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The Princeton Child Development Institute's programs serve as natural laboratories for the development of models for effective education and treatment of children, youths, and adults with autism. Research is an integral component of program services; all programs are data-based and continuously evaluated. Newly developing solutions to human problems begin as pilot studies; later, program components are carefully and systematically assessed so that effective procedures can be readily disseminated. Because of PCDI's longstanding commitment to research and development, it has benefited not only enrolled individuals, but many other persons with autism and developmental disabilities as well.

Requests for reprints of the following publications may be addressed to:

Princeton Child Development Institute
300 Cold Soil Road
Princeton, New Jersey 08540
Phone (609) 924-6280
Fax (609) 924-4119
E-mail info@pcdi.org

PUBLICATIONS

Brothers, K. J., Krantz, P. J., & McClannahan, L. E. (1994).  Office paper recycling: 
            A function of container proximity.  Journal of Applied Behavior Analysis, 27, 153-160.

Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L.
            (1998).  Procedures for teaching appropriate gestural  
            communication skills to children with autism.  Journal of Autism
            and Developmental Disorders, 28, 535-545.

Fenske, E.C., Zalenski, S., Krantz, P.J. & McClannahan, L.E. (1985).
            Age at intervention and treatment outcome for autistic children in a
            comprehensive intervention program.  Analysis and Intervention
            in Developmental Disabilities, 5, 49-58.

            Reviewed in Simeonsson, R. J., Olley, J. G., & Rosenthal, S. L. (1987).
            Early intervention for children with autism.  In M. J. Guaralnick & F. C.
            
Bennett (Eds.), The effectiveness of early intervention for at-risk and handicapped
            children.  New York:  Harcourt Brace Jovanovich.

Fenske, E. C., Krantz, P. J., & McClannahan, L. E. (2001).  Incidental
            teaching:  A not-discrete-trial teaching procedure.  In C. Maurice,
            G. Green, & R. M. Foxx (Eds.), Making a difference:  Behavioral
            intervention for autism (pp. 75-82).  Austin, TX:  Pro-ed.

Gena, A., Krantz, P. J., McClannahan, L. E., Pelios, L., and Poulson, C.
            L. (1996).  Training and generalization of affective behavior
            displayed by youth with autism.  Journal of Applied Behavior
            Analysis, 29, 291-304.

Hall, L. J., McClannahan, L. E., and Krantz, P. J. (1995).  Promoting
            independence in integrated classrooms by teaching aides to
            use activity schedules and decreased prompts.  Education and
            training in mental retardation and developmental disabilities,
            September, 208-217.

Krantz, P. J. (1993).  Developing expertise for tomorrow:  Mentoring
            young researchers in clinical settings.  In N. J. Minghetti, J. A.
            Cooper, H. Goldstein, L. B. Olswang, & S. F. Warren (Eds.),
            Research mentorship and training in communication sciences
            and disorders.  Rockville, MD:  American Speech-Language-
            Hearing Foundation.

Krantz, P. J. (1997).  Segregated education, integrated education,
            social movements, and science.  In E. Tafa (Ed.), Inclusive
            education for children with learning and behavioral problems.
            Athens:  Ellinika Grammata.

Krantz, P. J. (2000).  Commentary:  Interventions to facilitate
            socializationJournal of Autism and Developmental Disorders,
            30, 411-413.

Krantz, P. J., MacDuff, G. S., Wadstrom, O., & McClannahan, L. E. (1991).   
            Using video with developmentally disabled learners.  In P. W.
            Dowrick (Ed.), A practical guide to using video in the behavioral sciences.
            NY:  John Wiley & Sons.

Krantz, P. J.MacDuff, M. T., & McClannahan, L. E. (1993).  Programming
            participation in family activities for children with autism:  Parents’
            use of photographic activity schedules.  Journal of Applied
            Behavior Analysis, 26, 137-139.

Krantz, P. J., & McClannahan, L. E. (1993).  Teaching children with
            autism to initiate to peers:  Effects of a script-fading procedure.
            Journal of Applied Behavior Analysis, 26, 121-132.

Krantz, P. J. & McClannahan, L. E. (1998).  Social interaction skills for
            children with autism:  A script-fading procedure for beginning
            readersJournal of Applied Behavior Analysis, 31, 191-202.

