- Iovannone, R., Dunlap, G., Kincaid, D., & Strain, P.S. (2009). Prevent – Teach – Reinforce: A school-based manual for prevention of problem behavior. Paul Brookes, Baltimore.
- Dunlap, G., Wilson, K., Strain,P., & Lee, J.K. (2013). Prevent, Teach, Reinforce for young children: The early childhood model of individualized positive behavior support. Paul Brooks: Baltimore
- Dunlap, G., Strain, P.S., Fox, L., Vatland, C., Joseph, J., & Lee, J. (2017). Prevent, Teach, Reinforce for Families. Paul Brookes: Baltimore
- Smith, B.J. & Barton, E.E. (2015). The Preschool Inclusion Toolbox: How to build and lead a high-quality program. Baltimore, MD: Paul H. Brookes. Publishing.
- Dunlap, G., Strain, P.S., & Fox, L. (2012) Positive behavior support and young people with autism. In B. Kelly & D.F. Perkins (Eds.), The handbook of implementation science for psychology in education. Pp. 247-263. New York: Cambridge Press.
- Strain, P.S., Barton, E.E., & Bovey, E.H. (2013). Evidence-based practices for infants and toddlers with autism spectrum disorders. In H.G. Walker & F.M. Gresham (Eds.) Handbook of Evidence-based Practices for Emotional and Behavioral Disorder. Pp. 475-502. New York: Guilford Press.
- Strain, P.S., & Bovey, E.H. (2014). Promoting peer relations for young children with autism spectrum disorder: The LEAP preschool experience. In S. Madrid, D.E. Fernie, & R. Kantor (Eds.) Reframing the Emotional Worlds of the Early Childhood Classroom (pp.177-190). New York: Routledge.
- Strain, P.S., & Bovey, E. (2015). The power of preschool peers to influence social outcomes for children with special needs. In K.R. Harris & L. Meltzer (Eds.), The power of peers:enhancing learning, development, and social skills. New York: Guilford Press.
- Joseph, J., Strain, P.S., Olszewski, A., & Goldstein, H. (2016). A “consumer reports” lit review of the empirical literature specific to preschool children’s peer-related social skills. In E. Barton & S.L. Odom (Eds.), Handbook of Early Childhood Special Education. Springer: New York.
- Hemmeter, M.L., Fox, L., Strain, P., Hardy, J. K., & Joseph, J. D. (in press). How do we design and implement tier 2 instructional supports to promote social emotional outcomes and prevent challenging behaviors? In J. Carta and R.M. Young (Eds), Guide for response to intervention in early education. Baltimore: Paul H. Brookes.
- Strain, P.S., & Bovey, E.H. (2011). Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders. Topics in early Childhood Special Education, 31(3), 133-154.
- Strain, P. S. (2017). Four-year follow-up of children in the LEAP Randomized Trial: Some planned and accidental findings. Topics in Early Childhood Special Education, 37, 121-126. doi: 10.1177/0271121417711531
- Smith, B.J., Fox, L., Strain, P., Binder, D.P., Bovey, T., Jones, A., McCullough, K., Veguilla, M., Dunlap, G., Blase, K., Trivette, C.M., Shapland, D., & Danaher, J. (2018). Statewide Implementation Guide.
- Early Intervention Colorado Autism Guidelines for Infants and Toddlers
- LEAP Preschool Model: The Quality Inclusion Curriculum for Teachers (Teacher’s Toolbox)
- LEAP Preschool Model: The Quality Inclusion Curriculum Parent Training
Affiliated & Related Websites
- ECTA Center – Early Childhood Technical Assistance Center
- NCPMI- National Center for Pyramid Model Innovations
- Pyramid Model Consortium
- Division for Early Childhood (DEC)
- NTI Addressing Challenging Behavior Conference