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Publications

Play-related Publications

Barton, E. E., *Gossett, S., *Waters, M. C., *Murray, R. E., & *Francis, R. N. (in press). Increasing play complexity in a young child with autism. Focus on Autism and Developmental Disabilities.

Barton, E. E., *Choi, G., & *Mauldin, E. G. (in press). Teaching sequences of pretend play to young children with disabilities. Journal of Early Intervention.

Barton, E. E., & *Pokorski, E. A. (in press). Teaching complex play to young children with disabilities using recommended practices. DEC Recommended Practices Monograph Series – Instructional Practices.

Barton, E. E., & Ledford, J. R., *Zimmerman, K., & *Pokorski, E. A. (in press). Increasing the engagement and complexity of block play in young children. Education and Treatment of Children.

Qiu, J., Barton, E. E., & Choi, G. (in press). Using system of least prompts to teach play to young children with developmental delays. Journal of Special Education.

*Sweeney, E. M., Barton, E. E., & Ledford, J. R. (in press). Using progressive time delay to increase levels of peer imitation during sculpting play. Journal of Autism and Developmental Disorders.

*Severini, K., Ledford, J. R., & Barton, E. E. (in press). Implementing stay play talk with children who use AAC. Topics in Early Childhood Special Education.

Barton, E. E., Choi, G., & Mauldin, E. G. (2019). Teaching sequences of pretend play to children with Disabilities. Journal of Early Intervention41(1), 13–29.

Barton, E. E., *Gossett, S., *Waters, M. C., *Murray, R. E., & *Francis, R. N. (2019). Increasing play complexity in a young child with autism. Focus on Autism and Developmental Disabilities, 34, 81-90.

*Qiu, J., Barton, E. E., & Choi, G. (2019). Using the system of least prompts to teach play to young children with developmental delays. Journal of Special Education, 52, 242-251.

*Severini, K., Ledford, J. R., & Barton, E. E. (2019). Implementing stay play talk with children who use AAC. Topics in Early Childhood Special Education, 38, 220-233.

Barton, E. E., & *Pokorski, E. A. (2018). Teaching complex play to young children with disabilities using recommended practices. DEC Recommended Practices Monograph Series – Instructional Practices. (pp. 1-13). Washington, DC: Division for Early Childhood.

Barton, E. E., & Ledford, J. R., *Zimmerman, K., & *Pokorski, E. A. (2018). Increasing the engagement and complexity of block play in young children. Education and Treatment of Children, 41, 169-196.

Barton, E. E., & Ledford, J. R. (2018). The effects of reinforcement on peer imitation in a small group play context. Journal of Early Intervention, 40, 69-86.

Barton, E. E., *Pokorski, E. A., *Sweeney, E. M., *Velez, M., *Gossett, S., *Qiu, J., *O’Flaherty, C., & *Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20, 138-148.

Qiu, J., Barton, E. E., & Choi, G. (2018). Using system of least prompts to teach play to young children with disabilities. The Journal of Special Education.

Barton, E. E. (2016). Critical issues and promising practices for teaching play to young children with disabilities. In B. R. Reichow, B. A. Boyd, E. E. Barton, & S. A. Odom (Eds.). Handbook of Early Childhood Special Education (pp. 267-283). London: Springer.

Barton, E. E. (2015). Teaching generalized pretend play and related behaviors to young children with disabilities. Exceptional Children, 81, 489-506.

Barton, E. E. (2014). Assessing social competence and play skills. In M. McLean, M. L. Hemmeter, & P. Snyder (Eds.). Essential elements for assessing infants and young children with special needs (pp. 195-241). Boston, MA: Pearson.

Barton, E. E. (2013). Pretend play with young children with autism: A synthesis of the research. In C. Qi & T. Stanton-Chapman (Eds.). Preschool children: Education, social functioning, and behavioral issues (pp. 173-204). Hauppauge, NY: Nova Science Publishers.

Barton, E. E. & *Pavilanis, R. L. (2012). Teaching pretend play to young children with autism. Young Exceptional Children, 15, 5-17.

Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33, 281-297.

Barton, E. E. (2010). Development of a taxonomy of pretend play for children with disabilities. Infants and Young Children, 23, 247-261.

Barton, E. E. & Wolery, M. (2008). Teaching pretend play to children with disabilities. Topics in Early Childhood Special Education, 28, 119-125.

