AAC and Assistive Technology
Mirenda, P. (2019). Overview of AAC for individuals with autism spectrum disorder and complex communication. needs. In J. Ganz & R. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 61-82). Baltimore: Paul H. Brookes.
Mirenda, P. (2017). Values, practice, science, and AAC. Research and Practice for Persons with Severe Disabilities, 42, 33-41.
Mirenda, P., & Trief, E. (2017). Augmentative and alternative communication. In M. C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of Education, 3rd ed., Vol. I (pp. 376-385). New York: AFB Press.
Mirenda, P., & Downing, J. (2017). Teaching communication skills. In F. Orelove, D. Sobsey, & D. Gilles (Eds.), Educating children with severe and multiple disabilities (4th ed.), pp. 245-273. Baltimore: Paul H. Brookes Publishing Co.
Mirenda, P. (2015). Comments and a personal reflection on the persistence of facilitated communication. Evidence-based Communication Assessment and Intervention, 8, 102-110.
Mirenda, P. (2015). Considerations in developing and acquiring communication aids. In J. Downing, A. Hanreddy, & K. Peckham-Hardin (Eds.), Teaching communication skills to students with severe disabilities (3rd ed.) (pp. 137-162). Baltimore: Paul H. Brookes Publishing Co.
Mirenda, P. (2014). Augmentative and alternative communication. In F. Volkmar, S. Rogers, R. Paul, & K. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders, 4th ed. (Volume 2, pp. 813-825). NY: John Wiley & Sons.
Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore: Paul H. Brookes.
Mirenda, P. (2013). Augmentative and alternative communication. In F. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New York: Springer.
Mirenda, P., & Fossett, B. (2011). Augmentative communication. In A. Bondy & L. Frost (Eds.), A picture’s worth: PECS and other visual communication strategies in autism, 2nd ed. (pp. 43-64). Bethesda, MD: Woodbine House.
Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to school-age children with autism spectrum disorder in social game routines. Augmentative and Alternative Communication, 27, 26-39.
Mirenda, P., & Iacono, T. (Eds.) (2009). Autism spectrum disorders and AAC. Baltimore: Paul H. Brookes.
Mirenda, P. (2009). Introduction to AAC for individuals with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 3-22). Baltimore: Paul H. Brookes.
Mirenda, P., & Brown, K. (2009). A picture is worth a thousand words: Using visual supports for augmented input with individuals with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 303-332). Baltimore: Paul H. Brookes.
Mirenda, P. (2008). A back door approach to autism and AAC. Augmentative and Alternative Communication, 24, 219-233.
Mirenda, P., & Brown, K. (2007, June). Supporting individuals with autism and problem behavior using AAC. Perspectives on Augmentative and Alternative Communication 16 (2), 26-31.
Mirenda, P. (2007). Evidence-based practices in augmentative and alternative communication. TASH Connections, 33 (3/4), 13-15, 24.
Fossett, B., & Mirenda, P. (2007). Augmentative and alternative communication. In S. Odom, R. Horner, M.Snell, & J. Blacher (Eds.), Handbook of developmental disabilities. NY: Guilford
Hamm, B., & Mirenda, P. (2006). Post-school quality of life for individuals with developmental disabilities who use AAC. Augmentative and Alternative Communication, 22, 134-147.
Mirenda, P. (2005). Augmentative and alternative communication techniques. In J. Downing (Ed.), Teaching communication skills to students with severe disabilities (2nd ed.) (pp. 89-112). Baltimore: Paul H. Brookes.
Mirenda, P. (2005). Augmentative and alternative communication. In G. Sugai & R. Horner (Eds.), Encyclopedia of behavior modification and therapy: Educational applications (Vol. 3). Thousand Oaks, CA: Sage Publications.
Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34, 202-215.
Mirenda, P., & Bopp, K. (2003). “Playing the game”: Strategic competence in AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (p. 401-440). Baltimore: Paul H. Brookes.
Snell, M., Caves, K., McLean, L., Mineo Mollica, B., Mirenda, P., Paul-Brown, D., Romski, M.A., Rourk, J., Sevcik, R., & Yoder, D. (2003). Concerns regarding the application of restrictive “eligibility” policies to individuals who need communication services and supports: A response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 28, 70-78.
