Dr. Barry M. Prizant

PH.D, CCC-SLP

Publications

The SCERTS Model

  • Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment; Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing.
  • Prizant, B.M., (in press). The SCERTS Model: An interview. In K. Quill, Social interventions in autism. Autism Asperger’s Publishing Company.
  • 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: 2010-2011. New York, NY: Skyhorse Publishing.
  • Rubin, E., Laurent, A., Prizant, B. M. & Wetherby, A. (2009). AAC and the SCERTS Model: Incorporating AAC within a comprehensive, multidisciplinary educational program. In P. Mirenda and T. Iacono, AAC and Autism. Baltimore, MD: Brookes Publishing.
  • 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).
  • Prizant, B.M. (2004) Autism Spectrum Disorders and the SCERTS Model: A Comprehensive Educational Approach. 3 part videotape series. Port Chester, NY: National Professional Resources.
  • Prizant, B. M., Wetherby, A., Rubin, E., Rydell, P., Laurent, A. and Quinn, J. (January, 2003). THE SCERTS Model. Jenison Autism Journal.
  • 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. (may be downloaded at www.barryprizant.com).
  • 9. Wetherby, A.M., & Prizant, B.M. (Eds.) (2000). Autism spectrum disorders: A developmental, transactional perspective. Baltimore, MD: Paul Brookes Publishing Company.
  • 10. Prizant, B., Wetherby, A., & Rydell, P. (2000). Communication intervention issues for children with autism spectrum disorders. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (volume 9), Baltimore, MD: Brookes.
  • 11. Prizant, B.M., Schuler, A.L. Wetherby, A. M., and Rydell, P. (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.
  • 12. 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 (2nd Ed.).
  • 13. 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 (2nd Ed).

Autism Spectrum Quarterly Column – “Straight Talk About Autism”

  • Prizant, B. M., and Laurent, A.C. (2011) Behavior is not the issue: An emotional regulation perspective on Problem Behavior Part I, Winter.
  • Prizant, B. M., and Laurent, A.C. (2011) Behavior is not the issue: An emotional regulation perspective on Problem Behavior Part II, Winter.
  • Prizant, B. M. (2010) The cup half full: Nurturing interests, strengths, and talents, Fall.
  • Prizant, B. M. (2010) Oh the language we use. Summer.
  • Prizant, B. M., Domingue, B., and Meyer, E. (2010) Reflecting on the Journey: A retreat for parents of children with autism. Spring, 24-28.
  • Prizant, B. M., and Carley, M.J. (2009). The Primacy of trust. Part II. Winter.
  • Prizant, B. M. (2009). The Primacy of trust. Part I. Fall, 32-34.
  • Prizant, B. M. (2009). Creating a culture of family-centered practice for the autism community. Summer, 30-33.
  • Prizant, B. M. (2009). Treatment options and parent choice: Is ABA the only way? Spring, 28-32.
  • Prizant, B. M. (2008). Treatment options and parent choice: An individualized approach to intervention. Winter, 34-37.
  • Prizant, B. M. (2008). Parent-Professional relationships: It’s a matter of trust. Fall, 34-37.
  • Prizant, B. M. (2008). On recovery. Summer, 39-42.
  • Prizant, B. M. (2008). Finding Balance. Spring, 34-38.

Autism Spectrum Disorders – Communication Assessment and Intervention

  • Wetherby, A.M., & Prizant, B.M. (Eds.) (2000). Autism spectrum disorders: A developmental, transactional perspective. Baltimore, MD: Paul Brookes Publishing Company
  • 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.) Children with autism spectrum disorders: A developmental, transactional perspective. Baltimore, MD: Paul Brookes Publishing Company.
  • Filipek, P., Prizant, B.M. et al., (2000). Practice parameter: Screening and diagnosis of autism. Neurology, 55, 468-479.
  • Mindrum, J., Prizant, B.M., & Wetherby, A. (1999). A longitudinal family-centered study of a toddler with PDD. Journal of developmental and learning disorders, 3.
  • 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.
  • 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.
  • 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.
  • 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.
  • Wetherby, A., Prizant, B., & Hutchinson, T. (1998). Communicative, social/affective, and symbolic profiles of young children with autism and pervasive developmental disorders. Amer J of Speech-Language Pathology, 7, 79-91.
  • Prizant, B., Wetherby, A., and Rydell, P. (1994). Implications of facilitated communication for education and communication enhancement in autism. In H. Shane (Ed.) The clinical and social phenomenon of facilitated communication. San Diego: Singular Press.
  • Prizant, B.M. & Wetherby, A.M. (1993). Communication in preschool autistic children. In E. Schopler, M. van Bourgondien & M. Bristol (Eds.). Preschool issues in autism. New York: Plenum.
  • Prizant, B.M. & Wetherby, A.M. (1989). Enhancing communication: From theory to practice. In G. Dawson (Ed.), Autism: New perspectives on diagnosis, nature and treatment. New York: Guilford Press.
  • Prizant, B.M. (1988). Communication in the autistic client. In N. Lass, L. McReynolds, J. Northern and D. Yoder (Eds.), Handbook on speech, language and hearing. Toronto: B. C. Decker, Inc.
  • 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.
  • rizant, B.M. (1988). Assessment of communication problems associated with autism. In R. Kent and D. Yoder (Eds.), Decision making in speech-language pathology. Toronto: B. C. Decker, Inc.
  • Prizant, B.M. (1988). Management of communication problems associated with autism. In R. Kent and D. Yoder (Eds.) Decision making in speech-language pathology. Toronto: B. C. Decker, Inc.
  • 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.
  • Prizant, B.M. & Wetherby, A.M. (1985). Intentional communicative behavior of children with autism: Theoretical and applied issues. Australian Journal of Human Communication Disorders, l3, 21-58.
  • Prizant, B.M. (1982). Speech-Language pathologists and autistic children: What is our role? Part I. Assessment and intervention considerations. Part II. Working with parents and professionals. ASHA Journal, 24, 463-468; 531-37.

Unconventional Verbal Behavior, Echolalia, Gestalt Language

  • Prizant, B.M., & Rydell, P. (1993). Assessment and intervention strategies for unconventional verbal behavior. In J. Reichle & D. Wacker (Eds.), Communicative approaches to challenging behavior. Baltimore: Brookes Publishers.
  • Rydell, P., & Prizant, B.M. (1995). Educational and communicative approaches for children who use echolalia. In K. Quill (Ed.), Teaching children with autism: Methods to increase communication and socialization. Albany, NY: Delmar.
  • Prizant, B.M. (1987). Clinical implications of echolalic behavior in autism. In T. Layton (Ed.), Language and treatment of autistic and developmentally disordered children. Springfield, IL: Charles Thomas
  • Schuler, A.L. & Prizant, B.M. (1985). Echolalia in autism. In E. Schopler and G. Mesibov (Eds.), Communication problems in autism. New York: Plenum Press.
  • 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.
  • 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.
  • Prizant, B.M. (1983). Echolalia of autistic individuals: Assessment and intervention issues. Seminars in Speech and Language, 4, 63-77.
  • Prizant, B.M. (1982). Gestalt processing and gestalt language in autism. Topics in Language Disorders, 3, 16-23.
  • Prizant, B.M. & Duchan, J.F. (1981). The functions of immediate echolalia in autistic children. Journal of Speech and Hearing Disorders, 46, 241-249.