References (working list)
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Wolfberg, P. & Dunn Buron, K.B. (Eds.). (2024) Learners on the autism spectrum: Preparing educators and related practitioners (3rd edition) NY: Routledge Publishers (*Recipient of 2009 Literary Award for 1st edition, Autism Society of America)
Wolfberg, P.J. (forthcoming - 2024) Peer play and the autism spectrum: The art of guiding children’s socialization and imagination. Newly updated Integrated Play Groups Field Manual, Arlington, TX: Future Horizons.
Wolfberg, P.J. (2019) Lernen von Spiel und Beziehungen zu Gleichaltrigen: Integrierte Spielgruppen. In V. Bernard-Optiz (Buchreihen) Autismus konkret: Lern- und Therapiemethoden in der Praxis, Stuttgart, Deutschland: Kohlhammer (Translation:Learning to play and socialize with peers: Integrated Play Groups. In V. Bernard-Optiz (book series) Autism Concrete: Learning and Therapy in Practice), Stuttgart, Germany: Kohlhammer) GERMAN ONLY
Wolfberg, P.J. (2017). Play and imagination in children with autism (2nd Edition) New York: Teachers College Press, Columbia University. CHINESE TRANSLATION
Dunn Buron, K. & Wolfberg, P.J. (Eds.). (2014) Learners on the autism spectrum: Preparing highly qualified educators and related practitioners (2nd edition). Shawnee Mission, KS: Autism Asperger Publishing Company.
Wolfberg, P.J. (2010). Peer play and the autism spectrum: The art of guiding children’s socialization and imagination (Integrated Play Groups Field Manual) Shawnee Mission, KS: Autism Asperger Publishing Company. CHINESE TRANSLATION
Wolfberg, P.J. (2009). Play and imagination in children with autism (2nd Edition) New York: Teachers College Press, Columbia University.
McCracken, H. (2006) That’s what’s different about me: Friend 2 Friend Social Learning model. Shawnee Mission, KS: Autism Asperger Publishing Company.
Wolfberg, P.J. (2003). Peer play and the autism spectrum: The art of guiding children’s socialization and imagination (IPG Field Manual) Shawnee Mission, KS: Autism Asperger Publishing Company.
Wolfberg, P.J. (1999). Play and imagination in children with autism. New York: Teachers College Press, Columbia University.
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Wolfberg, P., & Woods, G.L. (2023). Re-imagining autistic children’s independent and social play with peers, Special issue: Interpersonal World of Autism, Psychoanalytic Inquiry, 43 (3), 215-231, DOI: 10.1080/07351690.2023.2185067
Bottema-Beutel, K., Turiel, E., DeWitt, M. N., & Wolfberg, P. J. (2017). To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students. Autism, 21(1), 51–60. https://doi.org/10.1177/1362361315622412
Pearlstone, D. (2017). The effect of guided participation on the social communication performance of children on the autism spectrum in an inclusive program [Integrated Play Groups] Unpublished Master Thesis, San Francisco State University, CA
Wolfberg, P.J., DeWitt, M., Young, G.S., & Nguyen, T. (2015). Integrated Play Groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders. 45 (3), 830-845.
Remy, L. (2013). A better way to play? A physical activity based adaptation of the Integrated Play Groups model. Unpublished Master Thesis, San Francisco State University, CA.
Wolfberg, P.J. (2013) .Integrated Play Groups Model: How Parents Can Support their Children in Essential Play Experiences with Peers, Autism Bay Area Magazine, Jan-Feb.
Wolfberg, P.J., Bottema, K., & DeWitt, M., (2012). Integrated Play Groups: Including children with autism in social and imaginary play with typical peers, American Journal of Play 5 (1), 55-80.
Wolfberg, P.J. (2011). Sensory playground structures designed for children with autism: Creating equal access to inclusive play for All children. Autism Spectrum Quarterly.
Bottema-Beutel, K. (2011). The Negotiation of Footing and Participation Structure in a Social Group of Teens with and Without Autism Spectrum Disorder. Journal of Interactional Research in Communication Disorders, 2(1), 61–83. https://doi.org/10.1558/jircd.v2i1.61
Wolfberg, P.J. (2010). Play! A portal to new worlds. Inclusive play-The Outside Scoop, 2,5-10
Wolfberg, P.J. (2009). ¡A jugar! Incluyendo a los niños dentro del Espectro Autista en la cultura del juego con sus pares (translation: Play! Including children on the autism spectrum in the culture of childhood), Paso a Paso, 07 Vol. 17. SPANISH TRANSLATION-Wolfberg, 2005)
Bottema-Beutel, K., & Wolfberg, P.J. (2007). Peer play and the exceptional child. Exceptional Family, 3. 15-17.