Sigafoos, J., & Mirenda, P. (2002). Strengthening communicative behaviors for gaining access to desired items and activities. In J. Reichle, D. Beukelman, & J. Light (Eds.). Exemplary practices for beginning communicators: Implications for AAC (pp. 123-156). Baltimore: Paul H. Brookes Publishing Co.
Mirenda, P. (2001). Augmentative communication. In A. Bondy & L. Frost (Eds.), A picture’s worth: PECS and other visual communication strategies in autism (pp. 43-66). Bethesda, MD: Woodbine House.
Mirenda, P. (2001). Autism, augmentative communication, and assistive technology: What do we really know? Focus on Autism and Other Developmental Disabilities, 16, 141-151.
Mirenda, P., Wilk, D., & Carson, P. (2000). A retrospective analysis of technology use patterns in students with autism over a five-year period. Journal of Special Education Technology, 15 (3), 5-16.
Mirenda, P. (1999). Augmentative and alternative communication techniques. In J. Downing (Ed.), Teaching communication skills to students with severe disabilities (pp. 119-138). Baltimore: Paul H. Brookes.
Mirenda, P. (1996). Sheltered work and augmentative communication: An oxymoron? Augmentative and Alternative Communication, 12, 193-197.
Franklin, K., Mirenda, P., & Phillips, G. (1996). Comparisons of five symbol assessment protocols with nondisabled preschoolers and learners with severe intellectual disabilities. Augmentative and Alternative Communication, 12, 63-77.
Morrow, D., Beukelman, D., Mirenda, P., & Yorkston, K. (1993). Vocabulary selection for augmentative communication systems: A comparison of three techniques. American Journal of Speech-Language Pathology, 2, 19-30.
Iacono, T., Mirenda, P., & Beukelman, D. (1993). Comparison of unimodal and multimodal AAC techniques for children with intellectual disabilities. Augmentative and Alternative Communication, 9, 83-94.
Mirenda, P., & Calculator, S. (1993). Enhancing curricular designs. Clinics in Communication Disorders, 3 (2), 43-58.
Mirenda, P. (1993). AAC: Bonding the uncertain mosaic. Augmentative and Alternative Communication, 9, 3-9.
Beukelman, D., & Mirenda, P., (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes.
Locke, P., & Mirenda, P. (1992). Roles and responsibilities of special education teachers serving on teams delivering AAC services. Augmentative and Alternative Communication, 8, 200-214.
Locke, P., & Mirenda, P. (1992). Augmentative and alternative communication service delivery in school settings: Review of the literature. Seminars in Speech and Language, 13 (2), 85-98.
Mirenda, P. (1992). School to post-school transition planning for augmentative and alternative communication users. Seminars in Speech and Language, 13 (2),130-142.
Reichle, J., Mirenda, P., Locke, P., Piche, L., & Johnston, S. (1992). Beginning augmentative communication systems. In S. Warren and J. Reichle (Eds.), Causes and effects of communication and language intervention, (pp. 131-156). Baltimore: Paul H. Brookes.
Mirenda, P., Williams, R., & Iacono, T. (1991). Augmentative systems of communication with severely disabled students. In M. Wang, M. Reynolds, & H. Walberg (Eds)., Handbook of special education: Research and practice, Vol. IV (pp. 107-123). Oxford, England: Pergamon.
Crabtree, M., Mirenda, P., & Beukelman, D. (1990). Age and gender preferences for synthetic and natural speech. Augmentative and Alternative Communication, 6, 256-261.
Mirenda, P., Iacono, T., & Williams, R. (1990). Communication options for persons with severe and profound disabilities: State of the art and future directions. Journal of the Association for Persons with Severe Handicaps, 15, 3-21.
Mirenda, P., & Beukelman, D. (1990). A comparison of intelligibility among natural speech and seven speech synthesizers with listeners from three age groups. Augmentative and Alternative Communication, 6, 61-68.
Mirenda, P., Eicher, D., & Beukelman, D. (1989). Synthetic and natural speech preferences of male and female listeners in four age groups. Journal of Speech and Hearing Research, 32, 175-183 and 703.
Mirenda, P., & Locke, P. A. (1989). A comparison of symbol transparency in persons with intellectual disabilities. Journal of Speech and Hearing Disorders, 54, 131-140.
