User:Bprizant/sandbox

Barry Mitchell Prizant, Ph.D., CCC-SLP (born July 24, 1951) is an American speech-language pathologist and psycholinguist and is currently a Visiting Scholar at Brown University and Director of Childhood Communication Services (a private practice). He is recognized among the world’s leading scholars and clinical authorities on autism and as an innovator of respectful, person- and family-centered approaches for autistic individuals and those and neurodevelopmental conditions. Prizant’s research, publications and creative activities during two tenured university appointments, an appointment in child psychiatry in the Brown University Medical School, and in private practice have successfully challenged and debunked long-held myths and inaccurate perceptions of autistic individuals and have moved professionals and parents to understand autistic individuals from a developmental, humanistic and person-centered perspective. It also has provided insight into the family experience of having a disabled family member, and his work is a frequently cited resource for clinical scholars, educators, therapists, family members and autistic people.

Prizant has close to 50 years experience as clinical scholar, researcher and international consultant to children and adults on the autism spectrum and with related neurodevelopment differences and their families. He has published four books, 140 articles and chapters, childhood assessment instruments, and has co-produced and co-hosts a scholarly autism podcast. His book, Uniquely Human: A Different Way of Seeing Autism published by Simon & Schuster, has received widespread recognition as the best-selling book on autism since 2015, is translated and published in 20 languages, and is the only book written by a non-autistic author that is recommended for parents by the Autistic Self-Advocacy Network (ASAN). He and his colleagues have contributed significantly to the research and literature on varied topics including language development of autistic, language disabled and blind children, echolalia, early diagnosis of autism and language disabilities in children, analysis and expression of communicative intent in disabled individuals, communication disorders in children with psychiatric disorders and family-centered intervention, emotional regulation and preventing problem behaviors. With colleagues, he developed an educational treatment approach, The SCERTS Model, for persons with autism and related disabilities. The SCERTS Model is being implemented in more than a dozen countries. and is currently recognized as one of the most important evidence-based comprehensive approaches used in autism education and treatment from early intervention services through adult services (IACC, 2017).

Early Life

Prizant was born and raised in Brooklyn, New York in the 1950s -‘60s. He cites his school yard days growing up in a multi-racial and multi-ethnic ethnic community as an important factor in developing an appreciation and respect for diversity in all people, including those with disabilities. With the tragic unexpected death of his mother when he was 12, he learned to be self-sufficient and empathic for children experiencing a life different than most children. He was an avid consumer of ‘60s culture, playing drums in rock bands, and experiencing Woodstock, countless concerts and counter-culture events, and participating actively in anti-Vietnam war events. He believes collectively, these experiences provided the moral and ethical resolve to question and challenge concepts and misunderstandings of those with disabilities, including autism.

Early career (1969 – 1984)

Employment in summer residential programs for children and adults with disabilities

First publication establishing the role of speech-language pathologists with autistic children

Federally funded PhD dissertation research on echolalia that changed perceptions of echolalia as pathological behavior to functional and developmental - first published research in autism based on principles of neurodiversity

Coined the term “deficit-checklist” approaches in scholarly published critiques of traditional behavioral interventions

Developed and taught first full semester university graduate course on autism in the US at Southern Illinois University (1979)

Prizant began his career in supporting people with disabilities in 1969, when as a teenager, he served as a residential camp counselor for children and adults with disabilities, and then continued to do so for the next 5 summers. He considers those early summer camp experiences of living with and being responsible for the care, happiness and safety of people with disabilities as seminal in setting the path for his subsequent career, as much of what he experienced was inconsistent with what he read about inaccurate, disrespectful and dehumanizing accounts of disabled individuals, especially those with autism diagnoses. Concurrently, he focused his university studies and research at SUNY at Binghamton in Psycholinguistics (BA 1968-1972) and at SUNY At Buffalo in Communication Disorders and child and human development (MA 1973-1975; PhD.1975-1978). As one of the first speech-language pathologists and psycholinguists focusing on autism, his research focused on deepening understandings of communication disabilities in autistic children and related neurodevelopmental conditions. His PhD. dissertation on “The Functions of Immediate Echolalia” was fully funded by the US Bureau of Education for the Handicapped. As one of the first longitudinal video analysis studies of communication of autistic children, its results directly challenged the most prominent behavioral perspectives on echolalia, articulated most specifically by Ivar Lovaas and his colleagues, who referred to echolalia as “meaningless parroting” and in need of being “extinguished”. Following a two-year position as a speech-language pathologist at Buffalo Children's Hospital, and upon completion of his doctoral program, he accepted a faculty position in the Department of Communication Disorders and Sciences at Southern Illinois University- Carbondale, teaching courses in the MS and PhD program. He developed and taught a full semester multidisciplinary graduate course on autism in 1979, the first course of its kind in the US and internationally. His peer-reviewed publications addressed issues of echolalia and language development in autism (1981, 1984, 1983). In 1982, he published a seminal two-part article for the American Speech and Hearing Association Journal defining the role of speech-language pathologists in working with autistic children (Prizant, 1982). At the time, most clinical approaches addressing language and communication in autism were developed by behavioral psychologists with little expertise in language and communication development.

