The Institute is nationally
and internationally known for its applied behavior analysis
research in autism intervention. Current research and development
activities focus on language acquisition and social initiations;
promotion of decision-making skills and independence from
caregivers; continued construction of rights protection systems;
expansion of career options and supported-employment
opportunities for young adults; and ongoing research on
family-style, community-based models of residential treatment.
Research leading to the development of replicable treatment
models is an essential element of the Institute's programs,
because it benefits not only individuals currently receiving
services, but potentially, all people with autism.
Video Program: Teaching
Independence and Choice
Recent research conducted at PCDI documents the effectiveness of procedures that enable children, youths, and adults with autism to make choices, to sequence their own activities, to initiate conversation, and to complete many functional tasks without assistance or prompts from others.
Teaching
Independence and Choice: How to Use Photographic and Written
Activity Schedules in Autism Intervention is a two-tape video program available
from PCDI (165 minutes, $120.00). Presenters Patricia J. Krantz,
Ph.D., Lynn E. McClannahan, Ph.D., Edward C. Fenske, M.A.T.,
Ed.S., and Gregory S. MacDuff, Ph.D. provide detailed information
about how to:
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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.
PUBLICATIONS
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.
Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L.
(in press). Procedures for teaching appropriate gestural
communication skills to children with autism. Journal of Autism
and Developmental Disorders.
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 effectivenes 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 facititate
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. New York: 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 Analysis, 26, 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 Analysis, 31, 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.), Early childhood autism:
Current theory and research. (pp. 221-231). Reno, NV: Context Press.
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. Second edition, pp.
349-366. New York: Pergamon Press.
Krantz, P.J., Zalenski, S., Hall, L.J., Fenske, E.C., & McClannahan, L.E.
(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,
11, 205-217.
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.K., & 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.
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.
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). New York:
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). The Princeton Child
Development Institute. In S. L. Harris & J. S. Handleman (Eds.),
Preschool education programs for children with autism,
(pp. 107-126). Austin, TX: Pro-ed.
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 Issues, 7, 65-68.
McClannahan, L. E., & Krantz, P. J. (in press). Activity schedules for
children with autism: Teaching independent behavior.
Bethesda, MD: Woodbine House.
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 (Rev. ed), pp. 191-213. Austin, TX: Pro-ed.
McClannahan, L.E., & Krantz, P.J. (in press). Some guidelines for
evaluating behavioral intervention programs for children with autism. In
H.E. Briggs (Ed.), Evidence-based social work practice. Chicago: Lyceum Books.
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). New York: 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., 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.
McClannahan, L.E., & Schneider, H.C. (1983). [Review of How to reduce
autistic and severely maladaptive behaviors]. the Behavior Therapist,
6, 34-35.
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.
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, 15, 19-37.
Stevenson, C.L., Krantz, P.K., & 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.
OTHER MATERIALS
Bowers, B. (1992, May). Cracking the shell: An intensive therapy for
autistic children yields gains and hope. The Wall Street Journal. Eastern
Edition: Dow Jones & Company, Inc.
Crowo, M., & Ostenstad, G. (1991). Krantz & McClannahan: Intervju.
Diskriminanten, 18, 40-43.
DePalma, A.R. (1983). A story of hope: There are no throwaway children.
Princeton, NJ: Princeton Child Development Institute, (brochure),
8 pages.
Hennige, U. (1988). Das Princeton Child Development Institute: eine
Modelleinrichtung fur autistische Kinder und Jugendliche.
Autismus, 25, 9-13.
Kaemmerlen, M. (1988-1999). PCDI Report. Princeton, NJ:
Princeton Child Development Institute (newsletter), 6 pages each.
Kaemmerlen, M. (1994). A newspaper history of the Princeton Child
Development Institute, Vol. 2 (1983-1987) and Vol. 3 (1988-1993).
Princeton, NJ: Princeton Child Development Institute.
Krantz, P.J., & McClannahan, L.E. (1992). Princeton Child Development
Institute: A nonprofit program for the development of models for
effective education and treatment of people with autism (Rev. ed.).
Princeton, NJ: Princeton Child Development Institute,
(brochure), 12 pages.
Lebedinskaya, K. S., & Nikolskaya, O. S. (1991). Institutions for autistic
children in the United States: Education and upbringing
of abnormal children in foreign countries. Defectology, 1991-1.
McClannahan, L.E., Krantz, P.J. (1983). A newspaper/newsletter history
of the Princeton Child Development Institute, 1975-1983. Princeton,
NJ: Princeton Child Development Institute, 155 pages.
McClannahan, L.E., Krantz, P.J. (Producers), with Packet Vidoe (1990).
A Comprehensive Intervention Program for Children, Youth and Young Adults
with Autism. (Videotape). Princeton, NJ: Princeton Child Development
Institute
McClannahan, L. E., & Krantz, P. J. (1990). Autism intervention in the
USSR. The ABA Newsletter, 13, 9.
McClannahan, L.E., Krantz, P.J. (1990). Teaching-Family Model in the
Netherlands. Teaching-Family Newsletter, 17, 3.
McClannahan, L.E., Krantz, P.J., Fenske, E.C., & MacDuff, G.S. (Producers),
with Interactive Distance Training Network (1997). Teaching Independence
and choice: How to use photographic and written activity schedules in autism
intervention. Princeton, NJ: Princeton Child Development Institute.
(Two VHS videotapes, 2 hours and 45 minutes, $120).
NRCM Data Base PUB69-15706 (1988). Princeton Child Development
Institute. Washington, DC: Library of Congress.
Rhett, A. & Kaemmerlen, M. (1999-2001). PCDI Report. Princeton, NJ:
Princeton Child Development Institute (newsletter), 6 pages each.
Copyright © 1998
Princeton Child Development Institute. All rights reserved.
PCDI, 300 Cold Soil Road, Princeton, New Jersey 08540
Revised: April 21, 2002.