 

Professional Development

Barton, E. E., *Pokorski, E. A., *Gossett, S., *Sweeney, E., *Choi, G., & *Qui, J. (in press). The use of email to coach early childhood teachers. Journal of Early Intervention.

Barton, E. E., *Velez, M., *Pokorski, E. A., & *Domingo, M. (in press). The effects of email performance-based feedback delivered to teaching teams: A systematic replication. Journal of Early Intervention.

Barton, E. E., *Rigor, M. N., *Pokorski, E. A., *Velez, M., & *Domingo, M. (in press). Using text messaging to deliver performance feedback to preservice teachers. Topics in Early Childhood Special Education.

*Heidlage, J., *Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (in press). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly.

Locchetta, B., *Domingo, M., & Barton, E. E. (in press). Family Style Dining: Making the most of mealtimes! Young Exceptional Children.

*Goldman, S., *Sanderson, K., A., Lloyd, B. P., & Barton, E. E. (in press). Effects of school- home communication with parent-mediated reinforcement on off-task behavior for students with ASD. Intellectual and Developmental Disabilities.

*O’Flaherty, C., Barton, E. E., *Winchester, C., & *Domingo, M. (in press). Coaching teachers to increase their facilitation of social interactions with toddlers. Journal of Positive Behavior Interventions.

*Pokorski, E. A., Barton, E. E., Ledford, J. R., Taylor, A. L., *Johnson, E., & Winters, H. K. (in press). A comparison of antecedent activities for increasing engagement during a small group activity in a child with ASD. Education and Training in Autism and Developmental Disabilities.

*Goldman, S., *Sanderson, K., A., Lloyd, B. P., & Barton, E. E. (2019). Effects of school-home communication with parent-mediated reinforcement on off-task behavior for students with ASD. Intellectual and Developmental Disabilities, 57, 95-111.

Barton, E. E., Pokorski, E. A., Gossett, S., Sweeney, E., Choi, G., & Qui, J. (2018). The use of email to coach early childhood teachers. Journal of Early Intervention.

*Goldman, S. E., *Glover, C. A., Lloyd, B. P., Barton, E. E., & *Mello, M. P. (2018). Effects of parent implemented visual schedule routines for African-American children in low- income settings. Exceptionality, 26, 162-175.

*Locchetta, B., Barton, E. E., & Kaiser, A. (2017). The use of family style dining to increase social interactions. Topics in Early Childhood Special Education, 37, 54-64.

Harris, B. & Barton, E. E. (2017). Autism services in Mexico: A qualitative survey of education professionals. International Journal of School and Educational Psychology, 5, 1-13.

Harris, B. & Barton, E. E. (2017). Autism services in Mexico: A qualitative survey of education professionals. International Journal of School and Educational Psychology, 5, 1-13.

Fettig, A., Barton, E. E., & Carter, A. (2016). Using e-coaching to support an early intervention provider’s implementation of a functional assessment-based intervention. Infants and Young Children, 29, 130-147.

Barton, E. E., *Fuller, E. A., & *Schnitz, A. (2015). Use of email feedback to improve pre- service teacher behaviors. Topics in Early Childhood Special Education, 36, 78-90.

Artman-Meeker, K., Fettig, A., Barton, E. E., *Penney, A., & *Songtian, Z. (2015). Applying an evidence-based coaching framework to the Early Childhood Professional Development literature. Topics in Early Childhood Special Education, 35, 183-196.

Barton, E. E., & *Lissman, D. C. (2015). Group parent training combined with follow-up coaching for parents of children with developmental delays. Infants and Young Children, 28, 220-236.

Reichow, B., & Barton, E. E. (2014). Evidence-based practices in autism. In F. R. Volkmar, S. Rogers, K. Pelphrey, & R. Paul (Eds). Handbook of autism and pervasive developmental disorders, 4th ed. (pp. 969-992). Hoboken, NJ: Wiley.

Barton, E. E., Bishop, C., & Snyder, P. (2014). High quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti- Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.). Young Exceptional Children Monograph #16: Blending Practices to Strengthen Quality Early Learning Programs for ALL Children. (pp. 73-96). Los Angeles, CA.

Moore, H. W., Barton, E. E., & *Chronis, M. (2014). Improving toddler communication through parent coaching using naturalistic language enhancing strategies. Topics in Early Childhood Special Education, 33, 212-224.

