Question 3 (Essay3):

Resources:

Additional references from PPT - Parents and individuals on the autism spectrum

 Ashby, C. E., & Causton-Theoharis, J. N. (2009). Disqualified in the human

race: a close reading of the autobiographies of individuals identified as
autistic. International Journal of Inclusive Education, 13(5), 501-516. doi:
10.1080/13603110801886673

 Chamak, B., Bonniau, B., Jaunay, E., & Cohen, D. (2008). What can we learn
about autism from autistic persons? Psychotherapy and psychosomatics,
77(5), 271-279. doi: 10.1159/000140086

 Vine Foggo, R. S., & Webster, A. A. (2017). Understanding the social

experiences of adolescent females on the autism spectrum. Research in Autism
Spectrum Disorders, 35, 74-85. doi:10.1016/j.rasd.2016.11.006

 Ward, D., & Webster, A. (2017). Understanding the Lived Experiences of

University Students with Autism Spectrum Disorder (ASD): A
Phenomenological Study. International Journal of Disability, Development
and Education, 1-20. doi:10.1080/1034912X.2017.1403573

 Webster, A. A., & Garvis, S. (2017). The importance of critical life moments:
An explorative study of successful women with autism spectrum
disorder. Autism, 21, 670-677. doi:10.1177/1362361316677719

 Webster, A. A., & Garvis, S. (In press). Contexts for success and identity
formation for men on the autism spectrum. Journal of Intellectual and
Developmental Disability. 

 Webster compilation e-textbook) Chapter 3: Boutot, E.A. & Wolfberg, P.

(2017). Chapter 3: Working with families of children with autism. In E.A.
Boutot (Eds.), Autism spectrum disorders: Foundations, characteristics, and
effective strategies (pp. 40-58).
 (Buron & Wolfberg Textbook.) Chapter 16: Growing up with autism: One
parent’s perspective,  pp 388-399.

 E-reading: Chapter 13: Wehmeyer, M.L. & Smith, T.E.C. (2012). Promoting
self-determination and social inclusion: A review of research-based
practices. In Zager, D. Wehmeyer, M., & Simpson. R.L. text (Eds.) Educating
Students with Autism Spectrum Disorders, pp. 246-261.

 Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010). The effects of consultation
on Individualised Education Program outcomes for young children with autism: The
collaborative model for promoting competence and success. Journal of Early
Intervention, 32(4), 286–301. https://doi.org/10.1177/1053815110382973

 Shkedy, G., Shkedy, D., Sandoval-Norton, A. H., Fantaroni, G., Castro, J. M.,
Sahagun, N., & Christopher, D. (2021). Visual communication analysis (VCA):
Implementing self-determination theory and research-based practices in special
education classrooms. Cogent Psychology, 8(1), 1875549.
https://doi.org/10.1080/23311908.2021.1875549

 Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M.
E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2014). Evidence-based practices
for children, youth, and young adults with autism spectrum disorder. Chapel Hill:
The University of North Carolina, Frank Porter Graham Child Development Institute,
Autism Evidence-Based Practice Review Group.

 Benevides, T., Shore, S., Palmer, K., Duncan, P., Plank, A., Andresen, M., Caplan,
R., Cook, B., Gassner, D., Hector, B., Morgan, L., Nebeker, L., Purkis, Y.,
Rankowski, B., Wittig, K., & Coughlin, S. (2020). Listening to the autistic voice:
Mental health priorities to guide research and practice in autism from a stakeholder-
driven project. Autism : the International Journal of Research and Practice, 24(4),
822–833. https://doi.org/10.1177/1362361320908410

 Kuo, A. A., Crapnell, T., Lau, L., Anderson, K. A., & Shattuck, P. (2018).
Stakeholder perspectives on research and practice in autism and transition. Pediatrics,
141(Supplement 4), S293–S299.

 Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-
determination in young adults with autism. Focus on Autism and Other
Developmental Disabilities, 14(1), 42–52.
 Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-
Determination for Persons With Disabilities: A Position Statement of me Division on
Career Development and Transition. Career Development for Exceptional
Individuals, 21(2), 113–128. https://doi.org/10.1177/088572889802100202
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