Mid-Career (1984- 2006)

First appointed speech-language pathologist to a department of psychiatry in a university medical school

Established first department of communication disorders in a children’s psychiatric hospital

Published articles on the role of speech-language pathologists with children with psychiatric disorders

Developed and standardized early childhood assessment instruments

Introduced the concept of unconventional verbal behavior, a more respectful and research-based framework to understand language of autistic individuals

Fellowship of the American Speech-Language-Hearing Association

Princeton University-Eden Foundation Career Award in Autism (2006)

Introduced the developmental concept of emotional regulation to the field of autism in 1990, currently one of the most important research and clinical topics

In 1984, Prizant was recruited by the Brown University Medical School to develop a communication disorders department at Bradley Hospital, the children's psychiatric hospital in the Brown Medical School, the first such department in a children’s psychiatric hospital. He also served as the first speech-language pathologist to have a full-time faculty appointment in a medical school Department of Psychiatry in the US and internationally. During his tenure as an associate professor in the Department of Psychiatry, he and his staff published research and scholarly clinical work in autism, psychiatric and emotional behavioral disorders in children, and their relationship to speech language and communication disorders. His work helped to define the role of speech-language pathologist in working with children with psychiatric and emotional behavior disorders.

In 1990, Prizant was appointed to an advanced post-doctoral fellowship in early intervention at the Frank Porter Graham Child Development Center, UNC-Chapel Hill, a leading research center in family centered early intervention. During his one-year appointment, he co-developed with Amy Wetherby, and standardized the Communication and Symbolic Behavior Scales (CSBS), a semi-structured developmental assessment for young children at-risk for developmental disabilities. He subsequently accepted a tenured full professorship at Emerson College in Boston (1991-1998), teaching at the MS and PhD levels in the Department of Communication Disorders and Sciences, where he established the Early Childhood Communication Center, a diagnostic clinic, and early intervention and family support program for children diagnosed on the autism spectrum.

In 1998, Prizant returned to Brown University as an Adjunct Professor in the Center for the Study of Human Development, and founded a private practice, Childhood Communication Services providing consulting services and trainings internationally. He co-edited the book, Autism Spectrum Disorders: A Developmental, Transactional Perspective (Wetherby and Prizant, 2000), a volume that established developmental interventions in autism, with chapters contributed by acknowledged leaders in autism, including Stanley Greenspan and Sally Rogers. During this period, he co-developed the assessment instruments, CSBS and CSBS-DP, CSBS Infant-Toddler Checklist (Wetherby & Prizant, 1993, 2002), now widely used in research on young children with neurodevelopmental conditions.

Later career (2006 - present)

Developed and published The SCERTS Model (2006), an evidence-based comprehensive treatment/educational model for autistic and neurodivergent children adopted internationally, recognized by NIH as one of the most important comprehensive approaches used in autism education and treatment (IACC, 2017).

Published Uniquely Human: A Different Way of Seeing Autism,(Simon & Schuster, 2015), translated into 20 languages, the best-selling book on autism from 2015 to present, and winner of multiple awards including Book Authority’s “Best book on autism of all time” and the Autism Society of America’s Temple Grandin Award for Outstanding Literary Work in Autism

Invited Keynote addresses on “Uniquely Human” at Harvard Medical School Autism Symposium (2016), Google European Headquarters (Zurich, 2018), Asian Pacific Autism Conference (Sydney, 2017), Autism Society of America (2016)

Invited presenter at the United Nations World Autism Awareness Day in 2013 and 2017

