Laura J.Hall
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Publications (select publications by category)
Autism
Hall, L. J. & Russell, A. M. (2001). Increasing facial recognition of emotion
by young children with autism Manuscript submitted for publication.
Lamers, K., & Hall, L. J. (2001). The response of children with autism to
preferred prosody during instruction. Manuscript submitted for publication.
Hall, L. J. (2001). Teaching and using nonverbal skills with children with autism. In Gilpin, J. (Ed.), Millennium of Hope: Conference Proceedings of the Autism Society of America, (pp. 45-71). Arlington, TX: Future Horizons.
Hall, L. J. (1997). Effective behavioural strategies for the defining characteristics of autism. Behaviour Change, 14, 139-154.
Hall, L. J., & Smith, K. L. (1996). The generalisation of social skills by preferred peers with autism. Journal of Intellectual and Developmental Disability, 21, 313-330.
Krantz, P.J., Zalenski, S., Hall, L.J., Fenske, E.D., & McClannahanL.E. (1981).
Teaching complex language to autistic children. Analysis and Intervention
in Development Disabilities, 1, 259-297.
Communication and Social Interaction
Hall, L. J. & McGregor, J. A. (2000). A follow-up study of the peer relationships
of children with disabilities in an inclusive school. The Journal of Special
Education, 34, 114-126.
Harwood, N., Hall, L. J. & Shinkfield, A. J. (1999). Recognition of facial emotional expressions from moving and static displays by individuals with mental retardation, American Journal on Mental Retardation, 104(3), 270-278.
Jenkinson, J. & Hall, L. J. (1999). Playground politics: Social interactions of children with disabilities in regular and special school playgrounds: Research Information for Teachers, 1, article 5.
Jenkinson, J. & Hall, L. J. (1999). Playground politics: Social interactions of children with disabilities in regular and special school playgrounds: Research
Information for Teachers,(Special Education Special Issue),
Hall, L. J., & Macvean, M. L. (1997). Increasing the communicative behaviour
of students with cerebral palsy through feedback to, and the selection of
goals by integration assistants. Behaviour Change, 14, 174-183.
Hall, L. J., & Smith, K. L. (1996). The generalisation of social skills by preferred
peers with autism. Journal of Intellectual and Developmental Disability, 21,
313-330.
Hall, L. J. (1994). A descriptive assessment of social relationships in integrated classrooms. The Journal of the Association for Persons with Severe Handicaps, 19, 302-313.
Paraprofessionals or Classroom Aides
Hall, L. J., & Macvean, M. L. (1997). Increasing the communicative behaviour
of students with cerebral palsy through feedback to, and the selection of
goals by integration assistants. Behaviour Change, 14, 174-183.
Macvean, M. L., & Hall, L.J. (1997).The integration assistant: Benefits, challenges
and recommendations. Australian Disability Review, 2/97, 3-9.
Hall, L. J., McClannahan, L. E., & Krantz, P. J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217.