Faculty Profiles

Lang, R., Neely, L., & Raulston, T. J. (2025). Centering Families in Neurodevelopmental Disorder Research. Advances in Neurodevelopmental Disorders, 9, 181–184.

Raulston, T. J., Ousley, C., Hinton, E., & Ramirez, A. (2024). Beyond trial counts: Considerations for measuring play and engagement during early intervention for autistic children. Behavior Analysis in Practice.

Bhana, N., Raulston, T. J., Ousley, C., & Bagawan, A. (2024). Photographs and parent training to support conversations about past events between caregivers and children with autism. Advances in Neurodevelopmental Disorders, 8, 311–323. https://doi.org/https://doi.org/10.1007/s41252-023-00333-6

Bhana-Lopez, N., Raulston, T. J., & Gilhuber, C. (2024). Collateral effects of the Tell  Me MORE! intervention on the joint reminiscing of parents of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, Advance online publication. https://doi.org/10.1007/s10803-023-06103-6. https://doi.org/https://doi.org/10.1007/s10803-023-06103-6

Raulston, T. J., Ousley, C., & Gilhuber, C. (2023). A scoping review of playdate literature with children on the autism spectrum. Early Childhood Education Journal, Advance online publication. https://doi.org/10.1007/s10643-023-01616-2.

Ousley, C., & Raulston, T. J. (2023). A guide to incorporate augmentative and alternative communication into functional communication training. Intervention in School and Clinic, 58, 249–256. https://doi.org/https://doi.org/10.1177/10534512221093785

Gilhuber, C., Raulston, T. J., & Galley, K. (2023). Language and communication skills in  multilingual children on the autism spectrum: A systematic review. Autism, 27, 1516–1531. https://doi.org/https://doi.org/10.1177/13623613221147780

Bhana-Lopez, N., Raulston, T. J., & Rangel-Rodríguez, G. (2023). Conversations with Panamanian parents regarding their children with disabilities. Journal of International Special Needs Education, Advance online publication. https://doi.org/10.9782/JISNE-D-22-00001. https://doi.org/https://doi.org/10.9782/JISNE-D-22-00001

Ousley, C., Raulston, T. J., & Gilhuber, C. (2023). Telecoaching for parents of young autistic children using strength-based video feedback. Journal of Autism and Developmental Disorders, Advance online publication. https://doi.org/10.1007/s10803-023-06199-w.

Hansen, S. G., Mowbray, M., Raulston, T. J., Carnett, A., & Tullis, C. (2023). Effects of a peer mediated joint attention intervention in an inclusive preschool setting. Focus on Autism and Other Developmental Disabilities, 42, 246–258. https://doi.org/https://doi.org/10.1177/10883576221108111

Ousley, C., Raulston, T. J., & Gilhuber, C. (2022). Incorporating video feedback within a parent- implemented naturalistic developmental behavioral intervention package via telepractice. Topics in Early Childhood Special Education, 42, 246–258.

Laubscher, E., & Raulston, T. J. (2022). Supporting peer interactions in the inclusive preschool classroom using visual scene displays. Journal of Special Education Technology, 37, 318–326.

Raulston, T. J., Kosty, D., & McIntyre, L. L. (2021). Mindful parenting, caregiver distress, and conduct problems in children with autism. American Journal of Autism and Developmental Disabilities, 51, 357–363.

Raulston, T. J., & Hansen, S. (2021). Supporting generalization of social skills during inclusive play settings for children with autism and their peers, 54, 434–439.

Deshpande, D., Riccomini, P., Raulston, T. J., & Hughes, E. (2021). Problem solving with the pythagorean theorem: A think aloud analysis of secondary students with learning disabilities. Learning Disabilities: A Contemporary Journal, 19, 23–47.

Babb, S., Raulston, T. J., McNaughton, D., Lee, J., & Weintraub, R. (2021). The effects of social skill interventions for adolescents with autism: A meta-analysis. Remedial and Special Education, 42, 343–357.

Raulston, T. J., Hansen, S., Frantz, R., Machalicek, W., & Bhana, N. (2020). A parent-implemented playdate intervention for children with autism and their peers. Journal of Early Intervention, 42, 303–320.