Krantz, P. J. & McClannahan, L. E. (1999).  Strategies for integration: 
            Building repertoires that support transitions to public schools.  In P.
            M. Ghezzi, W. L. Williams, & J. E. Carr (Eds.), Autism:  Behavior-
            analytic perspectives (pp. 221-231).  Reno, NV:  Context Press.

Krantz, P.J., & McGee, G.G. (1983).  [Review of How to create a        
            curriculum for autistic and other handicapped children].
            the Behavior Therapist, 6, 113-114.

Krantz, P. J., Ramsland, S. E., & McClannahan, L. E. (1989).    
            Conversational skills for autistic adolescents:  An autistic peer as
            prompterBehavioral Residential Treatment, 4, 171-189.

Krantz, P.J., & Risley, T.R. (1977).  Behavioral ecology in the classroom.
            In D.K. O'Leary & S.G. O'Leary (Eds.), Classroom management:  The
            successful use of behavior modification (Revised ed.), pp. 349-366. 
            NY:  Pergamon Press.

Krantz, P.J., Zalenski, S., Hall, L.J., Fenske, E.C., & McClannahan, L. (1981).
            Teaching complex language to autistic children.  Analysis and Intervention
            in Developmental Disabilities, 1, 259-297.

MacDuff, G.S. (1982). Burnout. Teaching-Family Newsletter, 8, 10-11.

MacDuff, G. S. (1987).  Hands-on training:  A key issue in program
            qualitySpectrum, 1, 3, 8.

MacDuff, G.S., Krantz, P.J., MacDuff, M.A., & McClannahan, L.E. (1988).
            Providing incidental teaching for autistic children:  A rapid training
            procedure for therapists.  Education and Treatment of Children, 11, 205-217.

MacDuff, G. S., Krantz, P.J., & McClannahan, L. E. (1993).  Teaching
            children with autism to use photographic activity schedules:
            Maintenance and generalization of complex response chains.
            Journal of Applied Behavior Analysis, 26, 89-95.

MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001).  Prompts
            and prompt-fading strategies for people with autism.  In C. Maurice,
            G. Green, & R. M. Foxx (Eds.), Making a difference:  Behavioral
            intervention for autism (pp. 37-50).  Austin, TX:  Pro-ed.

MacDuff, J.L., Ledo, R., McClannahan, L.E., & Krantz, P.J. (2007).  Using script

            and script-fading procedures to promote bids for joint attention by young

            children with autism. Research in Autism Spectrum Disorders, 1, 281-290.

McClannahan, L.E. (1983).  Comprehensive intervention for autistic youth:
          The Princeton Child Development Institute.  Division 25 Recorder, 18, 11-14.

McClannahan, L. E. (1997).  Strategies for integration:  Building
            repertoires that support co-education for children with autism.
            In E. Tafa (Ed.), Inclusive education for children with learning and
            behavioral problems.  Athens:  Ellinika Grammata.

McClannahan, L. E., Bailey, J. G., MacDuff, G. S., MacDuff, M. A.,    
            Tyburczy, M. J., & Krantz, P. J. (1988).  Facilitating community
            acceptance of group homes.  In M. D. Powers, (Ed.),
            Severe developmental disabilities:  Expanded systems of interaction.
            New York:  Paul H. Brookes.

McClannahan, L.E., & Krantz, P.J. (1979).  Family Focus:  Extending the
            Model to the autistic.  Teaching-Family Newsletter, 4, 1-2.

McClannahan, L.E., & Krantz, P.J. (1981).  Accountability systems for
            protection of the rights of autistic children and youth.  In G.T.
            Hannah, W.P. Christian and H.B. Clark (Eds.)Preservation of
            client rights:  A handbook for practitioners providing therapeutic,
            educational, and rehabilitative services, (pp. 83-106).  NY: 
            Free Press.

McClannahan, L.E. & Krantz, P.J. (1985).  Some next steps in rights  
            protection for the developmentally disabled.  School Psychology
            Review, 14, 143-149.

McClannahan, L. E., & Krantz, P. J. (1990).  Current issues in the       
            behavioral treatment of adults with autism:  Blending research and
            practice.  the Behavior Therapist, 13, 151-154.

McClannahan, L. E., & Krantz, P. J. (1994).  The Princeton Child
            Development Institute.  In S. L. Harris & J. S. Handleman (Eds.),
            Preschool education programs for children with autism,
            (pp. 107-126).   Austin, TX:  Pro-ed.

