Beginning in June, 2007 the Eli and Edythe L. Broad Foundation established, within the Koegel Autism Center at the University of California at Santa Barbara, a new center of excellence for Asperger Research. The purpose and function of the Center is to develop and refine the Koegel’s research-based model for intervention and support for children and Adults with Asperger’s Syndrome.
The Center is conducting research and intervention with the purpose of developing a model that can be disseminated nationally, and is moving toward the long-term goal of becoming the largest and most comprehensive clearinghouse in the world on intervention for Asperger’s Syndrome. Examples of specific projects within the Center include:
- The development of research-based, state of the art, scientifically-sound intervention procedures for working with adults and children with Asperger's Syndrome.
- The implementation of these intervention procedures with individuals with Asperger's Syndrome, locally, nationally, and internationally to develop a model for intervention and support with the end goal of having individuals with Asperger's Syndrome function without symptoms so that they may gain meaningful employment and satisfying social lives.
- The development of a model for successful higher education for individuals with Asperger Syndrome so they might graduate with major university degrees.
Publications Supported by the Broad Center
Koegel, L. K., Detar, W. J., Fox, A. & Koegel, R. L. (in press). Romantic Relationships, Sexuality, and Autism. In Volkmar, F., McPartland, J. & Reichow, B. (Eds.), Adolescents and Adults with Autism. New York: Springer.
Koegel, L. K., Koegel, R. L., Miller, A. R., & Detar, W. J. (2014). Issues and interventions for autism spectrum disorders during adolescence and beyond. In F. R. Volkmar, S. J. Rogers, R. Paul, & K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., Vol. 1, pp. 176–190). Hoboken, NJ: Wiley.
Koegel, R.L., Koegel, L.K., Detar, W.J., Ashbaugh, K. (in press). Behavioral approaches for the treatment of adults with autism spectrum disorders. In K. Haertl (Ed.), Adults with Intellectual and Developmental Disabilities: Strategies for Occupational Therapy.
Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J. and Regester, A. (2013), Increasing socialization in adults with asperger’s syndrome. Psychology in the Schools. 50, 899–909. doi: 10.1002/pits.21715
Koegel, L.K., Kuriakose, S., Singh, A.K., & Koegel, R.L. (2012). Improving Generalization of Peer Socialization in Inclusive School Settings Using Initiations Training. Behavior Modification, 36(3), 361-377.
Koegel, L., Matos-Freeden, R., Lang, R., & Koegel, R. (2011). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 18(3), 421-588.
Shogren, K. A., Lang, R., Machalicek, W., Rispoli, M., & O'Reilly, M. (2011). Self-versus teacher-management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions. 3(2), 87-96.
Smith, W.J., Koegel, L.K., & Koegel, R.L. (2011) Research brief 1: Can children with autism be motivated to engage in academics?. UC Center for Research in Special Education, Disabilities, and Developmental Risk. Online publication: http://ucspeddr.education.ucsb.edu
Koegel, L.K., Singh, A.K., & Koegel, R.L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40(9), 1057-1066.
Lang, R., Davis, P., O’Reilly, M., Machalicek, W., Rispoli, M. J., Sigafoos, J., Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43(1), 113–118. doi:10.1901/jaba.2010.43-113
Lang, R., Didden, R., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., et al. (2010). Behavioral treatment of chronic skin-picking in individuals with developmental disabilities: a systematic review. Research in Developmental Disabilities, 31, 304–315. doi:10.1016/j.ridd.2009.10.017.
Lang. R., Koegel, L.K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(4), 565-576.
Lang, R., Regester, A., Lauderdale, S., Ashbaugh, K., & Haring, A. (2010). Treatment of anxiety in autism spectrum disorders using cognitive behavior therapy: A systematic review. Developmental Neurorehabilitation.
O'Reilly, M., Rispoli, M., Davis, T., Machalicek, W., Lang, R., Sigafoos, Kang, S., Lancioni, G., Green, V., & Didden, R. (2010). Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases. Research in Autism Spectrum Disorders. 4, 1-10.
Lang, R., Smith, W.J., Ence, W., Langthorne, P. (2010) Editorial: Rehabilitation issues for children with Prader-Willi syndrome. Developmental Neurorehabilitation, 13(1), 1-2.
Koegel, L. K., Fredeen, R. M., Koegel, R. L., and Lin, E. (2009). Relationships, Independence, and Communication in Autism and Asperger’s Disorder. In Amaral, D., Dawson, G. and Geschwind, D. (2009). Autism Spectrum Disorders. New York: Oxford University Press.
Koegel, L.K., Koegel, R.L., Green-Hopkins, I., & Barnes, C.C. (2010). Brief report: Question-asking and collateral language acquisition in children with autism. Journal of Autism and Developmental Disorders. 40(4), 509-515.
Koegel, R.L., Robinson, S., & Koegel, L.K. (2009). Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings. In Sailor, Dunlap, Sugai, & Horner (Eds.), Issues and Practices. In Handbook of Positive Behavior Support, 149-176.
Koegel, R.L., Vernon, T.W., & Koegel, L.K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders. 39(9), 1240-1251.
Lang, R., Machalicek, W., O Reilly, M. F., Sigafoos, J., Rispoli, M. J., Shogren, K., & Regester, A. (2009). Review of interventions to increase functional and symbolic play in children. Education and Training in Developmental Disabilities 44(4), 481-492.
Lang, R., Shogren, K., Machalicek, W., Rispoli, M., O’Reilly, M.F., Regester, A., & Baker, S. (2009). Video self-modeling to teach classroom rules to two students with asperger’s. Research in Autism Spectrum Disorders. 3, 483-488.
Koegel, R.L. (2007). Social Development in Individuals with High Functioning Autism and Asperger Disorder. Research and Practice for Persons with Severe Disabilities. 32(2), 140-141.