Kasari Lab Research — Kasari Lab at UCLA

The Kasari Lab conducts a wide range of research studies for children with ASD, targeting social skills, communication, joint attention gestures, and a number of other core characteristics common to autism.

Current Projects

More information about our ongoing research projects and their procedures.

Interested in enrolling your child in one of our studies? Check out our recruitment flyers below.

The goal of this intervention is to connect families to local resources for children diagnosed with an autism spectrum disorder.
For more information visit: https://www.airbnetwork.org/air-b-iv
The goal of this intervention is to rebuild recess at schools into a more inclusive and educational environment. This intervention is a playground-based intervention.
For more information visit: https://www.airbnetwork.org/air-b-iv
The goal of this intervention is to help students with ASD set their own goals and help attain them. SDLMI I targets school-based providers across grade levels (i.e., 6th - 12th grade) and disciplines (e.g., special education, general education).
For more information visit: https://www.airbnetwork.org/air-b-iv
This research study aims to test the effect of augmenting an evidence-based joint attention intervention (JASPER) with a motor-sound system intervention (PROMPT) compared to JASPER only on speech and language outcomes
If your child qualifies after the screening assessments, he or she will be randomly assigned to receive the intervention (2 60-minute sessions per week at UCLA or at SSLP, Inc. in Santa Monica). The random assignment will be to either: a naturalistic spoken language intervention (JASPER) or JASPER plus PROMPT. Intervention sessions will continue for 12 weeks.
Your child may qualify if the child:
- Has an ASD diagnosis
- Is 3 years to 5 years of age
- Has had 3 months of early intervention
- Has walked prior to 24 months
- Has shown limited progress in spontaneous expressive language
If you are interested in learning more about this study, please contact us at 310-206-1268.
EMERGE: Early Markers of Expressive and Receptive (language) Growth in Ethnically diverse autistic toddlers
The proposed study aims to follow low-income children with autism who have no words at 18 months to 30 months to determine language growth. Results of this study will inform which children, and based on changes in which measures (brain, language, or their combination) are associated with trajectories of language development in a population and developmental period we currently have little information.
This study will be the first to collect simultaneous social communication, language, sensory, motor development, and neural activity (via remote EEG) measures in the homes of families who have typically not been engaged in research studies, which we will do at three distinct times over the 18-30-month window of development.
Your child may qualify if:
-your child is currently 18-21 months of age
-have a developmental delay or screen positive for autism
-have no functional words
-family is low income
This research study is designed to maximize language outcomes in kids who are minimally verbal.
If your child qualifies after the screening assessments, he or she will be randomly assigned to receive a two-stage intervention where at stage one, children will receive JASPER or DTT intervention for 10 weeks (2 60-minute sessions per week). At stage two, children will either continue to receive the same intervention or another version of the intervention depending on their progress in stage one for 10 weeks.
Your child may qualify if your child:
- Is 3 to 5 years old
- Has a primary diagnosis of ASD
- Has shown limited progress in spontaneous expressive language
- Has had at least 3 months of early intervention
If you are interested in learning more about this study, please contact us at 310-206-1268.
Participants are children 6 to 8 months of age who are younger siblings of children with ASD. Participants will receive the following two interventions.
COACH consists of a blended intervention from two evidence tested interventions, JASPER and Babble Plus. Babble Plus is a newer intervention focusing on the speech-motor system.
MONITOR consists of the Ages & Stages Questionnaire (ASQ-3) plus activating cards. It is a validated monitoring intervention with a light touch.
While assigned to the COACH intervention parents have virtual meetings with someone from the research team for an hour each week.

RECRUITMENT FLYERS

PETAL Flyer in English for UCLA recruitment

PETAL Flyer in Spanish for UCLA recruitment

Past Projects

A list of our closed studies and information about their procedures and results.

