Books and References

We have authored many books, chapters and research articles in peer reviewed professional journals.  These resources are excellent examples of our approach and the success of our efforts!!

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References

Lovaas, O.I., Ackerman, A.B., and Taubman, M.T. (1983).  An Overview of Behavioral Treatment of Autistic Persons. In M. Rosenbaum, C. M. Franks, & Y. Jaffe (eds).  Perspectives on Behavior Therapy in the Eighties. New York, New York: Springer Publishing Company.

 

Epstein, L.J., Taubman, M.T., and Lovaas, O.I. (1985). Changes in Self-Stimulatory Behaviors with Treatment, Journal of Abnormal Child Psychology, 13, 281-294.

 

Smith, T., Parker, T., Taubman, M., and Lovaas, O.I. (1992). Transfer of Staff Training from Workshops to Group Homes:  A Failure to Generalize Across Settings.  Research in Developmental Disabilities, 13, 57-71.

 

Taubman, M.T., Brierley, S., Wishner, J., Baker, D., McEachin, J., and Leaf, R.B. (2001). The Effectiveness of a Group Discrete Trial Instructional Approach for Preschoolers with Developmental Disabilities.  Research in Developmental Disabilities, 22, 205-219.

 

Shipley-Benamou, R., Lutzker, J., & Taubman, M. (2002). Teaching Daily Living Skills to Children with Autism through Instructional Video Modeling.  Journal of Positive Behavior Interventions, 165-175. 

 

Soluaga, D., Leaf, J.B., Taubman, M., McEachin, J., & Leaf, R.B. (2008). A comparison of flexible prompt fading and constant time delay for five children with autism. Research in Autism Spectrum Disorders, 2, 753-765.

 

Leaf, J.B., Taubman, M., Bloomfield, S., Palos-Rafuse, L., Leaf, R.B., McEachin, J. & Oppenheim, M. L.  (2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders, 3, 275-289.

Leaf, R. B., Taubman, M. T., McEachin, J. J., Leaf, J. B., & Tsuji, K. H. (2011). A program description of a community-based intensive behavioral intervention program for individuals with autism spectrum disorders. Education and Treatment of Children, 34, 259-285.

Leaf, J. B., Tsuji, K. H., Griggs, B., Edwards, A., Taubman, M., McEachin, J., Leaf, R., & Oppenheim-Leaf, M. L. (2012). Teaching social skills to children with autism using the cool versus not cool procedure. Education and Training in Autism and Developmental Disabilities, 47, 165-175.

 

Leaf, J. B., Oppenheim-Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., McEachin, J., Dayharash, J., & Leaf, R. (2012). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45, 281-298.

Leaf, J. B., Oppenheim-Leaf, M. L., Leaf, R. B., Courtermanche, A. B., Taubman, M., McEachin, J., Sheldon, J. B., & Sherman, J. A. (2012). Observational effects on the preference of children with autism. Journal of Applied Behavior Analysis, 45, 473-483.

Leaf, J. B., Tsuji, K. H., Lentell, A. E., Dale, S. E., Kassardjian, A., Taubman, M., McEachin, J., Leaf, R., & Oppenheim-Leaf, M. L. (2013).  A comparison of discrete trial teaching implemented in a one-to-one instructional format and in a group instructional format.  Behavioral Interventions, 28, 82-106.

 

Kassardjian, A., Taubman, M., Rudrud, E., Leaf, J. B., Edwards, A., McEachin, J, Leaf, R., & Schulze, K. (2013). Utilizing teaching interactions to facilitate social skills in the natural environment. Education and Training in Autism and Developmental Disabilities, 48, 245-257.

 

Taubman, M. T., Leaf, R. B., McEachin, J. J., Papovich, S., & Leaf, J. B. (2013). A comparison of data collection techniques used with discrete trial teaching. Research in Autism Spectrum Disorders, 7, 1026-1034.

 

Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Delmolino, L. (2014).

Comparison of flexible prompt fading to error correction for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26, 203-224.

 

Leaf, J. B., Leaf, J. A., Alcalay, A., Dale, S., Kassardjian, A., Tsuji, K., Leaf, R., Taubman, M., & McEachin, J. (2014) Comparison of most-to-least to error correction to teach tacting to two children diagnosed with autism. Evidence-Based Communication Assessment and Intervention, 7, 124-133.

 

Kassardjian, A., Leaf, J. B., Ravid, D., Leaf, J. A., Alcalay, A., Dale, S., Tsuji, K.,Taubman, M., Leaf, R., McEachin, J., & Oppenheim-Leaf, M. L. (2014). Comparing the teaching interaction procedure to social stories: A replication study. Journal of Autism and Developmental Disorders, 44, 2329-2340. 

 

Leaf., J. B., Dale, S., Kassardjian, A., Tsuji, K. H., Taubman, M., McEachin, J., Leaf, R. B., & Oppenheim-Leaf, M. (2014). Comparing different classes of reinforcement to increase expressive language for individuals with autism. Education and Training in Autism and Developmental Disabilities, 49, 533-546.

