pervasive developmental disorders (2nd ed., pp 195-225). NY Wiley & Sons.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology, 57(1), 487–503. https://doi.org/10.1146/annurev.psych.56.091103.070258
Miranda, P (2003) “e’s not really a reader....” Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4). 271-282
Miranda, P (2003) “e’s not really a reader....” Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4). 271-282.
Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007)
Organizing instruction and study to improve student learning. Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
Physical Structure - Best Practice Resource. (n.d.). Best Practice Resource. https://best-practice.middletownautism.com/approaches-of-intervention/the-teacch-autism-programme/physical-structure/
Schack, Emma. "Promoting Independence among Individuals with Autism Spectrum Disorders." The Review: A Journal of Undergraduate Student Research 15 (2014): 23-27. Web. [date of access].
Structured Environments | WingInstitute.org. (n.d.). https://www.winginstitute.org/classroom-structured-environments
Structured Teaching by TEACCH Staff | TEACCH® Autism Program. (2018, January 5). TEACCH® Autism Program. https://teacch.com/structured-teaching-teacch-staff/
The Assessment of Functional Living Skills Guide. Essential Skills for Independence at Home, School, and in the Community.
The Assessment of Functional Living Skills Guide. Essential Skills for Independence at Home, School, and in the Community.
Therapies for Children with Autism Spectrum Disorders. (2011, April 1). PubMed. https://www.ncbi.nlm.nih.gov/pubmed/21834171
Van Bourgondien, M. E., Reichle, N. C., & Schopler, E. (2003). Effects of a model treatment approach on adults with autism. Journal of Autism and Developmental Disorders, 33(2), 131–140. https://doi.org/10.1023/a:1022931224934`
Wehby, J. H., & Hollahan, M. S. (2000). Effects of high-probability requests on the latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33, 259–262
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