Recommended Reading

Background Reading

American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (5th ed.). Arlington, VA: American Psychiatric Association.

Close, H.A., Lee, L.C., Kaufmann, C.N. and Zimmerman, A.W. (2012) ‘Co-occurring Conditions and Change in Diagnosis in Autism Spectrum Disorders. Pediatrics129(2), pp.e305-e316’. Available here. (accessed 05 July 2021).

Howlin, P. (2000) ‘Autism and Intellectual Disability: Diagnostic and Treatment Issues’, Journal of the Royal Society of Medicine, 93(7), pp. 351-355. (P.351)

Fine Gael (2017) ‘Over 1,000 Extra SNAs in 2018 – Minister Bruton’. Available here. (accessed 05 July 2021).

Matson, J.L. and Shoemaker, M. (2009) ‘Intellectual Disability and Its Relationship to Autism Spectrum Disorders’, Research in Developmental Disabilities,30(6), pp.1107-1114.  

NHS (2018) Overview – Learning Disabilities. Available here. (accessed 05 July 2021).

O’Brien, G. and Pearson, J. (2004) ‘Autism and Learning Disability’, Autism, 8(2), pp. 125-140.  

Vermeulen, P. (2014) ‘The Practice of Promoting Happiness in Autism’, in Jones, G and Hurley, E. (eds.) Good Autism Practice: Autism, Happiness and Wellbeing, Birmingham: British Institute of Learning Disabilities, pp. 7-15. 

Parent and Professional Partnership 

Azad, G., Wolk, C.B., and Mandell, D.S. (2018) ’Ideal Interactions: Perspectives of Parents and Teachers of Children with Autism Spectrum Disorder’, School Community Journal, 28, pp. 63–84.   

Josilowski, C.S. and Morris, W. (2019) ‘A Qualitative Exploration of Teachers’ Experiences with Students with Autism Spectrum Disorder Transitioning and Adjusting to Inclusion: Impacts of the Home and School Collaboration’, The Qualitative Report, 24(6), pp. 1275-1286.  

Visual Methodology 

Bleiweiss, J.D, Hough. L, Cohen, S. (2013) Everyday Classroom Strategies and Practices for Supporting Children with Autism Spectrum Disorders, Shawnee, KS: AAPC. 

Klinger, L.G., Grofer, M.R., Klinger, and Pohlig, R.L, (2007) ‘Implicit Learning Impairments in Autism Spectrum Disorders’ in Perez, J.M., Gonzalez, P.M., Comi, M.L., and Nieto, C. (eds.) New Developments in Autism: The Future is Today, London: Jessica Kingsley Publishers, pp. 76103. 

Mesibov, G.B., Shea, V. and Schopler, E. (2004) ‘The Culture of Autism’, in Mesibov, G.B. et al. (eds.) The TEACCH Approach to Autism Spectrum Disorders, New York: Springer, pp.19-32.

Rogers, L. (2013) Visual Supports for Visual Thinkers: Practical Ideas for Students with Autism Spectrum Disorders and Other Special Educational Needs, London: Jessica Kingsley Publishers.

Creating Positive Behaviour Change 

McDonnell, A. (2010) Managing Aggressive Behaviour in Care Settings: Understanding and Applying Low Arousal Approaches, New Jersey: Wiley-Blackwell.  

McDonnell, A (2019) The Reflective Journey: A Practitioner’s Guide to the Low Arousal Approach, Peterborough: Studio 3.  

McLachlan, H, Elks, C., Brunton, C, and Fisher, C. (2013) Language Builders for Pupils with SLD, Cornwall: Elklan.  

Woodcock, W. and Page, A. (2010) Managing Family Meltdowns: the Low Arousal Approach and Autism, London: Jessica Kingsley Publishers.  

Social Communication 

Baker, J. (2004) Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communication Problems, Shawnee, KS: AAPC. 

Boulter, C., Freeston, M., South, M. and Rodgers, J. (2014) ‘Intolerance of Uncertainty as a Framework for Understanding Anxiety in Children and Adolescents with Autism Spectrum Disorders’, Journal of Autism and Developmental Disorders, 44(6), pp.1391-1402.  

Caldwell, P. and Horwood, J. (2011) Using Intensive Interaction and Sensory Integration: A Handbook for Those who Support People with Severe Autistic Spectrum Disorder, London: Jessica Kingsley Publishers.   

