Providing Lifelong

Services to People

with Autism




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PCDI Mission Statement


The mission of the Princeton Child Development Institute is to provide effective, science-based intervention for children and adults with autism and, through research and dissemination, to extend treatment resources to people with autism, both nationally and internationally.

Publications

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

 

PUBLICATIONS

Birkan, B., McClannahan, L. E., & Krantz, P. J. (2007).  Effects of superimposition

and background fading on the sight-word reading of a boy with autism.

Research in Autism Spectrum Disorders, 1, 117-125.

 

Birkan, B., Krantz, P. J., & McClannahan, L. E. (2011).  Teaching children with

autism spectrum disorders to cooperate with injections.  Research in

            Autism Spectrum Disorders 5, 941-948.

 

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.

 

Brown, J. L., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (2008).  Using

script fading to promote natural environment stimulus control of verbal

interactions among youths with autism.  Research in Autism Spectrum

            Disorders, 2, 480-497.

 

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 socialization.

Journal 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 Analysis26, 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 readers.  Journal of 

Applied Behavior Analysis31, 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., & McClannahan, L. E. (in press).  Picture activity schedules.

In P. Sturmey, J. Tarbox, D. Dixon, & J. Matson (Eds.), Handbook

of Early Intervention for Autism Spectrum Disorders:  Research, Practice,

and Policy.  New York:  Springer Publishing Co.

 

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 prompter.  Behavioral 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 quality.

Spectrum, 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, 11205-217.

 

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., Krantz, P. J. & McClannahan, L. E. (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 (pp. 113-135).  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).  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 Issues7, 65-68.

 

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 (2nd ed.), pp. 191-213.  Austin, TX:  Pro-ed.

 

McClannahan, L. E., & Krantz, P. J. (2004).  Some guidelines for evaluating behavioral

intervention programs for children with autism.  In H. E. Briggs (Ed.),

Evidence-based social work practice (pp. 92-103).  Chicago:  Lyceum Books.

 

McClannahan, L. E., & Krantz, P. J. (2005).  Teaching conversation to children with autism:  

Scripts and script fading.  Bethesda, MD:  Woodbine House.

 

McClannahan, L. E., & Krantz, P. J. (2006).  Behavior analysis and intervention

for school-age children at the Princeton Child Development Institute.

In J. S. Handleman and S. L. Harris (Eds.).  School-Age Education Programs

for Children with Autism (pp. 143-161).

 

McClannahan, L. E., & Krantz, P. J. (2010).  Activity schedules for children with autism:  

Teaching Independent behavior (2nd ed.).  Bethesda, MD:  Woodbine House.

 

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., MacDuff, G. S., & Krantz, P. J. (2009).  Activity schedules for

adults with autism spectrum disorders.  In P. Reed (Ed.), Behavioral Theories 

and Interventions for Autism (pp.313-334).  New York:  Nova Science Publishers.

 

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.

 

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 children.  Journal of 

Applied Behavior Analysis, 19, 147-157.

 

Pelios, L.V., MacDuff, G. S., & Axelrod, S. (2003).  The effects of a treatment

package in establishing independent academic work skills in children

with autism.  Education & Treatment of Children, 26, 1-21.

 

Roane, H. S., Fisher, W. W., Green, G., McClannahan, L. E., & Taylor, B. A., Eds. (2010).

Behavior analysis in autism:  A compilation of studies from the Journal of 

Applied Behavior Analysis (1968-2009). Lawrence, KS:  Society for the

Experimental Analysis of Behavior.

 

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, 1519-37.

 

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.