Mirenda, P., & Mathy-Laikko, P. (1989). Augmentative communication applications for persons with severe congenital communication disorders: An introduction. Augmentative and Alternative Communication, 5, 3-13.
Mirenda, P., & Smith-Lewis, M. (1989). Communication skills. In A. Ford, R. Schnorr, L. Meyer, L. Davern, J. Black, & P., Dempsey (Eds.), The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities (pp. 189-209). Baltimore: Paul H. Brookes.
Locke, P., A., & Mirenda, P. (1988). A computer-supported communication approach for a nonspeaking child with severe visual and cognitive impairments: A case study. Augmentative and Alternative Communication, 4, 15-22.
Mirenda, P., & Iacono, T. (1988). Strategies for promoting augmentative and alternative communication in natural contexts with students with autism. Focus on Autistic Behavior, 3(4), 1-16.
Mirenda, P., & Schuler, A. L. (1988). Augmenting communication for individuals with autism: Issues and strategies. Topics in Language Disorders, 9(1), 24-43.
Mirenda, P., & Beukelman, D. R. (1987). A comparison of speech synthesis intelligibility with listeners from three age groups. Augmentative and Alternative Communication, 3, 120-128.
Mirenda, P., & Dattilo, J. (1987). Instructional techniques in alternative communication for learners with severe intellectual handicaps. Augmentative and Alternative Communication, 3, 143-152.
Mirenda, P., & Schuler, A. L. (1986). Teaching individuals with autism and related disorders to use visual-spatial symbols to communicate. In S. W. Blackstone & D. M. Bruskin (Eds.), Augmentative communication: An introduction (pp. 377-387). Rockville, MD: ASHA Publications.
Mirenda, P., & Santogrossi, J. (1985). A prompt-free strategy to teach picture communication system use. Augmentative & Alternative Communication, 1, 143-150.
Mirenda, P. (1985). Designing pictorial communication systems for physically able-bodied students with severe handicaps. Augmentative and Alternative Communication, 1, 58-64.
Autism Spectrum Disorder and Developmental Disability
Peverill, Smith, I. M., Duku, E., Szatmari, P., Mirenda, P., Vaillancourt, T., Volden, J., Zwaigenbaum, L., Bennett, T., Elsabbagh, M., Georgiades, S., & Ungar, W. (in press). Developmental trajectories of feeding problems in children with autism spectrum disorder. Journal of Pediatric Psychology.
Tesfaye, R., Courchesne, V., Yusuf, A., Savion-Lemieux, T., Singh, I., Shikako-Thomas, K., Mirenda, P., Waddell, C., Smith, I. M., Nicholas, D., Szatmari, P., Bennett, T., Duku, E., Georgiades, S., Kerns, C., Vaillancourt, T., Zaidman-Zait, A., Zwaigenbaum, L., & Esabbagh, M. (in press). Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities. Autism.
Brain, T., & Mirenda, P. (2019). Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder. Research in Autism Spectrum Disorders, 62, 26-38.
Conlon, O., Volden, J., Smith, I.M., Szatmari, P., Mirenda, P., Vaillancourt, T., Waddell, C., Zwaigenbaum, L., Georgiades, S., Bennett, T., Duku, E., Elsabbagh, M., & Ungar, W. (2019). Gender differences in narrative language in school-aged children with autism spectrum disorders (ASD). Journal of Autism and Developmental Disorders. doi.org/10.1007/s10803-018-03873-2
Zwaigenbaum, L., Duku, E., Fombonne, E., Szatmari, P., Smith, I. M., Bryson, E., Mirenda, P., Vaillancourt, T., Volden, J., Georgiades, S., Roberts, W., Bennett, T., Elsabbagh, M., & Bruno, R. (2019). Developmental functioning and symptom severity influence age of diagnosis in Canadian preschool children with autism. Paediatrics & Child Health, 24, e57-e65.
Dempsey, E., Smith, I. M., Flanagan, H., Duku, E., Zwaigenbaum, L., Szatmari, P., Mirenda, P., Vaillancourt, T., Volden, J., Georgiades, S., Bennett, T., & Elsabbagh, M. (2018). Psychometric properties of the Merrill-Palmer-Revised Scales of Development in preschool children with autism spectrum disorder. Assessment. doi.org/10.1177/1073191118818754
Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Bennett, T., Zwaigenbaum, L., Elsabbagh, M., Georgiades, S., Ungar, W., and the Pathways in ASD Study Team (2018). Profiles of social and coping resources in families of children with autism spectrum disorder: Relations to parent and child outcomes. Journal of Autism and Developmental Disorders, 48, 2064-2076.