Co-developer and co-host of Uniquely Human: The Podcast, with primarily autistic guests and thought leaders in autism (40 episodes released to date). Co-hosted with Dave Finch, New York Times Best-selling author and autistic audio engineer

Co-developed, established and raised funds for an innovative parent weekend retreat model for parents of autistic family members conducted for 25 consecutive years (1996-2022)

Participation and development of innovative inclusive performing and expressive arts programs for autistic individuals. Serves on board of the Spectrum Theatre Ensemble (Providence, RI) and The Miracle Project (Los Angeles, CA)

As founder of The SCERTS Model, and co-author of the two-volume work, The SCERTS Model: A comprehensive educational approach for children with ASD (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006), Prizant provided an evidence-based alternative to behavioral intervention approaches founded on the basis of research in child and human development and family-centered practice. The SCERTS manuals have been translated and published in Chinese, Japanese, Korean and Italian, and is being implemented in more than a dozen countries. For five years he contributed 35 articles to Autism Spectrum Quarterly journal, addressing and challenging controversial issues such as the concepts of “high” and “low” functioning autism, misapplication of the concept of evidence-based practice, misdiagnosis of autism, and inaccurate claims about the effectiveness of approaches based on applied behavior analysis (ABA).

Awards and Recognition

Prizant has received many awards for his career contributions including the 2014 Honors of the American-Speech-Language Hearing Association (the organization's highest honor - membership, 175,000), the 2013 Divine Neurotypical Award of GRASP (Global Regional Asperger's Syndrome Partnership), the 2005 Princeton University-Eden Foundation Career Award for being a pioneer in “improving the quality of life for individuals with autism”, two time recipient of the Clinical Achievement Award of the MA Speech-language-Hearing Association. Appointed to the National Institutes of Health, State of the Science Committee on Autism (1998, 1995).

Publications

Books and Edited Volumes: 1993-2022

1.	Prizant, B. M. (with Tom Fields-Meyer) (in press, April, 2022) Uniquely Human: A Different Way of Seeing Autism. (Revised and Expanded edition). New York: Simon & Schuster. 2.	Prizant, B. M. (with Tom Fields-Meyer) (August, 2015) Uniquely Human: A Different Way of Seeing Autism. (Hardcover edition). New York: Simon & Schuster. 20 language versions in press. 3.	Prizant, B.M, Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum disorders (Volume 1 – Assessment) Baltimore, MD: Paul Brookes Publishers. 4.	Prizant, B.M, Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum disorders (Volume 2 – Educational Program Planning and Implementation) Baltimore, MD: Paul Brookes. (Both SCERTS Model volumes have been translated and published in Japanese (2012) and Korean (2016) and Italian (2021) translations. 5.	Wetherby, A.M. & Prizant, B.M. (2000) Autistic Spectrum Disorders:  A Transactional-Developmental  Perspective. Baltimore:  Paul Brookes Publishing Company.  6.	Prizant, B. M., Wetherby, A., Rubin, E., Rydell, P., Laurent, A. and Quinn, J. (January, 2003).  THE SCERTS Model.  Full issue of Jenison Autism Journal. 7.	Wetherby, A.M. and Prizant, B. M. (2002), Manual for Communication and Symbolic Behavior – Developmental Profile-Normed Edition.  Baltimore:  Paul Brookes Publishing. 8.	Wetherby, A.M., Kublin, K., and Prizant, B. M. (1998).  Scoring manual for the Communication and Symbolic Behavior Scales.  Chicago: Riverside Publishers, Inc. 9.	Prizant, B.M. (Ed.), (1998).  Autism Spectrum disorders. Quarterly issue of Topics in Language Disorders.  Rockville, MD:  Aspen 10.	Prizant, B.M. (Ed.), (1990). Children and adolescents with communication emotional and behavioral disorders. Quarterly issue of Topics in Language Disorders. Rockville, MD: Aspen 11.	Prizant, B.M. (Ed.) (1983). Communicative problems in autism. Quarterly issue of Seminars in Speech, Language, and Hearing. New York: Thieme-Stratton, Inc. 12. Wetherby, A.M. and Prizant, B. M. (1993), Manual for Communication and Symbolic Behavior Scales-Normed Edition. Chicago: Riverside Publishers, Inc.