Raulston, T. J., Bhana, N., McIntyre, L. L., & Ousley, C. (2020). Brief Report: Collateral joint engagement during a playdate intervention for children with and at risk for autism. Journal of Autism and Developmental Disorders, 51, 357–363.

Raulston, T. J., Ousley, C., McNaughton, D., Gregori, E., Bhana, N., & Mantzoros, T. (2020). A comparison of single-case quality evaluation tools applied to functional communication training with augmentative and alternative communication supports for students with developmental disabilities. Research in Developmental Disabilities.

Ousley, C., & Raulston, T. J. (2020). Preliminary evidence suggests that functional reinforcement contingencies may result in more rapid acquisition of initial auditory-visual discriminations for some individuals with autism spectrum disorder, 14, 152–159.

Hieneman, M., Raulston, T. J., Pennefather, J., & Caraway, N. (2020). A comparative analysis of two online behavioral training programs for parents of children with autism spectrum disorder. International Journal of Positive Behavioural Support, 10.

Naima, B., McNaughton, D., Raulston, T. J., & Ousley, C. (2020). Supporting communication and participation in shared storybook reading using visual scene displays. TEACHING Exceptional Children, 52, 382–391.

Carnett, A., Raulston, T. J., & Charpentier, J. (2019). Application of Skinner’s analysis of verbal behavior for teaching communication skills to persons with developmental disabilities, 6, 131–137.

Frantz, R., Hansen, S., Machalicek, W., Squires, J., & Raulston, T. J. (2019). Play to teach: Coaching paraprofessionals to facilitate communication in the preschool classroom. American Journal on Intellectual and Developmental Disabilities, 124, 497–510.

Raulston, T. J., Zemantic, P., Machalicek, W., Hieneman, M., Kurtz-Nelson, E., Barton, H., … Frantz, R. (2019). Effects of a brief mindfulness-infused behavioral parent training program for mothers of children with autism spectrum disorder. Journal of Contextual Behavioral Science, 13, 42–51.

Raulston, T. J., Hansen, S., Machalicek, W., & McIntyre, L. L. (2019). Interventions  for repetitive behavior in young children with autism: A survey of behavioral practices. Journal of Autism and Developmental Disorders, 49, 3047–3059.

Hansen, S., Raulston, T. J., Frantz, R., Machalicek, W., Squires, J., Erturk, B., & Drew, C. (2019). Peer-mediated joint attention intervention in the preschool classroom. Journal of Special Education, 53, 96–107.

Raulston, T. J., Hieneman, M., Caraway, N., & Pennefather, J. (2018). Enablers of behavioral parent training for parents of children with autism spectrum disorder. Journal of Child and Family Studies, 28, 693–703.

Pennefather, J., Hieneman, M., Raulston, T. J., & Caraway, N. (2018). Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism, 54, 21–26.

Hansen, S., Raulston, T. J., Machalicek, W., & Frantz, R. (2018). Caregiver mediated joint attention intervention. Behavioral Interventions, 33, 205–211.

Raulston, T. J., & Machalicek, W. (2018). Early intervention for repetitive behavior in autism spectrum disorder: A conceptual model. Journal of Developmental and Physical Disabilities, 30, 89–109.

Ramdoss, S., Raulston, T. J., & Haira, A. (2017). A comparison of digitized and  synthetic speech outputs to teach requesting to children with autism spectrum disorder. Journal of Communication Disorders and Assistive Technology, 1, 1–12.

Raulston, T. J., & Hansen, S. (2017). Mindful parenting in everyday routines: How practitioners can help parents reduce stress and be more present. Division for Early Childhood Recommended Practices Monograph Series No. 3 Family – Knowing Families, Tailoring Practices, Building Capacity.

Hansen, S., Machalicek, W., Frantz, R., & Raulston, T. J. (2017). A systematic review of advanced social skills interventions for young children with autism. Review Journal of Autism and Developmental Disorders, 4, 225–242.

Knowles, C., Massar, M., Raulston, T. J., & Machalicek, W. (2017). Telehealth consultation in a self-contained classroom for behavior: A pilot study. Preventing School Failure, 61, 28–38.