Jitlina, K., Zumbo, B., Mirenda, P., Ford, L., Bennett, T., Georgiades, S., Waddell, C., Smith, I. M., Volden, J., Duku, E., Zwaigenbaum, L., Szatmari, P., C Vaillancourt, T., & Ellsabbagh, M. (2017). Psychometric properties of the Spence Children’s Anxiety Scale-Parent Report in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 3847-3856.
Volden, J., Dodd, E., Engel, K., Smith, I., Szatmari, P., Bryson, E., Fombonne, E., Mirenda, P., Roberts, W., Vaillancourt, T., Zwaigenbaum, L., Elsabbagh, M., Bennett, T., Georgiades, S., Duku, E., and the Pathways in ASD study team (2017). Beyond sentences: Using the Expression, Reception and Recall of Narratives Instrument (ERRNI) to assess communication in school-aged children with autism spectrum disorder (ASD). Journal of Speech and Hearing Research, 60, 2228-2240.
Zaidman-Zait, A., Mirenda, P., Duku, E., Smith, I., Vaillancourt, T., Szatmari, P., Bryson, S., Fombonne, E., Volden, J., Zwaigenbaum, L., Waddell, C., Georgiades, S., Bennett, T., Elsabbagh, M., & Thompson, A. (2017). Impact of personal and social resources on parenting stress of mothers of children with autism spectrum disorder. Autism: The International Journal of Research and Practice, 21, 155-166.
Marinova-Todd, S., Colozzo, P., Mirenda, P., Stahl, H., Kay-Raining Bird, E., Parkington, K., Cain, K., Scherba de Valenzuela, J., Segers, E., MacLeod, A., & Genesee, F. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of Communication Disorders, 63, 47-62.
Scherba de Valenzuela, J., Kay-Raining Bird, E., Parkington, K., Mirenda, P., Cain, K., MacLeod, A., & Segers, E. (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 63, 32-46.
Marinova-Todd, S., & Mirenda, P. (2016). Language and communication abilities of bilingual children with ASD. In J. Patterson & Barbara L. Rodriguez (Eds.), Multilingual perspectives on child language disorders (pp. 31-48). Bristol, UK: Multilingual Matters.
Szatmari, P., Zwaigenbaum, L., Georgiades, S., Elsabbagh, M., Waddell, C., Bennett, T., Bryson, S., Duku, E., Fombonne, E., Mirenda, P., Roberts, W., Smith, I. M., Vaillancourt, T., & Volden, J. (2106). Resilience and developmental health in autism spectrum disorder. In M. Hodes & S, Gau. (Eds.), Positive mental health, fighting stigma, and promoting resiliency and children and adolescents (pp. 91-109). New York: Academic Press/Elsevier.
Vaillancourt, T., Haltigan, J., Smith, I. M., Zwaigenbaum, L., Szatmari, P., Fombonne, E., Waddell, C., Duku, E., Mirenda, P., Georgiades, S., Bennett, T., Volden, J., Ellsabbagh, M., Roberts, W., & Bryson, S. E., (2016). Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorders. Development and Psychopathology. doi: 10.1017/S0954579416000043
Zaidman-Zait, A., Mirenda, P., Duku, E., Smith, I., Vaillancourt, T., Szatmari, P., Bryson, S., Fombonne, E., Volden, J., Zwaigenbaum, L., Waddell, C., Georgiades, S., Bennett, T., Elsabbagh, M., & Thompson, A. (2016). Impact of personal and social resources on parenting stress of mothers of children with autism spectrum disorder. Autism: The International Journal of Research and Practice.
Allen, S., Smith, I., Duku, E., Vaillancourt, T., Szatmari, P., Bryson, S., G Fombonne, E., Volden, J., Waddell, C., Zwaigenbaum, L., Roberts, W., Mirenda, P., Bennett, T., Elsabbagh, M., & Georgiades, S. (2015). The Behavioural Pediatrics Feeding Assessment Scale in young children with autism spectrum disorder: Psychometrics and associations with child and parent variables. Journal of Pediatric Psychology, 40, 581-590.