Fettig, A., & Barton, E. E. (2014). Functional assessment-based parent intervention to reduce children’s challenging behaviors: A literature review. Topics in Early Childhood Special Education, 34, 49-61.

Barton, E. E., *Chen, C., *Pribble, L., *Pomes, M., & *Kim, Y.A. (2013). Coaching pre-service teachers to embed prompting procedures in inclusive preschool classrooms. Teacher Education and Special Education, 36, 330-349.

Barton, E. E., *Pribble, L., & *Chen, C. (2013). Use of email to deliver performance-based feedback to early childhood practitioners. Journal of Early Intervention, 35, 270-297.

Barton, E. E., & Banerjee, R. (2013). Culturally responsive behavioral supports for children with challenging behaviors and their families. Young Exceptional Children, Monograph #15: Addressing Young Children’s Challenging Behaviors (pp. 76-94). Los Angeles, CA: Division for Early Childhood.

Barton, E. E., & Fettig, A. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35, 194-219.

Barton, E. E. & Reichow, B. (2012). Guidelines for graphing data with Microsoft PowerPoint for Office 2007. Journal of Early Intervention, 34, 129-150.

*Kim, Y. A., & Barton, E. E. (2012). Use of web-based technology in teacher professional development for young children: A literature review. The Korean Journal of Early Childhood Special Education, 12(4), 27-49.

Barton, E. E., Kinder, K., Casey, A. M., & Artman, K. M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14, 29-46.

Barton, E. E. & Wolery, M. (2010). Training teachers to promote pretend play in children with disabilities. Exceptional Children, 77, 85-106.

Barton, E. E., Reichow, B. R., & Wolery, M. (2007). Guidelines for graphing data with Microsoft PowerPoint. Journal of Early Intervention, 29, 320-336.

Barton, E. E. & Wolery, M. (2007). Evaluation of e-mail feedback on the verbal behavior of preservice teachers. Journal of Early Intervention, 30, 55-72.

 

Single-Case Research

Ledford, J. R., Barton, E. E., Zimmerman, K., & Severini, K. (in press). A primer on single case research designs: Contemporary use and analysis. American Journal on Intellectual and Developmental Disabilities.

Odom, S. L., Barton, E. E., & Reichow, B. R., Pustejovskey, J. P., & Swaminthan, R. (in press). Between-case standardized effect size analysis of single case design: Examination of the two methods. Research in Developmental Disabilities.

Qi, C., Barton, E. E., Collier, M., Lin, Y., & Montoya, C. (in press). A systematic review of the effects of social stories for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities.

Reichow, B. R., Barton, E. E., & Maggin, D. (in press). Development and applications of the single case design risk of bias tool. Research in Developmental Disabilities.

Wolfe, K., Barton, E. E., & Meadan, H. (in press). Systematic protocols for the visual analysis of single-case research data. Behavior Analysis in Practice.

*Zimmerman, K., Ledford, J. R., *Severini, K., Pustejovsky, J. E., Barton, E. E., & Lloyd, B. P. (in press). Single-case synthesis tools I: Evaluating the quality and rigor of research on antecedent sensory-based interventions. Research in Developmental Disabilities.

*Zimmerman, K., Pustejovsky, J. E., Ledford, J. R., Barton, E. E., *Severini, K., & Lloyd, B. P. (in press). Single-case synthesis tools II: Comparing overlap measures and parametric effect sizes for synthesizing antecedent sensory-based interventions. Research in Developmental Disabilities.

Ledford, J. R., Barton, E. E., *Zimmerman, K., & *Severini, K. (2019). A primer on single case research designs: Contemporary use and analysis. American Journal on Intellectual and Developmental Disabilities, 124, 35-56.

*Pokorski, E. A., Barton, E. E., Ledford, J. R., Taylor, A. L., *Johnson, E., & Winters, H. K. (2019). A comparison of antecedent activities for increasing engagement during a small group activity in a child with ASD. Education and Training in Autism and Developmental Disabilities, 54, 94-103.

Barton, E. E., Lloyd, B. P., Spriggs, A. D., & Gast, D. (2018). Visual analysis of graphic data. In J. R. Ledford & D. L. Gast (Eds.) Single case research in behavioral sciences, 3rd edition (pp. 179–214). New York: Routledge Publishers.

