Research

Overview

Research

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Opportunities for families to participate in treatment studies:

Navigating the world of autism treatment can be perplexing and overwhelming.  Autism Partnership is dedicated to promoting evidence based procedures through research that focuses on developing quality treatment for individuals with Autism Spectrum Disorder. Currently, the research department is conducting a range of studies to evaluate and develop effective means of teaching social skills to children of all ages, evaluate the use of group teaching, gain a better understanding of treatments that lead to greater skill acquisition, evaluate ways to better support parents and train staff, and look at a wide range of strategies related to applied behavior analysis and autism treatment.

For more information about our research and how you can participate in a current or future Autism Partnership Study please contact Justin Leaf, Ph.D. at Jblautpar@aol.com

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Dr. Justin Leaf

Dr. Justin Leaf is the Director of Research for the Autism Partnership Foundation. Justin received his master’s degree in Applied Behavioral Science and his doctorate degree in Behavioral Psychology in the Department of Applied Behavioral Science at the University of Kansas. Justin worked directly under the mentorship of Dr. James Sherman and Dr. Jan Sheldon. Justin has over ten years of clinical and research experience working with children, adolescents, and adults with autism and other developmental disabilities.

General information

Group Teaching of Conversational Skills to Adolescents on the Autism Spectrum
Investigating the teaching interaction procedure, and if it could be used to teach adolescents with autism conversational skills in a group setting

Authors: Dotson, Wesley H.; Leaf, Justin B.; Sheldon, Jan B.; Sherman, James A.
Source: Research in Autism Spectrum Disorders, v4 n2 p199-209 Apr-Jun 2010

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The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder
Skills taught as part of a comprehensive curriculum

Authors: Justin B. Leaf, Wesley H. Dotson, Misty L. Oppeneheim, Jan B. Sheldon and James A. Sherman
Source: Research in Autism Spectrum Disorders Volume 4, Issue 2, April-June 2010, Pages 186-198

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Increasing Social Skills and Pro-Social Behavior for Three Children Diagnosed with Autism through the Use of a Teaching Package
Teaching package used to increase communication between the three participants and three selected target peers

Authors: Leaf, Justin B.; Taubman, Mitchell; Bloomfield, Stephanie; Palos-Rafuse, Letty; Leaf, Ron; McEachin, John; Misty L. Oppenheim
Source: Research in Autism Spectrum Disorders, v3 n1 p275-289 Jan 2009

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A Comparison of Flexible Prompt Fading and Constant Time Delay for Five Children with Autism
Identifying prompting procedures that can assist in the development of more optimal learning opportunities for this population is critical

Authors:  Soluaga, Doris; Leaf, Justin B.; Taubman, Mitchell; McEachin, John; Leaf, Ron
Source: Research in Autism Spectrum Disorders, v2 n4 p753-765 Oct 2008

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A Parent’s Story: Jake and Nick
Book offers a wealth of insight and hope to both parents and clinicians

Authors: Justin Leaf, Ronald Leaf, and Jamison Dayharsh Leaf
Source: Triumphs in Early Autism Treatment Ennio Cipani, Ph.D.  published in July, 2008

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The Test of Time
Evaluating the merits of pediatric treatments

Authors: Ronald Leaf, PhD, Mitchell Taubman, PhD, Andy Bondy, PhD, and John McEachin, PhD
Source: ADVANCE for Speech-Language Pathologists & Audiologists Vol. 18 -Issue 23 – Page 15 Posted on: June 9, 2008

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Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling
Instructional video modeling was effective in promoting skill acquisition

Authors: Robin Shipley-Benamou John R. Lutzker Mitchell Taubman
Source: Journal of Positive Behavior Interventions July 2002 vol. 4 no. 3 166-177

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The Effectiveness of a Group Discrete Trial Instructional Approach for Preschoolers with Developmental Disabilities
Demonstrated to consistently increase the correct responding of preschoolers

Authors: Taubman, Mitchell; Brierley, Sally; Wishner, Jennifer; Baker, Danielle; McEachin, John; Leaf, Ronald B
Source: Research in Developmental Disabilities, v22 n3 p205-19 May-Jun 2001

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Long-term outcome for children with autism who received early intensive behavioral treatment
Long lasting and significant gains may be found

Authors: McEachin JJ, Smith T, Lovaas OI.
Source: Am J Ment Retard. 1993 Jan;97(4):359-72; discussion 373-91.

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Clarifying Comments on the Young Autism Study
Reply to Schopler, Short, and Mesibov

Authors: O.Ivar Lovaas,  Tristram Smith and John J. McEachin
Source: Journal of Consulting and Clinical Psychology Volume 57, Issue 1, February 1989, Pages 165-167

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Changes in Self-Stimulatory Behaviors with Treatment

Authors: Epstein LJ, Taubman MT, Lovaas OI
Source: J Abnorm Child Psychol. 1985 Jun;13(2):281-93

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Some social contexts of self-destructive behavior
Study investigates behavior of autistic, schizophrenic, and mentally retarded children

Authors: Edelson SM, Taubman MT, Lovaas OI.
Source: J Abnorm Child Psychol. 1983 Jun;11(2):299-311.

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Teaching janitorial skills to the mentally retarded
results show rapid response acquisition, skill generalization and maintenance of newly learned behavior

Authors: A J Cuvo, R B Leaf, and L S Borakov
Source: Journal of Applied Behavior Analysis 1978 Fall; 11(3): 345-355.

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