Colozzo, P., Morris, H., & Mirenda, P. (2015). Narrative production in children with autism spectrum disorder and specific language impairment. Canadian Journal of Speech-Language Pathology and Audiology, 39, 316-332.
Elfert, M., & Mirenda, P. (2015). Evaluation of a support group for fathers of children with autism spectrum disorder. Canadian Journal of Counselling and Psychotherapy, 49, 115-138.
Flanagan, H. E., Smith, I. M., Vaillancourt, T., Duku, E., Szatmari, P., Bryson, S. E., Fombonne, E., Mirenda, P., Roberts, W., Volden, J., Waddell, C., Zwaigenbaum, L., Bennett, T., Ellsabbagh, M., & Georgiades, S. (2015). Stability and change in the cognitive and adaptive behaviour scores of preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2691-2703.
Jull, S., & Mirenda, P. (2015). Effects of a staff training program on community swim instructors’ ability to teach swimming skills to children with autism. Journal of Positive Behavior Interventions, 18, 29-40.
Szatmari, P., Georgiades, S., Duku, E., Bennett, T., Bryson, S., Fombonne, E., Mirenda, P., Roberts, W., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Elsabbagh, M., Thompson, A., and the Pathways in ASD Study Team (2015). Developmental trajectories of symptom severity and adaptive functioning in an inception cohort of preschool children with autism spectrum disorder. JAMA Psychiatry, 72, 276-283.
Vaillancourt, T., Duku, E., Zwaigenbaum, L., Smith, I. M., Szatmari, P., Bryson, S. E., Fombonne, E., Mirenda, P., Roberts, W., Volden, J., Waddell, C., Bennett, T., Ellsabbagh, M., & Georgiades, S. (in press). Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorders. Development and Psychopathology.
Volden, J., Duku, E., Sheperd, C., Georgiades, S., Bennett, T., Szatmari, P., Bryson, S., Fombonne, E., Mirenda, P., Smith, I.M., Vaillancourt, T., Waddell, C., Zwaigenbaum, L., Elsabbagh, M., Di Rezze, B. and the Pathways in ASD Study Team (2015). Service utilization by preschool children with autism spectrum disorder (ASD): A Canadian snapshot. Paediatrics and Child Health, 20,e43-e47.
Bennett, T. A., Szatmari, P., Hanna, S., Janus, M., Duku, E., Georgiades, S., Bryson, S. E., Fombonne, E., Mirenda,, P., Roberts, W., Smith, I. M., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Thompson, A., & the Pathways in ASD Study Team (2014). Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? Journal of Child Psychology and Psychiatry, doi:10.1111/jcpp.12356
Bennett, T. A., Szatmari, P., Hanna, S., Janus, M., Georgiades, S., Duku, E., Bryson, S. E., Fombonne, E., Smith, I. M., Mirenda, P., Volden, J., Waddell, C., Roberts, W., Vaillancourt, T., Zwaigenbaum, L., Elsabbagh, M., Thompson, A., & the Pathways in ASD Study Team (2014). Language impairment and early social competence in preschoolers with autism spectrum disorders: A comparison of DSM-5 profiles. Journal of Autism and Developmental Disorders, 44, 2797-2808.
Georgiades, S., Boyle, M., Szatmari, P., Hanna, S., Duku, E., Zwaigenbaum, L., Bryson, S., Fombonne, E., Volden, J., Mirenda, P., Smith, I., Roberts, W., Vaillancourt, T., Waddell, C., Bennett, T., Elsabbagh, M., Thompson, A., and the Pathways in ASD Study Team (2014). Modeling the phenotypic architecture of autism symptoms from time of diagnosis to age 6. Journal of Autism and Developmental Disorders, 44, 3045-3055.
Zaidman-Zait, A., Mirenda, P., Duku, E., Szatmari, P., Georgiades, S., Volden, J., Zwaigenbaum, L., Vaillancourt, T., Bryson, S., Smith, I., Fombonne, E., Roberts, W., Waddell, C., Thompson, A., and the Pathways in ASD Study Team (2014). Examination of bidirectional relationships between parent stress and two types of problem behavior in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 1908-1917.