Cooper, J., Moodley, M. and Reynell, J. (1978) Helping Language Development, London: Hodder Arnold.

Hewett, D. (2010) ‘Notes and Exercises Intensive Interaction’. Available here. (accessed 05 July 2021).

Jefferies, J. (2008) ‘Introducing Intensive Interaction’, The Psychologist, 22(9), pp. 756-759. Available here. (accessed 03 March 2021).   

Johnson, M. (2017) Helping Children Hang on To Your Every Word, London: QEd. 

McLachlan, H. and Elks, E. (2015) Language Builders for Verbal ASD: Advice and Support for Verbal Children with Autism Spectrum Disorder, Cornwall: Elklan.  

Northern Ireland Curriculum (2014) Quest for Learning –  Guidance and Assessment Materials: Profound and Multiple Learning Difficulties. Available here. (accessed 05 July 2021)

Silver, K. (2005) Assessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties: A Toolkit for Parents and Professionals, London:Jessica Kingsley Publishers.  

Schopler, E., Lansing, M.D., Reichler, R.J. and Marcus, L.M. (2005) PEP-3: Psychoeducational Profile. Austin, TX: Pro-ed.   

Sensory Processing  

American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (5th ed.). Arlington, VA: American Psychiatric Association.

Leisure and Life Skills 

Casey, T. (2011) ‘Outdoor Play for Everyone: Meeting the Needs of Individuals’, in J. White (ed.), Outdoor Provision in the Early Years, London: Sage publications, pp. 95-104. 

Christensen, K. and Romero, L.P.R. (2016) ‘Creating Outdoor Play Environments to Support Social Interactions of Children With Autism Spectrum Disorder; A Scoping Study’, Landscape Research Record, 5, pp. 128-140. 

Hughes, B. (2002) A Playworker’s Taxonomy of Play Types (2nd ed.), London: Play Education. 

Kangas, S., Maata, K. and Uusiautti, S. (2012) ‘Alone and In a Group: Ethnographic Research on Autistic Children’s Play’, International Journal of Play, 1(1), pp. 37-50. 

McAllister, K. and Sloan, S. (2016) ‘Designed by the Pupils, For the Pupils: An Autism-Friendly School’, British Journal of Special Education, 43(4), pp. 330-357. 

Parten, M.B. (1932) ‘Social Participation Among Preschool Children’, Journal of Abnormal and Social Psychology, 27(3), pp. 243–269. 

United Nations (1989) United Nations Convention on the Rights of the Child, London: UNICEF. 

United Nations (2013) General Comment No. 17 on the Right of the Child to Rest, Leisure, Play, Recreational Activities, Cultural Life and the Arts (Art. 31), London: UNICEF. 


Bölte, S (2019) ‘From Diagnosis to Functioning’, Autism Europe International Congress 2019. Available here. (accessed 08 March 2021).

Equals (2018) Equals Semi-Formal SLDCurriculum Schemes of Work: My Physical Well-Being (2018) Available here.  (accessed 22 February 2021). 

Geretsegger,M., Elefant,C., Mossler, K.A. and Gold, C. (2014) ‘Music Therapy for People with Autism Spectrum Disorder’, Cochrane Database of Systematic Reviews 6, CD004381. 

Gold,C., Wigram, T. and Elefant, C. (2006) ‘Music Therapy for Autistic Spectrum Disorder’, Cochrane Database of Systematic Reviews 2, CD004381.  

Gray-Hammond, D, (2020) David Gray Hammond on Autistic Wellbeing. Available here.  (accessed 08 March 2021)   

Jones, G and Hurley, E. (2014) Autism, Happiness and Wellbeing. Birmingham: British Institute of Learning Disabilities.  

Rudy, L, J. (2020) ‘The link between Autism and Sleep Issues’. Available here.(accessed 08 March 2021)  

Shea, E. (2017) ’Autism and Eating Issues: An Interview with Dr Elizabeth Shea’ Available here.  (Accessed 22 February 2021)  

Vermeulen, P. (2020) ‘Autism and Happiness’, Autism Advocate Parenting Magazine. Available here. (accessed 05 July 2021).

—————-  (2020) Autism in Context: From Neurodiversity to Neuroharmony. Available here. (accessed 18 March 2021).