Journal Articles: 1981-2020

1.	Prizant, B.M. and Zembo, A. (in press). Humanism, autism and the performing and expressive arts. The Behavioral Mind, 2.	Prizant, B. M. (2017) How far we have come. ASHA Leader, April. 3.	Prizant, B.M., and Laurent, A.C. (2016). Emotional regulation and autism spectrum disorders. Journal of the Ohio Speech-Language-Hearing Association, 6, 34-40. 4.	Prizant, B.M. (2016). Interview on Uniquely Human. ASHA Leader, April. 5.	Prizant, B. M. (2014) On the shoulders of giants. ASHA Leader, August. 6.	Prizant, B.M., (2014). Emotional regulation. Research Bulletin - Middletown Ctr for Autism, 8, 3-8. 7.	Prizant, B.M. (2004). The SCERTS MODEL: Enhancing communication and socioemotional abilities for children with autism spectrum disorder. Autism Asperger Digest,15-23. 8.	Prizant, B.M., Wetherby, A., Rubin, E., Rydell, P., and Laurent, A. (2003). THE SCERTS Model: A family-centered, transactional approach to enhancing communication and socioemotional abilities of young children with ASD. Infants and young children, 16, 296-316. 9.	Filipek, P., Prizant, B.M. et al., (2000). Practice parameter: Screening and diagnosis of autism. Neurology, 55, 468-479. 10.	Mindrum, J., Prizant, B.M., & Wetherby, A. (1999). A longitudinal family-centered study of a toddler with PDD. Journal of developmental and learning disorders, 30-44. 11.	Prizant, B.M., & Rubin, E. (1999). Contemporary issues in interventions for Autism Spectrum Disorders: A commentary. Journal of the association of persons with severe handicaps, 24, 199-217. 12.	Filipek, P., Prizant, B.M. et al., (1999). The screening and diagnosis of autistic spectrum disorders. Journal of autism and developmental disorders, 29, 439-484. 13.	Prizant, B.M. & Wetherby, A.M. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic, developmental approaches in communication enhancement for young children with ASD. Seminars in Speech and Language, 19, 329-353. 14.	Wetherby, A.M. & Prizant, B.M. (1998). Communication, symbolic, and social-affective profiles of young children with pervasive developmental disorder and developmental language disorder. Journal of the American Speech-Language-Hearing Association, 7, 79-91 15.	Prizant, B.M., Meyer, E.C., and Lobato, D. (1997). Brothers and sisters of children with communication disorders. Seminars in Speech and Language, 18, 263-282. 16.	Alexander, D.J., Wetherby, A.M., & Prizant, B.M. (1997). The emergence of repair strategies in infants and toddlers. Seminars in Speech and Language, 18, 197-212. 17.	Prizant, B. M. (1996). Communication, language, social and emotional development. Journal of autism and developmental disorders, 26, 173-178. 18.	Wetherby, A.M. & Prizant, B.M. (1995). Die “Communication and Symbolic Behavior Scales”. Kindheit und Entwicklung (Childhood and Development), 4, 43-50. 19.	Calculator, S., Fabry, D., Glennon, S., Prizant, B.M. & Schubert, A. (1995). Technical report on standards of practice for facilitated communication. Journal of the American Speech-Language- Hearing Association 20.	Roberts, J.E., Prizant, B.M. & R. McWilliams (1995). Out-of-class vs. in-class service delivery in language intervention: Effects of communicative interactions with young children. American Journal of Speech-Language Pathology, 4, 87-93. 21.	Prizant, B.M. & Wetherby, A.M. (1994). Principles of communication assessment for young children. Journal of the Boston Institute for the Development of Infants and Parents 22.	Prizant, B.M. & Wetherby, A.M. (1993). Assessing communication and related abilities in infants and toddlers. Infants and Young Children, 5, 20-34. 23.	Prizant, B.M., & Meyer, E., (1993). Socioemotional aspects of communication disorders in young children. American Journal of Speech-Language Pathology, 2, 56-71. 24.	Hummel, L., & Prizant, B.M. (1993). A socioemotional perspective for understanding social difficulties of school-age children with language disorders. Language, Speech and Hearing Services in the Schools, 24, 216-224. 25.	