Duku, E., Vaillancourt, T., Szatmari, P., Georgiades, S., Zwaigenbaum, L., Smith, I., Bryson, S., Fombonne, P., Mirenda, P., Roberts, W., Volden, J., Waddell, C., Thompson, A., Bennett, T., & the Pathways Study Team (2013). Investigating the measurement properties of the Social Responsiveness Scale in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 860-868.
Georgiades, S., Szatmari, P., Boyle, M., Hanna, S., Duku, E., Zwaigenbaum, L., Bryson, S., Fombonne, E., Volden, J., Mirenda, P., Smith, I., Roberts, W., Vaillancourt, T., Waddell, C., Bennett, T., Thompson, A., & the Pathways in ASD Study Team (2013). Investigating phenotypic heterogeneity in children with autism spectrum disorder: A factor mixed modelling approach. Journal of Child Psychology and Psychiatry, 54, 206-215.
Stock, R., Mirenda, P., & Smith, I. (2013). Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism. Research in Autism Spectrum Disorders, 7, 1168-1181.
Bennett, T., Boyle, M., Georgiades, K., Georgiades, S., Thompson, A., Duki, E., Bryson, S., Fombonne, E., Vaillancourt, T., Zwaigenbaum, L., Smith, I., Mirenda, P., Roberts, W., Volden, J., Waddell, C., the Pathways in ASD Study Team, & Szatmari, P. (2012). Influences of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors. Journal of Child Psychology and Psychiatry 53, 89-96.
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., Bryson, S., Roberts, W., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Georgiades, S., Duku, E., Thompson, A., and the Pathways in ASD Study Team (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890-897.
Patterson, S., Smith, V., & Mirenda, P. (2012). A systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions. Autism: The International Journal of Research and Practice, 16, 498-522.
Petersen, J., Marinova-Todd, S., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499-1503.
Georgiades, S., Szatmari, P., Duku, E., Zwaigenbaum, L., Bryson, S., Roberts, W., Fombonne, E., Mirenda, P., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Thompson, A., & Pathways in ASD Study Team. (2011). Phenotypic overlap between core diagnostic and emotional/behavioral symptoms in preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1321-1329.
Jull, S., & Mirenda, P. (2011). Parents as play date facilitators for preschoolers with autism. Journal of Positive Behavior Interventions, 13, 17-30.
Volden, J., Smith, I. M., Szatmari, P., Bryson, S., Fombonne, E., Mirenda, P., Roberts, W., Vaillancourt, T., Waddell, C., Zwaigenbaum, L., Georgiades, S., Duku, E., Thompson, A., and the Pathways in ASD Study Team (2011). Using the Preschool Language Scale, Fourth Edition to characterize language in preschoolers with ASD. American Journal of Speech-Language Pathology, 20, 200-208.
Zaidman-Zait, A., Mirenda, P., Zumbo, B., Georgiades, S., Szatmari, P., Bryson, S., Fombonne, E., Roberts, W., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Duku, E., Thompson, A., and the Pathways in ASD Study Team. (2011). Factor analysis of the Parenting Stress Index-Short Form with parents of young children with autism spectrum disorders. Autism Research, 4, 336-346.
Bopp, K., & Mirenda, P. (2010). Prelinguistic predictors of language development in children with autism spectrum disorders over 4-5 years. Journal of Child Language, 37, 1-19.
Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Interventions, 21, 116-127.
Mirenda, P., Smith, I., Vaillancourt, T., Duku, E., Georgiades, S., Szatmari, P., Bryson, S., Fombonne, E., Roberts,, W., Smith, I., Volden, J., Waddell, C., Zwaigenbaum, L., & the Pathways in ASD Study Team. (2010). Validating the Repetitive Behavior Scale-Revised in young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 40, 1521-1530.
Volden, J., Smith, I. M., Szatmari, P., Bryson, S., Fombonne, E., Mirenda, P., Roberts, W., Vaillancourt, T., Waddell, C., Zwaigenbaum, L., Georgiades, S., Duku, E., Thompson, A., and the Pathways in ASD Study Team (2011). Using the Preschool Language Scale, Fourth Edition to characterize language in preschoolers with ASD. American Journal of Speech-Language Pathology, 20, 200-208.
Zaidman-Zait, A., Mirenda, P., Zumbo, B., Wellington, S., Kalynchuk, K., & Dua, V. (2010). An item response theory analysis of the Parenting Stress Index-Short Form among mothers of children with autism. Journal of Child Psychology and Psychiatry, 51, 1269-1277.