Duda, S, & Wolfberg, P.J. (2007). A Grandparent’s Journey: Building an Inclusive Community for Children with Autism. Autism Spectrum Quarterly. 4, 16 – 18.
McCracken, H. & Wolfberg, P.J. (2006) Autism awareness programs: Demystify, not identify. Autism-Asperger’s Digest. 5, 42-47 (follow-up to Friend 2 Friend: Fostering Mutual Friendships for Children with ASD in 2005 issue, Vol, 1, 6-9).
S Richard, V, & Goupil, G. (2005). Application des groupes de jeux integres aupres d’eleves ayant un trouble envahissant du development (Implementation of Integrated Play Groups with Autism/PDD Students). Revue quebecoise de psychologie, 26(3), 79-103.
Lantz, J.F., Nelson, J.M. & Loftin, R.L. (2004). Guiding Children with Autism in Play: Applying the Integrated Play Group Model in School Settings. Exceptional Children, 37 (2), 8-14.
Mahnken, H., Baiardo, C., Naess, M., Pechter, R., Richardson, P. (2004).Integrated play groups and sensory integration for a child diagnosed with ASD: A case study. Poster presented at the American Occupational Therapy Association Annual Conference, Minneapolis, MI.
Wolfberg, P.J. (2004). Guiding children on the autism spectrum in peer play: Translating theory and research into effective and meaningful practice. The Journal of Developmental and Learning Disorders. 8, 7-25.
Antipolo, L. & Dichoso, D. (2003). The effects of integrated play groups with sensory integration on the play and social skills of children with sensory integrative dysfunction. Unpublished master’s thesis, San Jose State University, San Jose, California.
Boucher, J. & Wolfberg, P.J. (Eds.) (2003). Editorial. Autism: The International Journal of Research and Practice. 7 (4) 339 – 346.
Boucher, J. & Wolfberg, P.J. (Eds.) (2003). Play [Special Issue] Autism: The International Journal of Research and Practice. 7 (4).
Mikaelian, B. (2003). Increasing language through sibling and peer support play. Unpublished Master Thesis, San Francisco State University, CA.
Schaefer, S.& Atwood, A. (2003). The effects of sensory integration therapy paired with integrated play groups on the social and play behaviors of children with autistic spectrum disorder. Unpublished master’s thesis, San Jose State University, San Jose, California.
Schuler AL. (2003). Beyond Echoplaylia: Promoting Language in Children with Autism. Autism. International Journal of Research and Practice;7(4):455-469. doi:10.1177/1362361303007004010
Wolfberg, P.J. (2003). Integrierte-spielgruppen: Förderung kommunikation und sozialen fähigkeiten bei autistichen Kindern. Forum Logopaedie (Translation: Integrated Play Groups: Promoting communication and social skills in autistic children, Journal for Speech and Language Association of Germany) GERMAN ONLY
Yang, T., Wolfberg, P.J., Wu, S, & Hwu, P. (2003). Supporting children on the autism spectrum in peer play at home and school: Piloting the Integrated Play Groups model in Taiwan. Autism: The International Journal of Research and Practice. 7 (4) 437-453.
Zercher, C., Hunt, P., Schuler, A.L., & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism: The International Journal of Research and Practice, 5, 374-398.
Wolfberg, P.J. (2000). Making make-believe: Enhancing communication and social skills through Integrated Play Groups. Autism - Asperger's Digest, 3, 12-17.
O’Connor, T. (1999). Teacher perspectives of facilitated play in Integrated Play Groups. Unpublished Master Thesis, San Francisco State University, CA.
Wolfberg, P.J. & Schuler, A.L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism, Child Language Teaching and Therapy Journal. 15 (1), 41-52.
Wolfberg, P.J., Zercher, C., Lieber, J., Capell, K., Matias, S. G., Hanson, M., & Odom, S. (1999). "Can I play with you?" Peer culture in inclusive preschool programs. Journal for the Association of Persons with Severe Handicaps. 24, (2), 69-84.