Wetherby, A. M. and Prizant, B. M. (1993). Profiling young children's communication and symbolic abilities. Journal of Childhood Communication Disorders, 15, 23-32. 26.	Prizant, B.M. & Wetherby, A.M. (1990). Incorporating socioemotional perspectives in early communication assessment. Zero to Three, 11, 1-12. 27.	Prizant, B.M. & Wetherby, A.M. (1990). Toward an integrated view of early communication, language and socioemotional development. Topics in Language Disorders, 10, 1-16. 28.	Theadore, G., Maher, S. & Prizant, B. (1990). Early assessment and intervention with young children who have or are at-risk for developing emotional/behavioral disorders and communication disorders Topics in Language Disorders, 10, 42-56. 29.	Prizant, B.M. (1990). Interview: Social and emotional aspects of communication disorders of children. Clinical Connection, 4, 1-5. 30.	Prizant, B.M., Audet, L.R., Burke, G., Hummel, L., Maher, S. & Theadore, G. (1990). Communication disorders and emotional/behavioral disorders in children and adolescents. Journal of Speech and Hearing Disorders, 55, 179-192. 31.	Prizant, B.M. & Wetherby, A.M. (1989). Providing services to children with autism and their families. Focus on Autistic Behavior, 4, 1-16. 32.	Prizant, B.M. & Hummel, L. (1989). Speech-language pathology in a psychiatric setting - Interview. Asha Journal, 31, 91-96. 33.	Prizant, B.M. (1989). Building bridges through communication. The Advocate-Autism Society of America, 21, 15-20. 34.	Wetherby, A.M. & Prizant, B.M. (1989). The expression of communicative intent: Assessment guidelines. Seminars in Speech and Language, 10, 77-91. 35.	Prizant, B.M. & Wetherby, A.M. (1988). Providing services to children with autism (0-2 years) and their families. Topics in Language Disorders, 9, 1-23. 36.	Prizant, B.M. & Wetherby, A.M. (1987). Communicative intent: A framework for understanding social-communicative behavior in autism. Journal of the American Academy of Child Psychiatry, 26, 472-479. 37.	Prizant, B.M. (1987). Toward an understanding of verbal repetition in the language of visually-impaired children. Australian Journal of Human Communication Disorders, 15, 79-90. 38.	Prizant, B.M. & Wetherby, A.M. (1985). Intentional communicative behavior of chil¬dren with autism: Theoretical and applied issues. Australian Journal of Human Communication Disorders, 13, 21-58. 39.	McCaleb, P. & Prizant, B.M. (1985). The encoding of new versus old information in autistic children. Journal of Speech and Hearing Disorders, 30, 230-240. 40.	Prizant, B.M. (1984). Assessment and intervention of communication problems in autism. Communicative Disorders, 9, 127-142. 41.	Prizant, B.M. & Rydell, P.J. (1984). An analysis of the functions of delayed echolalia in autistic children. Journal of Speech and Hearing Research, 27, 183-192. 42.	Prizant, B.M. & Tiegerman, E. (1984). Working with language-impaired children: Problems often encountered but (too) rarely discussed. NSSLHA Journal, 11, 18-32. 43.	Prizant, B.M. & Rentschler, G. (1983). Language adjustments of language-impaired children across 	three conversational situations. Australian Journal of Human Communication Disorders, 11, 5-16. 44.	Prizant, B.M. (1983). Language and communication in autism: Toward an understanding of the whole" of it.  Journal of Speech and Hearing Disorders, 48, 296-307. 45.	Prizant, B.M. (1983).  Echolalia of autistic individuals: Assessment and intervention issues. Seminars in Speech and Language, 4, 63-77. 46.	Prizant, B.M. (1982).  Gestalt processing and gestalt language in autism.  Topics in Language Disorders, 3, 16-23. 47.	Prizant, B.M. (1982).  Speech-Language pathologists and autistic children:  What is our role? Part I. Assessment and intervention considerations.  ASHA Journal, 24, 463-468.  48.	Prizant, B.M. (1982).  Speech-Language pathologists and autistic children:  What is our role? Part II.  Working with parents and professionals.  ASHA Journal, 24, 531-537.  49.	Prizant, B.M. & Duchan, J.F. (1981).  The functions of immediate echolalia in autistic children. Journal of Speech and Hearing Disorders, 46, 241-249.

