Rohini Knudson
SPED Professional Portfolio
References
Bettelheim, B. (1967) The Empty Fortress. London: Free Press.
Black, M. H., Mahdi, S., Milbourn, B., Thompson, C., D'Angelo, A., Ström, E., Falkmer, M., Falkmer, T., Lerner, M., Halladay, A., Gerber, A., Esposito, C., Girdler, S., & Bölte, S. (2019). Perspectives of key stakeholders on employment of autistic adults across the United States, Australia, and Sweden. Autism Research, 12(11), 1648-1662. https://doi.org/10.1002/aur.2167
Bleuler, E. (1951). Autistic Thinking. In Organization and pathology of thought: Selected sources (pp. 399-437). New York Chichester, West Sussex: Columbia University Press. https://doi.org/10.7312/rapa92214-023
Boutot, E. A. (2016). Autism spectrum disorders (second edition). Pearson Education (US).
Centers for Disease Control and Prevention. (2020, September 30). About epilepsy. U.S. Department of Health and Human Services. https://www.cdc.gov/epilepsy/about/index.htm
Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383. https://doi.org/10.1177/001440290907500306
Cox, A., & AFIRM Team. (2018). Video modeling. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/video-modeling
Griffin, W., Sam, A., & AFIRM Team. (2016). Social skills training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/social-skills-training
Griffin, W., & AFIRM Team. (2017). Functional communication training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/functional-communication-training
Hedges, S., & AFIRM Team. (2017). Technology-aided instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.
Mulick, J.A, Foxx, R. M. (2015). Controversial Therapies for Autism and Intellectual Disabilities (second edition). Taylor & Francis.
Myles, B. S. (2016). Autism and Difficult Moments, Revised Edition (3rd ed.). Future Horizons.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9. https://doi.org/10.1037/0022-006X.55.1.3
Mann, L. B., & McKeithan, G. K. (2024). Module 1-8 presentations [Lectures presented in SPED 860]. University of Kansas, Special Education Department, Lawrence, KS
McKeithan, G. K., & Crutchfield, S., Mann, L.B. (2024). Module 1-8 presentations [Lectures presented in SPED 785]. University of Kansas, Lawrence, KS.
Morin, K., & AFIRM Team. (2017). Extinction. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Extinction
Nowell, S., Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Augmentative & Alternative Communication. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/augmentative-alternative-communication
Ozonoff, S.G. S. (2018). Assessment of Autism Spectrum Disorder (2nd ed.). Guilford Publications, Inc..
Rosqvist, H. (2014). Becoming an “autistic couple”: Narratives of sexuality and couplehood within the swedish autistic self-advocacy movement. Sexuality & Disability, 32(3), 351–363.
Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/social-narratives
Sam, A., & AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/visual-supports
Sam, A., & AFIRM Team. (2016). Discrete Trial Training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/discrete-trial-training
Sam, A., & AFIRM Team. (2016). Modeling. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/modeling
Sam, A., & AFIRM Team. (2016). Self-management. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/self-management
Sam, A., Kucharczyk, S., Waters, V., & AFIRM Team. (2018). Structured play groups. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/structured-play-groups
Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Selecting an evidence-based practice. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/selecting-evidence-based-practice
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251-263.
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Thapar, A., & Rutter, M. (2021). Genetic advances in autism. Journal of Autism and Developmental Disorders, 51(12), 4321-4332. https://doi.org/10.1007/s10803-020-04685-z
Tomaszewski, B., Regan, T., & AFIRM Team. (2017). Response interruption and redirection. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/response-interruption-and-redirection
University of Kansas. (2024). Autism Spectrum Disorder. [SPED 760 Module 1-4 Presentations]. Special Education Department, Lawrence Campus. https://specialedu.ku.edu/
VanBourgondien, M. E., & Schopler, E. (1996). Intervention for adults with autism. The Journal of Rehabilitation, 62(1), 65-71.
Wehmeyer, M. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19), 7121. https://doi.org/10.3390/ijerph17197121
Wolff, S. (2004). The history of autism. European Child & Adolescent Psychiatry, 13(4), 201-208. https://doi.org/10.1007/s00787-004-0363-5
Young, S., & Cocallis, K. (2023). A systematic review of the relationship between neurodiversity and psychosexual functioning in individuals with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD). Neuropsychiatric Disease and Treatment, 1379-1395.