Faculty

Research Interests

Dr. Schreibman's research interests are in the area of applied behavior analysis. Specifically, behavior modification, experimental psychopathology in children, developmental disabilities (particularly childhood autism), generalization and maintenance of acquired behavior change, and discrimination learning. Current research projects include: development of individualized treatment programs for children with autism, parent training, language and social skills training, and remediation of deviant attention/learning patterns.

Recent Publications

Schreibman, L. (2005). The science and fiction of autism. Cambridge, MA: Harvard University Press.

Suhrheinrich, J., Stahmer, A. C., & Schreibman, L. (2007). A Preliminary Assessment of Teachers’ Implementation of Pivotal Response Training. Journal of Speech Language Pathology and Applied Behavior Analysis, 1-2, 1-13.

Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention skills in children with autism. Journal of Early Intervention, 29, 154-172.

Ingersoll,B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487-505.

McCleery, J. P., Tully, L., Slevc, L. R., & Schreibman, L. (2006). Consonant production patterns of young severely language-delayed children with autism. Journal of Communication Disorders, 39, 217-231.

Schreibman, L., Stahmer, A. C., & Akshoomoff, N. (2006). Pervasive developmental disorders. In M. Hersen (Ed.). Clinician’s Handbook of Child Behavioral Assessment. (pp. 503-525). Burlington: MA: Elsevier.

Stahmer, A. C., Schreibman, L., Powell, N. P. (2006). Social validation of symbolic play training in children with autism. Journal of Early and Intensive Behavioral Intervention, 3, 196-210.

Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664

Sherer, M. R., & Schreibman, L. (2005). Individual behavioral profiles and predictors of treatment effectiveness for children with autism. Journal of Consulting and Clinical Psychology, 73, 525-538.

Schreibman, L., (2005). Current issues in the behavioural treatment of children with autism. In D. Riva & I. Rapin (Eds.). Autistic Spectrum Disorders. John Libbey & Co. Ltd.: London.

Schreibman, L., & Ingersoll, B. (2005). Behavioral interventions to promote learning in individuals with autism. In F. Volkmar, R. Paul, A. Klin, R. and D. Cohen (Eds.). Handbook of autism and pervasive developmental disorders (3rd. Edition). (pp. 882-896). Hoboken, NJ: John Wiley & Sons, Inc.

Schreibman, L., & Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatment for child and adolescent disorders: Empirically based strategies for clinical practice (2nd Edition). (pp. 605-631). Washington, D. C.: American Psychological Association.