Hanson, M.J., Wolfberg, P.J., Zercher, C., Morgan, M., Gutierrez, S., Beckman, P., & Barnwell, D. (1998). The culture of inclusion: Recognizing diversity on multiple levels. Special issue on the inclusion of young children with disabilities. Early Childhood Research Quarterly, 13 (1), 185 - 209.
Wolfberg, P.J. (1995). Supporting children with autism in play groups with typical peers: A description of a model and related research. International Play Journal, 3, 38-51.
Wolfberg, P.J. (1994). Case illustrations of emerging social relations and symbolic activity in children with autism through supported peer play (Doctoral dissertation, University of California at Berkeley with San Francisco State University). Dissertation Abstracts International, #9505068.
Wolfberg, P.J. & Schuler, A.L. (1993). Integrated Play Groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23, (3), 467-489.
Gonsier-Gerdin, J. (1992). Elementary school children's perspectives on peers with disabilities in the context of Integrated Play Groups: "They're not really disabled, they're like plain kids." (unpublished study) UC Berkeley-San Francisco State University, CA.
Schuler, A.L.& Wolfberg, P.J. (1992). Integrated play groups project: Final evaluation report (Contract # HO86D90016). Washington, DC: Department of Education, OSERS.
Wolfberg, P. J. (1988). Integrated play groups for children with autism and related disorders. Unpublished master's field study, San Francisco State University.
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Wolfberg, P., McCracken, H., & Phillips, T. (2024). Play, friendships and autism: Co-creating a culture of inclusion with peers. In Wolfberg & Dunn Buron (Eds) Learners on the autism spectrum: Preparing educators and related practitioners (3rd edition). NY: Routledge Publishers.
Wolfberg, P., & Dunn Buron (2024). Perspectives on evidence-based practice and autism: Tenets of competent, humanistic and meaningful support. In Wolfberg & Dunn Buron (Eds) Learners on the autism spectrum: Preparing educators and related practitioners (3rd edition). NY: Routledge Publishers.
Balasubramian, L., Blum, A., & Wolfberg, P. (2019). Building on Early Foundations into School: Fostering Socialization in Meaningful Socio-Cultural Contexts, In R. Jordan, L. Robert, J., & K. Hume (Eds) Autism and Education: International Handbook, London, U.K., Sage Publications.
Wolfberg, P.J. (2016a). Integrated Play Groups for children on the autism spectrum. In C.E. Schaefer & H. Kaduson (Eds.) Short-term play therapy for children (Third Edition) Guilford Publishers.
Wolfberg, P.J., (2016b). Integrated Play Groups: Supporting children with autism in essential play experiences with typical peers. In L. Reddy, C. Schaefer, & L. File-Hall (Eds), Empirically-based play interventions for children (Second Edition) American Psychological Association.
Wolfberg, P.J. (2015). Integrated Play Groups for children on the autism spectrum. In C.E. Schaefer & H. Kaduson (Eds.) Short-term play therapy for children (Third Edition) Guilford Publishers.
Wolfberg, P.J. (2015). Play's role and meaning in the lives of children with autism. In D. Fromberg & D. Bergin (Eds) Play from birth to twelve: Contexts, perspectives, and meanings (Third Edition). Routledge.
Wolfberg, P.J. & Buron, K. (2014). Perspectives on evidence based practice and autism spectrum disorder: Tenets of competent, humanistic and meaningful support. In K.D. Buron & P.J. Wolfberg, (Eds.).Learners on the autism spectrum: Preparing highly qualified educators and related practitioners (2nd edition). Shawnee Mission, KS: AAPC.
Wolfberg, P.J., McCracken, H. & Tuchel (2014). Fostering play, imagination and friendships with peers: Creating a culture of social inclusion (p. 174 – 201). In K.D. Buron & P.J. Wolfberg, (Eds.). Learners on the autism spectrum: Preparing highly qualified educators and related practitioners (2nd edition). Shawnee Mission, KS: AAPC.