Autism Spectrum Quarterly Articles: 2008-2015

1.	Prizant, B.M. (2015). Autism and faith communities. Autism Spectrum Quarterly, Spring. 2.	Prizant, B. M., & Laurent, A. (2014). On earning. Autism Spectrum Quarterly, Winter. 3.	Prizant, B.M. & Meyer, E. (2014). Antiques and asperger’s. Autism Spectrum Quarterly, Fall. 4.	Prizant, B. M., & Barnes, G (2014). The magic of music. Parts II, Autism Spectrum Quarterly, Summer. 5.	Prizant, B. M., & Barnes, G (2014). The magic of music. Parts I, Autism Spectrum Quarterly, Spring. 6.	Prizant, B. M. (2013). To advance the mind we must first energize the spirit. Autism Spectrum Quarterly, Fall. 7.	Prizant, B. M. (2013). The Flexroom: A strategy for school success Part II. Autism Spectrum Quarterly, Summer 8.	Prizant, B. M. (2013). The Flexroom: A strategy for school success, Part I. Autism Spectrum Quarterly, Spring. 9.	Prizant, B.M. (2012). Low- and High- functioning autism: A false (harmful?) dichotomy. Autism Spectrum Quarterly, Winter. 10.	Prizant, B.M., & Mullen, E. (2012). Thinking developmentally: Part II. Autism Spectrum Quarterly, Fall 11.	Prizant, B.M. & Mullen, E. (2012). Thinking developmentally: Part I. Autism Spectrum Quarterly, Summer 12.	Prizant, B.M. (2012). On the diagnosis and misdiagnosis of autism spectrum disorders. “The Cutting Edge”: Autism Spectrum Quarterly ,Featured article Summer, 2012 13.	Prizant, B.M. (2012). The power of emotional memory. Autism Spectrum Quarterly, Spring, 14.	Prizant, B.M. (2011) What parents want and need from professionals. Autism Spectrum Quarterly, Winter. 15.	Prizant, B.M. (2011), The use and misuse of evidence-based practice: Implications for persons with ASD. Autism Spectrum Quarterly, Fall, 43-49. 16.	Prizant, B.M., and Laurent, A.C. (2011) Behavior is not the issue: An emotional regulation perspective on problem behavior Part I. Autism Spectrum Quarterly, Spring, 28-30. 17.	Prizant, B.M., and Laurent, A.C. (2011) Behavior is not the issue: An emotional regulation perspective on problem behavior Part II. Autism Spectrum Quarterly, Summer, 34-37. 18.	Prizant, B.M. (2010) The cup half full: Nurturing interests, strengths, and talents. Autism Spectrum Quarterly, Winter, 26-28. 19.	Prizant, B.M. (2010) Respect begins with language. Part II. Autism Spectrum Quarterly, Fall, 26-28. 20.	Prizant, B.M. (2010) Respect begins with language. Part I. Autism Spectrum Quarterly, Summer, 29-33. 21.	Prizant, B. M., Domingue, B., and Meyer, E. (2010) Reflecting on the Journey:  A retreat for parents of children with autism. Autism Spectrum Quarterly, Spring, 24-28. 22.	Prizant, B. M., and Carley, M.J. (2009). The Primacy of trust. Part II. Winter, 29-31. 23.	Prizant, B. M. (2009). The Primacy of trust. Part I. Autism Spectrum Quarterly, Fall, 32-34. 24.	Prizant, B.M. (2009). Creating a culture of family-centered practice for the autism community. Autism Spectrum Quarterly, Summer, 30-33. 25.	Prizant, B. M. (2009). Treatment options and parent choice: Is ABA the only way? Spring. Autism Spectrum Quarterly, 28-32. 26.	Prizant, B. M. (2008). Treatment options and parent choice: An individualized approach to intervention. Autism Spectrum Quarterly, Winter, 34-37. 27.	Prizant, B.M. (2008). Parent-Professional relationships: It’s a matter of trust. Autism Spectrum Quarterly, Fall, 34-37 28.	Prizant, B.M. (2008). On recovery. Autism Spectrum Quarterly, Summer, 39-42 29.	Prizant, B. M. (2008). Finding Balance. Autism Spectrum Quarterly, Spring, 34-38. Book Chapters: 1993-2021