Raulston, T. J., Hieneman, M., & Strobel, L. (2017). Positive  behavior support in family routines: Proven strategies. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=461820#"{\"issue_id\":461820,\"page\":0"

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, December). Monitoring progress. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=453159#{"issue_id":453159,"page":24}

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, October). Using your plan: Adapting strategies and ensuring contextual fit. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=439866#{"issue_id":439866,"page":22}

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, August). Using your plan: Teaching skills. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=422979&ver=html5&p=6#"{page:20,issue_id:422979}"

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, June). Designing strategies. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=408853#{"issue_id":408853,"page":24}

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, March). Analyzing patterns. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=391986#{"issue_id":391986,  "page":32}.

Hieneman, M., Raulston, T. J., & Strobel, L. (2017, February). Identifying goals: The first step to improving your child’s behavior. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=377808#%7B%22issue_id%22:377808,%22page%22:26%7D

Machalicek, W., LeQuia, J., Pinkelman, S., Knowles, C., Raulston, T. J., Davis, T., & Alresheed, F. (2016). Behavioral telehealth consultation with families of children with autism spectrum disorder. Behavioral Interventions, 31, 223–250.

Ruppert, T., Machalicek, W., Hansen, S., Raulston, T. J., & Frantz, R. (2016). Parent implemented early intervention. In Early Intervention for Young Children with Autism. New York: Springer.

Machalicek, W., Raulston, T. J., Knowles, C., Ruppert, T., Carnett, A., & Alresheed, F. (2016). Comorbid Conditions Among Children with Autism Spectrum Disorders. New York: Springer.

Boutot, A., Raulston, T. J., & Dukes, C. (2016). Evidence-based practices for educating students with autism spectrum disorders. In Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies. Boston: Pearson.

Raulston, T. J., & Hieneman, M. (2016, December). Being more present in your parenting. Parenting Special Needs Magazine. Retrieved from http://magazine.parentingspecialneeds.org/publication/?i=357052#{"issue_id":357052,"page":22}

Machalicek, W., Lang, R., & Raulston, T. J. (2015). Training parents of children with intellectual disabilities: Trends, issues, and future directions. Current Developmental Disorders Reports, 2, 110–118.

Machalicek, W., Raulston, T. J., Drew, C., & Ruppert, T. (2015). Telehealth behavioral consultation with families of children with autism. The International Society for the Study of Behavioural Development (ISSBD). Bulletin Special Section on Autism Spectrum Disorder.

Carnett, A., Raulston, T. J., Lang, R., Toskanoski, A., Lee, A., Sigafoos, J., & Machalicek, W. (2014). Effects of a perseverative interest based token economy on challenging behavior and on-task behavior of a 7-year-old boy with autism. Journal of Behavioral Education, 23, 368–377.

Hansen, S., Blakely, A., Dolata, J., Raulston, T. J., & Machalicek, W. (2014). Children with autism in the inclusive preschool classroom: A systematic review of single-subject design interventions on social communication skills. Review Journal of Autism and Developmental Disorders, 1, 192–206.

Tostanoski, A., Lang, R., Raulston, T. J., Carnett, A., & Davis, T. (2014). Voices from the past: Rapid prompting method may contain facilitated communication. Developmental Neurorehabilitation, 17, 219–223.

Lang, R., Ramdoss, S., Raulston, T. J., Carnett, A., Sigafoos, J., Didden, R., & Moore, D. (2014). Assistive technology for people with autism spectrum disorders. In Assistive Technology for People with Diverse Abilities. New York: Springer.

Pullen, N., Raulston, T. J., Lang, R., & Wendt, O. (2013). A modified  preschool life skills program focused on teaching functional communication and self-control resulted in acquisition of requesting skills and the prevention of problem behavior in small groups of preschool children. Evidence Based Communication Assessment and Intervention, 7, 112–116.

Raulston, T. J., Carnett, A., Lang, R., Tostanoski, A., Lee, A., Machalicek, W., … O’Reilly, M. (2013). Teaching individuals with autism spectrum disorder to ask questions: A systematic review. Research in Autism Spectrum Disorders, 7, 866–878.