Wolfberg, P.J. (2012). Integrated Play Groups® (IPG) model (2nd edition). In Lyons & Freilch (Eds.) Cutting-edge therapies for autism. New York, NY: Skyhorse Publishing Company
Wolfberg, P.J. (2011). Die Bedeutung des Spiels fuer Peer-Beziehungen und soziale Inklusion in paedagogischen Einrichtungen fuer Klein- und Vorschulkinder (2nd edition). In B. Ytterhus & M. Kreuzer (Eds.) „Dabei sein ist nicht alles“ – Soziale Inklusion und Marginalisie-rung in integrativen Gruppen des Kindergartens – Eine Anthologie. International Buchprojeket, Universität Trondheim mit Hochschule Niederrhein.(Translation: The meaning of play for peer relations and social inclusion in pedagogical settings for young children (second edition). In B. Ytterhus & M. Kreuzer (Eds.) Being nearby isn’t everything – Social inclusion and marginalization in integrated groups within early childhood settings – An Anthology. International Book Project, University of Trondheim with Niederrhein College) GERMAN ONLY
Wolfberg, P.J. (2011). Integrated Play Groups (IPG) model. In Lyons & Freilch (Eds.) Cutting-edge therapies for autism. New York, NY: Skyhorse Publishing Company
Neufeld, D. & Wolfberg, P.J. (2010). From novice to expert: Guiding children on the autism spectrum in Integrated Play Groups. In Schaefer, C. (Ed.) Play therapy for preschool children. Washington, D.C: American Psychological Association.
Wolfberg, P.J. (2008). Die Bedeutung des Spiels fuer Peer-Beziehungen und soziale Inklusion in paedagogischen Einrichtungen fuer Klein- und Vorschulkinder (1st edition). In B. Ytterhus & M. Kreuzer (Eds.) „Dabei sein ist nicht alles“ – Soziale Inklusion und Marginalisie-rung in integrativen Gruppen des Kindergartens – Eine Anthologie. International Buchprojeket, Universität Trondheim mit Hochschule Niederrhein. (Translation: The meaning of play for peer relations and social inclusion in pedagogical settings for young children (second edition). In B. Ytterhus & M. Kreuzer (Eds.) Being nearby isn’t everything – Social inclusion and marginalization in integrated groups within early childhood settings – An Anthology. International Book Project, University of Trondheim with Niederrhein College) GERMAN ONLY
Wolfberg, P.J. (2008). Including children with autism in the culture of play with peers. In C. Forlin & J M-G Lion (Eds). Reforms, Inclusion and Teacher Education: Towards a New Era of Special Education in Asia-Pacific Regions. Center for Advancement in Special Education, Hong Kong University.
Wolfberg, P.J., McCracken, H., & Tuchel, T. (2008). Fostering peer play and friendships: Creating a culture of inclusion (p. 182-207). In K. Buron & P.J. Wolfberg (Eds.). Learners on the autism spectrum: Preparing highly qualified educators (1st Edition). Shawnee Mission, KS: Autism Asperger Publishing Company.
Wolfberg, P.J. (2007). Essays on play oriented therapies, Integrated Play Groups model, social play, symbolic play, spontaneous play, and imagination. In B. Myles, T. Cooper Swanson, J. Holverstott (Eds.) Autism spectrum disorders: A handbook for parents and professionals. Westport, CT: Greenwood Publishing.
Wolfberg, P.J. & Schuler, A.L. (2006). Promoting social reciprocity and symbolic representation in children with ASD: Designing quality peer play interventions (p. 180 – 219). In T. Charman & W. Stone (Eds.). Early social communication in Autism Spectrum Disorders. NY: Guilford Publications.
Wolfberg, P.J. (2005). Definitions for imagination, Integrated Play Groups (IPG) model, spontaneous play, social play and symbolic play. In J. Neisworth & P.S. Wolfe (Eds). The Autism Encyclopedia. Baltimore, MD: Paul H. Brookes.
Odom, S.L., Zercher, C., Marquart, J., Li, S., Sandall, S., & Wolfberg, P.J. (2001). Social relationships of children with disabilities and their peers in inclusive preschool classrooms. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs. (p. 61-80) New York: Teachers College Press, Columbia University.
Schuler, A.L. & Wolfberg, P.J. (2000). Promoting peer socialization and play: The art of scaffolding. In B. Prizant & A. Wetherby (Eds.) Language issues in autism and pervasive developmental disorder: A transactional developmental perspective. (p. 225-227) Baltimore, MD: Paul H. Brookes.
Wolfberg, P.J. (1995). Enhancing children's play. In K.A. Quill (Ed.) Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.