Barton, E. E., Meadan-Kaplansky, H., & Ledford, J. R. (2018). Independent variables, fidelity, and social validity. In J. R. Ledford & D. L. Gast (Eds.) Single case research in behavioral sciences, 3rd edition (pp. 133-156). New York: Routledge Publishers.

Odom, S. L., Barton, E. E., & Reichow, B. R., Pustejovsky, J. P., & Swaminthan, R. (2018). Between-case standardized effect size analysis of single case design: Examination of the two methods. Research in Developmental Disabilities, 79, 88-96.

Qi, C., Barton, E. E., Collier, M., *Lin, Y. (2018). A systematic review of single case research studies on using video modeling interventions to improve social communication skills for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33, 249-257.

Reichow, B. R., Barton, E. E., & Maggin, D. (2018). Development and applications of the single case design risk of bias tool. Research in Developmental Disabilities, 79, 53-64.

*Zimmerman, K., Ledford, J. R., *Severini, K., Pustejovsky, J. E., Barton, E. E., & Lloyd, B. P. (2018). Single-case synthesis tools I: Evaluating the quality and rigor of research on antecedent sensory-based interventions. Research in Developmental Disabilities, 79, 19-22.

*Zimmerman, K., Pustejovsky, J. E., Ledford, J. R., Barton, E. E., *Severini, K., & Lloyd, B. P. (2018). Single-case synthesis tools II: Comparing overlap measures and parametric effect sizes for synthesizing antecedent sensory-based interventions. Research in Developmental Disabilities, 79, 65-76.

Barton, E. E., Ledford, J. R., Lane, J. D., Decker, J., Germansky, S. E., Hemmeter, M. L., & Kaiser, A. (2016). The iterative use of single case research to advance the science of EI/ECSE. Topics in Early Childhood Special Education, 36, 4-14.

Ledford, J. R., Barton, E. E., Hardy, J. K., Elam, K., Seabolt, J., Shanks, M., Hemmeter, M. L., & Kaiser, A. (2016). What equivocal data from single case comparison studies reveal about evidence-based practices in early childhood special education. Journal of Early Intervention, 38, 79-91.

*Adamo, E. K., *Wu, J., Wolery, M., Hemmeter, M. L., Ledford, J. R., & Barton, E. E. (2015). Using video modeling to increase moderate-to-vigorous physical activity for young children with Down syndrome. Journal of Early Intervention, 37, 270-285.

Wolery, M., Busick, M., Reichow, B. R., & Barton, E. E. (2010). Comparison of overlap methods for quantitatively synthesizing single subject data. Journal of Special Education, 44, 18-28.

 

Evidence-Based Practices

*Hallett, G., Strain, P., Smith, B. J., Barton, E. E., Steed, E., & Kranski, T. (in press). The Pyramid Plus Center: Scaling up and sustaining evidence-based practices for young children. Young Exceptional Children.

Ledford, J. R., Barton, E. E., *Rigor, M. R., *Stankiewicz, K. C., *Chazin, K. T., *Harbin, E. R., & Taylor, A. L. (in press). Functional analysis and treatment of pica on a preschool playground. Behavior Analysis in Practice.

Lloyd, B. P., Barton, E. E., Ledbetter-Cho, K., Pennington, B., & Pokorski, E. A. (in press). Function-based interventions in K-8 general education settings: A focus on teacher implementation. Elementary School Journal.

*Pokorski, E. A., Barton, E. E., & Ledford, J. R. (in press). Assessing the differential effects of known and mystery rewards in a preschool-based group contingency. Journal of Early Intervention.

Wexler, J., Reed, D. K., Barton, E. E., & Mitchell, M. (in press). The effects of a supplemental peer-mediated reading intervention in incarcerated adolescents’ ability to generate a main idea statement about informational text. Behavioral Disorders.

*Hallett, G., Strain, P., Smith, B. J., Barton, E. E., Steed, E., & Kranski, T. (2019). The Pyramid Plus Center: Scaling up and sustaining evidence-based practices for young children. Young Exceptional Children, 22, 22-37.

Barton, E. E., Fettig, A., & Meadan, H. (2019). Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment-based interventions. Research in Developmental Disabilities, 85, 31-41.

*Chazin, K. T., Ledford, J. R., Barton, E. E., & *Osbourne, K. (2018). Antecedent exercise for young children: An examination of bias on experimental outcomes. Remedial and Special Education.