 

Leaf, J. B., Alcalay, A., Leaf, J. A., Tsuji, K., Kassardjian, A., Dale, S., McEachin, J., Taubman, M., & Leaf, R. (2014). Comparison of most-to-least to error correction for teaching receptive labeling for two children diagnosed with autism. Journal of Research in Special Education Needs, Online, 1-9.

 

Au, A. H. C., Mountjoy, T. J., Man, K. L. P., Leaf, J. B., Leaf, R. B., Taubman, M., & McEachin, J. (2015). A programmatic description of an international private behaviorally orientated autism school. Education and Treatment of Children, 38, 121-144.

 

Leaf, J. B., Oppenheim-Leaf, M. L., Leaf, R. B., Taubman, M., McEachin, J., Parker, T., Waks, A. B., & Mountjoy, T. (2015). What is the proof? A methodological review of studies that have utilized social stories. Education and Training in Autism and Developmental Disabilities, 50, 127-141. 

 

Leaf, J. B., Leaf, R., Alcalay, A. Leaf, J. A., Ravid, D., Dale, S., Kassardjian, A., Tsuji, K., Taubman, M., McEachin, J., & Oppenheim-Leaf, M. (2015). Utility of formal preference assessments for individuals diagnosed with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 199-212.

 

Leaf, J. B., Taubman, M., Leaf, J., Dale, S., Tsuji, K., Kassardjian, A., Alcalay, A., Milne, C., Mitchell, E., Townley-Cochran, D., Leaf, R., & McEachin, J. (2015). Teaching social interaction skills using cool versus not cool. Child & Family Behavior Therapy, 37, 321-334.

 

Leaf, J. B., Kassardjian, A., Oppenheim-Leaf, M. L., Tsuji, K. H., Dale, S., Alcalay, A., Leaf, J. A., Ravid, D., Miline, C., Leaf, R., Taubman, M., &  McEachin, J. (2015). Observational effects of preference selection for four children on the autism spectrum: A replication. Behavioral Interventions,30, 256-269.

 

Townley-Cochran, D., Leaf, J. B., Taubman, M., Leaf, R., McEachin, J. (2015). Observational learning of students diagnosed with Autism: A review paper. Review Journal of Autism and Developmental Disorders,2, 262-272. 

 

Leaf, J. B., Townley-Cochran, Taubman, M., Cihon, J. H., Oppenheim-Leaf, M. L., Kassardjian, A., Leaf, R., McEachin, J., Pentz, T. G. (2015). The teaching interaction procedure and behavioral skills training for individuals diagnosed with autism spectrum disorder: A review and commentary. Review Journal of Autism and Developmental Disorders, 2, 402-413.

 

Leaf, J. B., Oppenheim-Leaf, M. L., Townley-Cochran, D., Leaf, J. A., Alcalay, A., Milne, C., Kassardjian, A., Tsuji, K., Dale, S., Leaf, R., Taubman, M., & McEachin, J. (2016). Changing preference from tangible to social activities through an observational conditioning procedure. Journal of Applied Behavior Analysis, 49, 1-9.

 

Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., Smith, 

T, & Weiss, M. J. (2016). Applied Behavior Analysis is a Science and, Therefore, Progressive. Journal of Autism and Developmental Disorders, 46, 720-731.

 

Leaf, J. B., Townley-Cochran, D., Mitchell, E., Milne, C., Alcaaly, A., Leaf, J., Leaf, R., Taubman, M., McEachin, J., & Oppenheim-Leaf, M. L. (2016). Evaluation of multiple alternative prompts during tact training. Journal of Applied Behavior Analysis, 49, 399-404. 

 

Leaf, J. B., Kassardjian, A., Oppenheim-Leaf, M. L., Cihon, J. H., Taubman, M., Leaf,

R.., & McEachin, J. (2016). Social thinking®: Science, pseudoscience, or antiscience? Behavior Analysis in Practice, 9, 152-158.

Au, A., Mountjoy, T., Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Tsuji, K. (2016). Teaching social behavior to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. Journal of Intellectual Disability, 2, 115-124.

 

Leaf, J. B., Leaf, J. A., Alcalay, A., Kassardjian, A., Tsuji, K., Dale, S., Ravid, D., Taubman, M., McEachin, J., & Leaf, R. (2016). Comparison of most-to-least prompting to flexible prompt fading for children with autism spectrum disorder. Exceptionality, 2, 109-122.

 

Leaf, J. B., Taubman, M., Milne, C., Dale, S., Leaf, J., Townley-Cochran, D., Tsuji, K., Kassardjian, A., Alcalay, A., Leaf, R., & McEachin, J. (2016). Teaching social communication skills using a cool versus not cool procedure plus role-playing and a social skills taxonomy. Education and Treatment of Children, 39, 44-63.

 

Leaf, J. B., Mitchell, E., Townley-Cochran, D., McEachin, J., Taubman, M., & Leaf, R. (2016). Comparing social stories™ to cool versus not cool. Education and Treatment of Children, 39, 173-186.