Bopp, K., Mirenda, P., & Zumbo, B. (2009). Behavior predictors of language development over two years in children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 1106-1120.
Stock, R., Schulze, K., & Mirenda, P. (2008). A comparison of stimulus-stimulus pairing, standard echoic training, and control procedures on the vocal behavior of children with autism. The Analysis of Verbal Behavior, 24, 123-133.
Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children with autism. Journal of Speech, Language, and Hearing Research, 50, 149-160.
Elfert, M., & Mirenda, P. (2006). The experiences of behavior interventionists who work with children with autism in family homes. Autism: The International Journal of Research and Practice, 10, 577-591.
Maione, L., & Mirenda, P. (2006). Effects of video modeling on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106-118.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
Rydell, P., & Mirenda, P. (1994). Effects of high and low constraint utterances on the production of immediate and delayed echolalia in young children with autism. Journal of Autism and Developmental Disorders, 24, 719-735.
Rydell, P., & Mirenda, P. (1991). The effects of two levels of linguistic constraint on echolalia and generative language production in children with autism. Journal of Autism and Developmental Disorders, 21, 131-157.
Mirenda, P., & Donnellan, A. M. (1987). Issues in curriculum development. In D. M. Cohen & A. M. Donnellan (Eds.), Handbook of autism and pervasive developmental disorders (pp. 211-226). New York: John Wiley.
Mirenda, P., & Donnellan, A. M. (1986). The effects of adult interaction style on conversational behavior in students with severe communication problems. Language, Speech and Hearing Services in Schools, 17, 126-141.
Donnellan, A. M., & Mirenda, P. (1984). Issues related to professional involvement with families of individuals with autism and other severe handicaps. Journal of the Association for Persons with Severe Handicaps, 9, 16-25.
Mirenda, P., Donnellan, A. M., & Yoder, D. E. (1983). Gaze behavior: A new look at an old problem. Journal of Autism and Developmental Disorders, 13, 297-309.
Inclusion of Persons with Developmental Disabilities in School and Community Settings
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, J., Thompson, S., & Cloutier, S. (2015). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20, 1-20.
Mirenda, P. (2014). Revisiting the mosaic of supports required for including people with intellectual or developmental disabilities in their communities. Augmentative and Alternative Communication, 30, 19-27.
Montgomery, A., & Mirenda, P. (2014). Teachers’ self-efficacy, sentiments, attitudes, and concerns about the inclusion of students with developmental disabilities. Exceptionality Education International, 24, 18-32.
Mirenda, P. (2007, Fall). Supporting adolescents with Asperger syndrome to build social networks. Can-a-Gen Newsletter, 3-4.
Fossett, B., Smith, V., & Mirenda, P. (2002). Facilitating oral language and literacy development during general education activities. In D. Ryndak & S. Alper (Eds.), Curriculum and instruction for students with significant disabilities in inclusive settings (2nd ed.) (pp. 173-205). Boston: Allyn and Bacon.
Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional strategies and educational outcomes for students with developmental disabilities in inclusive “multiple intelligences” and typical inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 27, 227-238.
Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: Educational benefits. International Journal of Special Education, 17, 14-24.
Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: Social benefits. International Journal of Special Education, 17, 25-35.
Schlosser, R., McGhie-Richmond, D., Blackstien-Adler, S., Mirenda, P., Antonius, K., & Janzen, P. (2000). Training a school team to integrate technology meaningfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15, 31-44.
Dattilo, J., & Mirenda, P. (1987). An application of a leisure preference assessment protocol for persons with severe handicaps. Journal of The Association for Persons with Severe Handicaps, 12, 306-311.
Ford, A., & Mirenda, P. (1984). Community instruction: A natural cues and consequences decision model. Journal of The Association for Persons with Severe Handicaps, 9(2), 79-87.
Donnellan, A. M., & Mirenda, P. (1983). A model for analyzing instructional components to facilitate generalization for severely handicapped students. Journal of Special Education, 17, 319-331.
Literacy
Mirenda, P., & Mercier, D. (2010). Using symbol-supported writing software with students with Down syndrome: An exploratory study. Journal of Special Education Technology, 25, 1-12.