*Chazin, K. T., Barton, E. E., Ledford, J. R., & *Pokorski, E. A. (2018). Implementation and intervention practices to facilitate communication skills in a child with complex communication needs. Journal of Early Intervention, 40, 138-157,

*Milam, M., *Velez, M., Hemmeter, M. L., & Barton, E. E. (2018). Implementing peer-mediated interventions in early childhood classrooms. DEC Recommended Practices Monograph Series – Instructional Practices (pp. 77-89). Washington, DC: Division for Early Childhood.

Qi, C., Barton, E. E., Collier, M., Lin, Y., & Montoya, C. (2018). A systematic review of the effects of social stories for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33, 25-34.

Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2018). Early and intensive behavioral interventions for children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2018(5), CD009260. doi:10.1002/14651858.CD009260.pub3

Wexler, J., Reed, D. K., Barton, E. E., & Mitchell, M. (2018). The effects of a supplemental peer-mediated reading intervention in incarcerated adolescents’ ability to generate a main idea statement about informational text. Behavioral Disorders, 43, 290-301.

Barton, E. E., Pustejovsky, J. P., Maggin, D. M., & Reichow, B. R. (2017). A meta-analysis of technology aided instruction and intervention for students with ASD. Remedial and Special Education, 38, 371-386.

*Lopez, K., *Dewey, A., Barton, E. E., & Hemmeter, M. L. (2017). The use of descriptive praise to increase diversity during easel painting. Infants and Young Children, 30, 133- 146.

*Pokorski, B., Barton, E. E., & Ledford, J. R. (2017). A review of the use of group contingencies in preschool settings. Topics in Early Childhood Special Education, 36, 230-241.

*Zimmerman, K., Ledford, J. R., & Barton, E. E. (2017). Using visual activity schedules for young children with challenging behavior. Journal of Early Intervention, 39, 339-358.

Barton, E. E., Harris, B., & Leech, N. (2016). Autism identification and programming practices: A preliminary investigation from one state. Infants and Young Children, 29, 267-289.

Barton, E. E., Steed, E., & Smith, B. J. (2016). Inclusion and the Environment Recommended Practices: Common challenges to inclusion and strategies to overcome them. In T. Catalino & L. Meyer. Recommended Practices Monograph #2: Environment Recommended Practices. (pp. 1-18). Washington DC: Division for Early Childhood.

Barton, E. E., Harris, B., Leech, N., *Stiff, L., *Choi, G., & *Joel, T. (2016). An analysis of state autism educational assessment practices and requirements. Journal of Autism and Developmental Disorders, 46, 737-748.

Barton, E. E., Harris, B., Leech, N., Stiff, L., Choi, G., & Joel, T. (2015). An analysis of state autism educational assessment practices and requirements. Journal of Autism and Developmental Disorders.

Barton, E. E., & Smith, B. J. (2015). Advancing high quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35, 69- 78.

Barton, E. E., Reichow, B. R., *Schnitz, A. K., Smith, I., & *Sherlock, D. (2015). A systematic review of sensory-based treatments for ASD. Research in Developmental Disabilities, 37, 64-80.

Wexler, J., Reed, D. K., Pyle, N., Mitchell, M., & Barton, E. E. (2015). A synthesis of peer- mediated academic interventions for secondary struggling leaners. Journal of Learning Disabilities, 48, 451-470.

Barton, E. E., Steed, E. E., Strain, P., Dunlap, G., Powell, D., & *Payne, C. (2014). An analysis of classroom-based and parent-focused social-emotional programs for young children. Infants and Young Children, 27, 3-29.

Harris, B., Barton, E. E., & *Albert, C. (2014). Evaluating autism diagnostic and screening tools for cultural and linguistic responsiveness. Journal of Autism and Developmental Disorders, 44, 1275-1287.

Strain, P., Barton, E. E., & Bovey, E. H. (2013). Evidence-based practice for infants and toddlers with autism spectrum disorders. In H. Walker & F. M. Gresham (Eds.) Handbook of evidence-based practices for students having emotional behavior disorders. NY: Guilford.

Barton, E. E., Moore, H. W., & Squires, J. (2012). Preparing speech language pathologists to work in early childhood. Topics in Early Childhood Special Education, 32, 4-13.

Barton, E. E., *Lawrence, K., & Deurloo, F. (2012). Individualizing interventions for young children with autism in preschool. Journal of Autism and Developmental Disorders, 42, 1205-1217.

Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early and intensive behavioral interventions for children with autism. Cochrane Database of Systematic Reviews, 2012(10), CD009260. Published Protocol: Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2011). Early intensive behavioral intervention for increasing functional behaviors and skills for young children with autism spectrum disorders. Cochrane Database of Systematic Reviews, 2011(8), CD009260.

Harris, B., Barton, E. E., & *Albert, C. (2012). Assessing young children who are dual language learners with or at-risk for autism. In R. M. Santos, G. A. Cheatham, & L. Duran (Eds.). Young Exceptional Children, Monograph #14: Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities (pp. 93–114). Missoula, MT: DEC.

Strain, P. S., Barton, E. E., & Dunlap, G. (2012). The utility of social validity. Education and Treatment of Children, 35, 183-200.

Barton, E. E., Reichow, B. R., *Chen, C., & Wolery, M. (2011). We can all participate! Adapting circle time for children with autism. Young Exceptional Children, 14, 2-21.

Strain, P., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism: What we still need to accomplish. Journal of Early Intervention, 33, 321- 332.

McIntyre, L. L., & Barton, E. E. (2010). Early childhood autism services: How wide is the research to practice divide? Behavioral Development Bulletin, 10, 34-43.

Reichow, B. R., Barton, E. E., *Neely, J., *Good, L., & Wolery, M. (2010). Effects of weighted vests on the engagement of children with developmental delays and autism. Focus on Autism and Developmental Disabilities, 25, 3-11.

Macy, M., Squires, J., & Barton, E. E. (2009). Providing optimal opportunities: Structuring practicum experiencing in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education, 28, 209-218.

Reichow, B. R., Barton, E. E., *Good, L. & Wolery, M. (2009). Effects of pressure vest usage on engagement and problem behaviors of a young child with developmental delays. Journal of Autism and Developmental Disorders, 27, 333-339.

Wolery, M., Barton, E. E., & Hine, J. F. (2005). Evolution of applied behavior analysis and treatment of autism. Exceptionality, 13, 11-24.

 

Refereed Publications Under Review

Barton, E. E., *Murray, R., *O’Flaherty, C., *Sweeney, E., & *Gossett, S. (under review). Teaching object play to young children with autism and other disabilities: A systematic review of methods and rigor. American Journal of Intellectual and Developmental Disabilities.

*Francis, R., *Winchester, C., Barton, E. E., Ledford, J. R., & *Velez M. (under review).  Using progressive time delay to increase levels of peer imitation during play with preschoolers with disabilities. American Journal of Intellectual and Developmental Disabilities.

Steed, E., Barton, E. E., & Strain, P. (under review). Instructional approaches that promote positive social outcomes for young children: A historical literature review.

Velez, M., Barton, E. E., Yoder, P, & Wright, J. (under review). Systematic prompting of peer-related social behaviors in a small group academic instructional context. Behavior Disorders.

*Milam, M., Hemmeter, M. L., & Barton, E. E. (under review). Evaluating the efficacy of stay-play-talk with preschoolers. Journal of Early Intervention.

Ledford, J. R., Barton, E. E., *Zimmerman, K., *Severini, K., & *Pokorski, E. (under review). Visual display of graphic data in single case design studies: Systematic review and expert preference analysis. Education and Training in Autism and Developmental Disabilities. Accepted with revisions.  

Frey, J., Barton, E. E., *Pokorski, E. A., Roberts, M., & Trivette, C. (under review). Parent-implemented Language Interventions for Young Children:  A Meta-Analysis of Single-Case Research. Early Childhood Research Quarterly.

Dinnebeil, L., Barton, E. E., & Buysse, V. (under review). Understanding the impact of models of professional collaboration in early childhood intervention:  A meta-analysis. Journal of Early Intervention. Accepted with revisions.

Harris, B., & Barton, E. E. (under review). Inclusion of racially and ethnically diverse populations in ASD intervention research.

*Murray, R., & Barton, E. E. (under review). Training pediatricians to implement autism screening tools: A review of the literature.

*Wright, J., Barton, E. E., & Knight, V. (under review). Video prompting to teach robotics and coding to middle school students with autism spectrum disorder.

*Wright, J., Knight, V., & Barton, E. E. (under review). Video prompting to teach robotics and coding to middle school students with autism spectrum disorder.