1.	Laurent, A.M, Rubin, E, & Prizant, B. M. (2021). The SCERTS Model: social communication, emotional regulation, and transactional supports. In Prelock, P. and McCauley, R. Treatment of autism spectrum disorder: Evidence-based intervention strategies for communication and social interactions. Second edition. Baltimore: Paul Brookes Publishing. 2.	Laurent, A.M, Rubin, E, & Prizant, B. M. (2021). Facilitating social communicative and social emotional competence: A third grader with ASD. In Prelock, P. and McCauley, R. Case Studies for the Treatment of autism spectrum disorder. Baltimore: Paul Brookes Publishing. 3.	Prizant, B. M., Rubin, E & Laurent, A.M. (2019). The SCERTS Model. In Shao, Z., Hao, G. Management of autism spectrum disorders. (published in Chinese). Beijing: Beijing Huazhang 4.	Laurent, A. C., Prizant, B. M. & Gorman, K. (2018). Supporting parents to promote emotion regulation abilities in young children with Autism Spectrum Disorders: A SCERTS Model Perspective. In Morgan, L., and Siller, M. (Eds), Handbook of Family-Centered Practice for Young Children with Autism. New York: Springer. 5.	Laurent, A. & Prizant, B.M. (2018). Social communication in autism. In R. Watling & S. Spitzer (Eds.) Autism: A Comprehensive Occupational Therapy Approach, 4th Edition. Bethesda, MD: AOTA Press. 6.	Prizant, B.M., (in press). The SCERTS Model. In K. Quill (Ed.), Social interventions in autism. Autism Asperger’s Publishing Company. 7.	Prizant, B.M., (2014). Trattamenti possibili e scelta dei genitori: per un approccio individualizzato dell’intervento. In Goussot, A. (Ed) Autismo e competenze dei genitori. Italy 8.	Rubin, E., Prizant, B.M., Laurent, A., Wetherby, A.M., (2014). The SCERTS Model. In S. Goldstein, & J. Naglieri, Intervention for Autism Spectrum Disorders. NY, NY: Springer Science. 9.	Prizant, B. M., Wetherby, A.M., Rubin, E., Laurent, A, C., (2010). The SCERTS Model. In K. Siri and T. Lyons (ed)., Cutting-Edge therapies for autism. New York, NY: Skyhorse Publishing. 10.	Rubin, E., Laurent, A., Prizant, B. M. & Wetherby, A. (2008). AAC and the SCERTS Model: Incorporating AAC within a comprehensive, multidisciplinary educational program. In P. Mirenda and T. Iacono (Eds.), AAC and Autism. Baltimore, MD: Brookes Publishing. 11.	Prizant, B.M., Wetherby, A.M., & Roberts, J.E. (2005). Communication problems in infants and toddlers. In C. Zeanah (Ed.). Handbook of infant mental health. New York: Guilford (2nd Edition). 12.	Prizant, B.M., & Wetherby, A. M. (2005) Critical considerations in enhancing communication abilities for persons with autism spectrum disorders. In F. Volkmar, A. Klin & Paul, R. (Eds.), Handbook of autism and pervasive developmental disorders (3rd Edition). 13.	Prizant, B.M., Wetherby, A.M., & Rydell, P. J. (2000). Communication intervention issues for young children with autism spectrum disorders. In A.M. Wetherby & B.M. Prizant (Eds.) Autism spectrum disorders: A developmental, transactional perspective. Baltimore, MD: Paul Brookes Publishing Company. 14.	Gerber, S., & Prizant, B.M. (2000). Speech, language and communication assessment and intervention. In S.I. Greenspan (Ed.), The Interdisciplinary council on developmental and learning disorders' clinical practice guidelines for developmental and learning disorders. MD: Interdisciplinary Council on Developmental and Learning Disorders. 15.	Kleinman, S., and Prizant, B.M. (2000). Ecologically valid assessment for two to five year olds. In L. Watson, E. Crais and T. Layton (Eds.), Handbook of childhood language disabilities. Albany, NY: Delmar Publishers. 16.	Prizant, B.M. (1999). Early intervention: Young children with communication and emotional/behavioral disorders. In D. Rogers-Adkinson and P. Griffith (Eds.), Communication and psychiatric disorders in children. San Diego, CA: Singular. 17.	Wetherby, A. & Prizant, B. (1999). Facilitating language and communication development in autism: Assessment and intervention guidelines. In D. Berkell Zager (Ed.), Autism: Identification, Education, and Treatment. Second edition. Hillsdale, NJ: Lawrence Erlbaum. 18.	Kublin, K., Wetherby, A.M., Crais, E.R., & Prizant, B.M. (1998). Using dynamic assessment within collaborative contexts. In A.Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes. 19.	Alexander, D.G., Wetherby, A.M., & Prizant, B.M. (1998). Repair strategies of young children with and without disabilities: Issues and clinical implications. In A.Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes. 20.	Prizant, B.M., Schuler, A.L., Wetherby, A. M., & Rydell, P.R. (1997). Enhancing language and communication: Language approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second Edition). New York: Wiley. 21.	Wetherby, A. M., Prizant, B.M., & Schuler, A.L. (1997). Enhancing language and communication: Theoretical foundations. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second Edition). New York: Wiley. 22.	Schuler, A.L., Wetherby, A.M. & Prizant, B.M. (1997). Enhancing language and communication: Prelanguage approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second Edition). New York: Wiley 23.	Wetherby, A. M. and Prizant, B. M. (1997). Speech, language and communication disorders in young children. In J. Noshpitz, S. Greenspan, J. Osofsky and S. Weider (Eds.), Handbook of Child and Adolescent Psychiatry. Infancy volume. New York: Wiley 24.	Wetherby, A. M., & Prizant, B.M. (1996) Toward earlier identification of communication and language problems in infants and young children. In New Visions in Developmental Assessment. Arlington, VA: National Center for Clinical Infant Programs 25.	Prizant, B.M. (1995). Communication disorders and emotional and behavioral disorders in children. In A. DeFeo (Ed.) Parent articles (Second Edition). Tucson, AZ: Communication Skill Builders. 26.	Prizant, B.M. (1995). Autism and pervasive developmental disorders. In A. DeFeo (Ed.) Parent articles (Second Edition). Tucson, AZ: Communication Skill Builders. 27.	Rydell, P., and Prizant, B.M. (1995). Assessment and intervention strategies for children who use echolalia. In K. Quill (Ed.), Teaching children autism and PDD. Albany, NY: Delmar Publishers. 28.	Prizant, B.M. & Wetherby, A.M. (1994). Toward an integrated view of early communication, language and socioemotional development. In K. Butler (Ed.), Early intervention: Working with infants and toddlers. Gaithersburg, MD: Aspen Publications. 29.	Prizant, B.M. & Wetherby, A.M. (1994). Providing services to children with autism (0-2 years) and their families. In K. Butler (Ed.), Early intervention: Working with infants and toddlers. Gaithersburg, MD: Aspen Publications. 30.	Theadore, G., Maher, S. & Prizant, B. (1994). Early assessment and intervention with young children who have or are at-risk for developing emotional/behavioral disorders and communication disorders. In K. Butler (Ed.), Early intervention: Working with infants and toddlers. Gaithersburg, MD: Aspen Publications. 31.	Prizant, B. M., Wetherby, A.M. and Rydell, P. (1994). Implications of facilitated communication for education and communication enhancement practices for persons with autism. In H. Shane (Ed.), The clinical and social phenomenon of facilitated communication. San Diego: Singular. 32.	Prizant, B.M., & Rydell, P. (1993). Assessment and intervention strategies for unconventional verbal behavior. In S. Warren & J. Reichle (Eds), Communicative approaches to challenging behavior. Baltimore: Paul Brookes 33.	Prizant, B.M., Wetherby, A.M., & Roberts, J.E. (1993). Communication problems in infants and toddlers. In C. Zeanah (Ed.). Handbook of infant mental health. New York: Guilford. 34.	Prizant, B.M. & Wetherby, A. (1993). Communication in preschool autistic children. In E. Schopler, M. Bourgandien & M. Bristol (Eds.). Preschool issues in autism. New York: Plenum.

22 additional invited book chapters published, 1981-1992

Clinical Instruments

1.  Communication and Symbolic Behavior Scales (Wetherby & Prizant, 1993) Paul Brookes 2.  CSBS-Developmental Profile (Wetherby & Prizant, 2001). Baltimore, MD: Paul Brookes. 3.  CSBS Infant-Toddler Checklist (Wetherby & Prizant, 2002). Baltimore, MD: Paul Brookes. 4.  Early Motor Control Scales (Hayden, Wetherby, Cleary & Prizant, 2008) Paul Brookes. 5.  CSBS-Developmental Profile (Wetherby & Prizant, 1998). Chicago: Applied Symbolix, Inc. 6.  CSBS Research Edition. San Antonio: Special Press Inc. (Wetherby & Prizant, 1990)