McClannahan, L. E., & Krantz, P. J. (1994).  On systems analysis in
            autism intervention programs.  Journal of Applied Behavior
            Analysis, 26, 589-596.           

McClannahan, L. E., & Krantz, P. J. (1997).  In search of solutions to
            prompt dependence:  Teaching children with autism to use
            photographic activity schedules.  In E. M. Pinkston and D. M. Baer
            (Eds.), Environment and behavior (pp. 271-278).  Boulder, CO: 
            Westview Press.

McClannahan, L. E., & Krantz, P. J. (1997).  Princeton Child Development
            Institute.  Behavior and Social Issues, 7, 65-68.

McClannahan, L. E., & Krantz, P. J. (1999).  Activity schedules for
 
           children with autism:  Teaching Independent behavior. 
            Bethesda, MD:  Woodbine House.

McClannahan, L. E., & Krantz, P. J. (2001).  Behavior analysis and
            intervention for preschoolers at the Princeton Child Development   
            Institute.  In J. S. Handleman and S. L. Harris (Eds.), Preschool
            education programs for children with autism (Rev. ed), pp. 191-213. 
            Austin, TX:  Pro-ed.

McClannahan, L. E., & Krantz, P. J. (in press).  Some guidelines for
            evaluating behavioral intervention programs for children with
            autism.  In H. E. Briggs (Ed.), Evidence-based social work
            practice.  Chicago:  Lyceum Books.

 McClannahan, L.E., Krantz, P.J., & McGee, G.G. (1982).  Parents as
            therapists for autistic children:  A model for effective parent
            training.  Analysis and Intervention in Developmental Disabilities,
            2, 223-252.

McClannahan, L.E., Krantz, P.J., McGee, G.G., & MacDuff, G.S. (1984). 
            Teaching-Family Model for autistic children.  In W.P. Christian, G.T.
            Hannah, & T.J. Glahn (Eds.), Programming effective human services:
            Strategies for institutional change and client transition, (pp. 383-406). 
            NY:  Plenum.

McClannahan, L. E., MacDuff, G. S., & Krantz, P. J. (2002).  Behavior
            analysis and intervention for adults with autism.  Behavior
            Modification, 26, 9-26.

McClannahan, L. E., McGee, G. G., MacDuff, G. S., & Krantz, P. J. (1990).
            Assessing and improving child care:  A personal appearance index for
            children with autism.  Journal of Applied Behavior Analysis, 23, 149-210.

McClannahan, L.E., & Schneider, H.C. (1983). [Review of How to reduce
            autistic and severely maladaptive behaviors].  the Behavior Therapist,
             6, 34-35.

McGee, G.G., Krantz, P.J., Mason, D. & McClannahan, L.E. (1983).  A
            modified incidental-teaching procedure for autistic youth:    
            Acquisition and generalization of receptive object labels.  Journal
            of Applied Behavior Analysis, 16, 329-338.
            Reprinted in J.S. Bailey, G.L. Shook, B.A. Iwata, D.H.Reid, & A.C.                
            Repp (1986).  Behavior analysis in developmental
            disabilities 1968-1985.  Reprint Series, Volume 1.
            Lawrence, KS:  Journal of Applied Behavior Analysis.

McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1984).  Conversational skills for
            autistic adolescents:  Teaching assertiveness in naturalistic game settings:
            Journal of Autism and Developmental Disorders, 14, 319-330.

McGee, G.G., Krantz, P.J. & McClannahan, L.E. (1985).  The facilitative effects of
            incidental teaching on preposition use by autistic children.  Journal of
            Applied Behavior Analysis, 18, 17-31.

McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1986).  An extension of
            incidental teaching procedures to reading instruction for autistic
            childrenJournal of Applied Behavior Analysis, 19, 147-157.

Rousseau, M. K., Krantz, P. J., Poulson, C. L., Kitson, M. E. & McClannahan, L. E.
            (1994).  Sentence combining as a technique for increasing adjective use in
            writing by students with autism.  Research in Developmental Disabilities, 15,
    
          19-37.

Stevenson, C. L., Krantz, P. J.,  & McClannahan, L. E. (2000).  Social
            interaction skills for children with autism:  A script-fading procedure
            for nonreaders.  Behavioral Interventions, 15, 1-20.

Young, J. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1994).
            Generalized imitation and response-class formation in children
            with autism.  Journal of Applied Behavior Analysis, 27, 685-697.

 
 

 


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