 

Leaf, J. A., Leaf, J. B., Milne, C., Townley-Cochran, Oppenheim-Leaf, M. L., Cihon, J. H., Taubman, M., McEachin, J., & Leaf, R. (2016). The effects of the cool versus not cool procedure to teach social game play to individuals diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 9, 34-49.

 

Kassardjian, A., Leaf, J. A., Leaf., J. B., Townley-Cochran, D., Alcaly, A., Milne, C., Dale, S., Tsuji, K,. Leaf, R., Taubman, M., & McEachin, J. (2016). Evaluation of graduated vs all-or-none contingencies on rate tasks for individuals diagnosed with autism. Education and Training in Autism and Developmental Disabilities, 51, 434-446.

 

Leaf, J. B., Leaf., R., McCray, C., Lamkins, C., Taubman, M., McEachin, J., & Cihon, J. H. (2016). A preliminary analysis of a behavioral classrooms needs assessment. International Electronic Journal of Elementary Education, 9, 385-404.

 

Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., & Taubman, M. (2016). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of Elementary Education, 9, 361-372.

 

Leaf, J. B., Cihon, J. H., Townley-Cochran, D., Miller, K., Leaf, R., McEachin, J., & Taubman, M. (2016). An evaluation of positional prompts for teaching receptive identification to individuals diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 9, 349-363.

Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Smith, T., Harris, S. L., Freeman, B. J., Mountjoy, T., Parker T., Streff, T., Volkmar, F, R., & Waks, A. (2017). Concerns about the registered behavior technician™ in relation to effective autism intervention. Behavior Analysis in Practice, 10, 154-163.

 

Townley-Cochran, D., Leaf, J. B., Leaf., R., Taubman, M., & McEachin, J. (2017). Comparing error correction procedures for children diagnosed with autism. Education and Training in Autism and Developmental Disabilities, 52, 91-101.

 

Leaf, J. B., Leaf, J. A., Milne, C., Taubman, M., Oppenheim-Leaf, M., Torress, N., Townley-Cochran, Leaf, R., McEachin, J., & Yoder, P. (2017). An evaluation of a behaviorally based social skills group for individuals diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 243-259.

 

Leaf, J. B., Cihon, J. H., Alcalay, A., Mitchell, E., Townley-Cochran, D., Miller, K., Leaf, R., Taubman, M., & McEachin, J. (2017). Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 304-316. 

 

Leaf, J. B., Leaf, R., Leaf, J. A., Alcalay, A., Ravid, D., Dale, S., Kassardjian, A., Tsuji, K., Taubman, M., McEachin, J., & Oppenheim-Leaf, M. L. (In Press). Comparing paired-stimulus preference assessments to the in-the-moment reinforcer analysis on skill acquisition: A preliminary analysis. Focus on Autism and Other Developmental Disabilities.

Milne, C., Leaf, J. A., Leaf, J. B., Cihon, J. H., Torress, N., Townley-Cochran, D., Taubman, M., Leaf, R., McEachin, J., & Oppenheim-Leaf, M. (2017). Teaching joint attention and peer to peer communication using the cool versus not cool procedure in a large group setting. Journal of Developmental and Physical Disabilities, 29, 777-796.

Leaf, J. B., Cihon, J. H., Weinkauf, S. M., Oppenheim-Leaf, M. L., Taubman, M., & Leaf, R. (2017). Parent Training for Parents of Individuals Diagnosed with Autism Spectrum Disorder. In Handbook of Early Intervention for Autism Spectrum Disorders (5 ed., Vol. 36, pp. 109–125). Cham: Springer International Publishing. 

Cihon, J. H., Weinkauf, S. M., & Taubman, M. (2017). Using the Teaching Interaction Procedure to Teach Social Skills for Individuals Diagnosed with Autism Spectrum Disorder. In J. B. Leaf (Ed.), Handbook of Social Skills and Autism Spectrum Disorder : Assessment, Curricula, and Intervention (pp. 313–323). Cham: Springer International Publishing.

Taubman, M., & Ferguson, J. L.  (2017). Future Directions for Clinical Social Skills Interventions. In J. B. Leaf (Ed.), Handbook of Social Skills and Autism Spectrum Disorder : Assessment, Curricula, and Intervention (pp. 423-432). Cham: Springer International Publishing.

Taubman M. (2018) Teaching Interaction Procedure. In: Volkmar F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.

Leaf, J. B., Cihon, J. H., Ferguson, J. L.,Taubman, M., Leaf, R., & McEachin, J. (2018). Social Thinking, Pseudoscientific, Not Empirically Supported, and Non-Scientific Based:  A reply to Crooke and Winner.  Behavior Analysis in Practice, 1-11. 

Leaf, J. B., Cihon, J. H., Ferguson, J. L., McEachin, J., Leaf, R. & Taubman, M. (2018). Evaluating three methods of stimulus rotation when teaching receptive labels.  Behavior Analysis in Practice, 1-16.