Prest, J., Mirenda, P., & Mercier, D. (2010). Effects of word prediction on the written output of students with Down syndrome. Down Syndrome Research & Practice. Online doi: 10.3104/reports.2133.
Fossett, B., & Mirenda, P. (2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and picture-to-text matching instruction. Research in Developmental Disabilities, 27, 411-429.
Mirenda, P., Turoldo, K., & McAvoy, C. (2006). The impact of word prediction software on the written output of students with physical disabilities. Journal of Special Education Technology, 21, 5-12.
Trenholm, B., & Mirenda, P. (2006). Home and community literacy experiences of individuals with Down syndrome. Down Syndrome Research and Practice, 10, 30-40.
Mirenda, P. (2003). “He’s not really a reader…”: Perspectives on literacy development in students with autism. Topics in Language Disorders, 23, 270-281.
Mirenda, P., & Erickson, K. (2000). Augmentative communication and literacy. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (pp. 333-367). Baltimore: Paul H. Brookes.
Bishop, K., Rankin, J., & Mirenda, P. (1994). Impact of graphic symbol use on reading acquisition. Augmentative and Alternative Communication, 10, 113-125.
Rankin, J., Harwood, K., & Mirenda, P. (1994). Influence of graphic symbol use on reading comprehension. Augmentative and Alternative Communication, 10, 269-281.
Marvin, C., & Mirenda, P. (1994). Literacy practices in Head Start and early childhood special education classrooms. Early Education & Development, 5, 289-300.
Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 4, 351-367.
Positive Behavior Support
Mirenda, P., & Fossett, B. (2015). Visual supports as antecedent and teaching interventions. In F. Brown, J. Anderson, & R. De Pry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 347-360). Baltimore: Paul H. Brookes Publishing Co.
Rinald, K., & Mirenda, P. (2012). Effectiveness of a modified rapid toilet training workshop for parents of children with development disabilities. Research in Developmental Disabilities, 33, 933-943.
Wu, Y-P., Mirenda, P., Hwang, H-P., & Chen, M-C. (2010). Assessment and treatment of stereotypic vocalizations in a Taiwanese adolescent with autism: A case study. International Journal of Special Education, 25(3), 160-167.
Mirenda, P. (2008). Contingency maps: A visual support strategy for individuals with autism and problem behavior. Autism News of Orange County & the Rest of the World, 4 (3), 17-19.
Brown, K., & Mirenda, P. (2006). Contingency mapping: A novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8, 155-164.
Mirenda, P. (2005). Differential reinforcement of other behavior. In G. Sugai & R. Horner (Eds.), Encyclopedia of behavior modification and therapy: Educational applications (Vol. 3). Thousand Oaks, CA: Sage Publications.
Bopp, K., Brown, K., & Mirenda, P. (2004). Speech-language pathologists’ roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13, 5-19.
Mirenda, P., MacGregor, T., & Kelly-Keough, S. (2002). Teaching communication skills for behaviour support in the context of family life. In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.), Families and positive behavior support: Addressing the challenge of problem behaviors in family contexts (pp. 185-208). Baltimore: Paul H. Brookes.
Marshall, J., & Mirenda, P. (2002). Parent-professional collaboration for positive behavior support in the home. Focus on Autism and Other Developmental Disabilities, 17, 216-228.
Mirenda, P. (1997). Functional communication training and augmentative communication: A research review. Augmentative and Alternative Communication, 13, 207-225.
Malette, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, T., & Rogow, S. (1992). A lifestyle development process for persons with severe intellectual disabilities: A case study report. Journal of the Association for Persons with Severe Handicaps, 17, 179-191.
Donnellan, A. M., Mirenda, P., Mesaros, R. A., & Fassbender, L. (1984). Analyzing the communicative functions of behavior. Journal of the Association for Persons with Severe Handicaps, 9, 201-212.
Mirenda, P., (1986). Respondent conditioning techniques. In G. W. LaVigna & A. M. Donnellan (Eds.), Alternatives to punishment: Solving behavior problems with non-aversive strategies (pp. 141-156). New York: Irvington Press.
Mirenda, P., (1986). Covert conditioning. In G. W. LaVigna & A. M. Donnellan (Eds.), Alternatives to punishment: Solving behavior problems with non-aversive strategies (pp. 157-167). New York: Irvington Press.