Modified COSMIC 32
Pasco, G., Gordon, R. K., Howlin, P., & Charman, T. (2008). The Classroom Observation
Schedule to Measure Intentional Communication (COSMIC): An observational measure
of the intentional communication of children with autism in an unstructured classroom
setting. Journal of Autism and Developmental Disorders, 38, 1807-1818.
Roberts, J. E., Burchinal, M. R., & Bailey, D. B. (1994). Communication among
preschoolers with and without disabilities in same-age and mixed-age classes.
American Journal on Mental Retardation, 99, 231-249.
Rogers, S. & Vismara, L. (2008). Evidence-Based Comprehensive Treatments for Early Autism.
Journal of Clinical Child & Adolescent Psychology, 37, 8 - 38.
Roos, E. M., McDuffie, A. S., Weismer, S. E., & Gernsbacher, M. A. (2008). A comparison of
contexts for assessing joint attention in toddlers on the autism spectrum. Autism, 12, 275-
291.
Sigman, M., Mundy, P., Sherman, T., & Ungerer, J.A. (1986). Social interactions of autistic,
mentally retarded, and normal children with their caregivers. Journal of Child
Psychology and Psychiatry, 27, 647- 656.
Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland Adaptive Behavior Scales:
Survey Form (2nd ed). Circle Pines, MN: AGS Publishing.
Sparrow, S. S., Cicchetti, D. V. & Balla, D. A. (2006). Vineland Adaptive Behavior Scales:
Teacher Rating Form (2nd ed). Minneapolis, MN: Pearson.
Spears, R., Tollefson, N., & Simpson, R., (2001). Usefulness of different types of assessment
data in diagnosing and planning for a student with high-functioning autism. Behavioural
Disorders, 26, 227-242.