PI: Connie Kasari
Funding: NIH
Date: 2012-2017
This study evaluated the benefits of aripiprazole (ARI) on short-term communication and language outcomes in clinical and home settings.
PI: Connie Kasari
Funding: NIH, NIDCD
Date: 2012-2017
This study sought support to construct an adaptive intervention that utilizes two efficacious interventions (JASP-EMT and CORE-DTT) for optimizing the number of unique socially communicative and spontaneously spoken words in minimally verbal children with ASD.
PI: Connie Kasari
Funding: HRSA
Date: 2011-2014
This study aimed to identify successful and cost-effective intervention strategies that improve academic and psychological outcomes for children with ASD and can be implemented at fidelity by school staff in underserved elementary schools.
PI: Connie Kasari
Funding: HRSA
Date: 2008-2014
This study tested an intervention program targeting social communication for caregivers and their young children with ASD, specifically those in underserved populations (low socioeconomic status or racial, or ethnic minority).
PI: Connie Kasari
Funding: HRSA
Date: 2008-2014
This study compared the effect of two school-based interventions designed to improve social outcomes for young children with autism
PI: Connie Kasari
Funding: NIH
Date: 2012-2017
This study evaluated a play-based intervention, JASPER, in a classroom and home setting.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2008-2012
This study contrasted two different treatment conditions by testing whether spoken communication resulted in better outcomes in language than an alternative communication device (AAC system).
Item description
The research study aimed to determine the most optimal sequence of interventions for improving the social-communicative, language, and cognitive outcomes of toddlers with autism spectrum disorder (ASD).
This study was designed to assess when to examine the initial response to treatment. The study was a two-stage intervention where at stage one, children received JASPER intervention for 6 or 12 weeks. At stage two, children would either continue to receive JASPER or add an additional JASPER Plus depending on their progress in stage one.
Children qualified if they:
- Were 2 to 3 years of age
- Have a diagnosis of ASD
This study has completed recruitment.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2014-2017
This study collaborated with childcare centers to increase access to developmental screening and targeted early intervention services in an urban, low-income community.
PI: Connie Kasari and Ann Kaiser
Funding: The John Merck Fund
Date: 2014-2017
This study combined two evidence-based treatments that teach expressive communication (Enhanced Milieu Teaching; EMT) and joint attention/symbolic play (Joint Attention Symbolic Play Engagement and Regulation; JASPER) using a dual mode (words +AAC) to improve communication outcomes for children with Down Syndrome.
PI: Connie Kasari
Funding: NIH
Date: 2009-2014
This study compared the efficacy of two interventions, DTT (Discrete Trial Training) and IDA (Interpersonal Developmental Approach), for improving language.
PI: Connie Kasari
Funding: John & Marcia Goldman Foundation
Date: 2017-2019
This study collaborated with special education preschool teachers to embed JointAttention, Symbolic Play, Engagement, and Regulation strategies during small group time for moderate to severe disability students with autism spectrum disorder, 3–5 years of age.
PI: Connie Kasari
Funding: NICHD
Date: 1997-2002
This study examined the efficacy of targeted interventions of joint attention and symbolic lay on young children with autism.
PI: Connie Kasari
Funding: Organization for Autism Research (OAR)
Date: 2008-2010
This study tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement, and Regulation) on three to 5-year-old, minimally-verbal children with autism who were attending a non-public preschool.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2011-2012
This study extended teacher-implemented studies by including a larger and more diverse sample of preschool students and teaching professionals.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2012-2013
This study used an adaptation of an existing JASPER model called jasper, which focused to advance children’s individual social communication and play skills as well as supporting peer engagement.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2011-2014
This study targeted the development of play and language skills in children with autism in a school setting.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2007-2010
The experimental intervention followed an illustrated workbook for parents and used individualized video feedback, modeling, and coaching strategies to help parents establish play interactions that promote communication.
PI: Nancy Brady and Connie Kasari
Funding: NIH
Date: 2013-2018
This study will use a multimodal intervention for school-age children with minimal expressive verbal language.
This research study was an evidence-based caregiver training program to improve access in order to better serve the TSC community.

The study aimed to determine if remote caregiver training can improve social engagement and communication between caregivers and their children with TSC.
After assessments and the JASPER introduction meeting, participants were randomized to receive self-guided JASPER intervention materials with remote JASPER coaching intervention or self-guided materials only. Both conditions, JASPER materials plus coaching or JASPER materials only, lasted for 12 weeks.
Children qualified if they:
- Had a confirmed clinical diagnosis of TSC
- Was 12 months to 3 years of age
- Had English as the primary language at home
This study has completed recruitment.
PI: Connie Kasari
Funding: Autism Speaks
Date: 2008-2012
This study tested a theoretically and empirically derived treatment approach aimed at facilitating change in joint attention interactions between caregivers and their toddlers with autism.
SPROUT
This research study was a therapist or parent-mediated intervention to maximize language outcomes.
A child that qualified after the screening assessments, would be randomly assigned to receive JASPER intervention facilitated by a clinician or the child’s caregiver for 10 weeks (2 60-minute sessions per week).
Children could qualify if they:
- Were 18 months to 5 years of age
- Had little to no spoken language
- Had a confirmed or suspected diagnosis of ASD

Publications

A selection of publications produced by members of the Kasari Lab.

Peer Reviewed Articles

Kasari, C., Gulsrud, A. C., Shire, S. Y., & Strawbridge, C. (2022). The jasper model for children with autism: Promoting joint attention, symbolic play, engagement, and regulation. The Guilford Press.
Paul Luelmo, Yvonne Sandoval & Connie Kasari (2022) Undocumented Mexican mothers of children with autism: navigating the health care and educational service systems, International Journal of Developmental Disabilities, 68:4, 567-577, DOI: 10.1080/20473869.2020.1850159
Baczewski, L. M., Pizzano, M., Kasari, C., & Sturm, A. (2022). Adjustment across the first college year: A matched comparison of autistic, attention-deficit/hyperactivity disorder, and neurotypical students. Autism in Adulthood, 4(1), 12-21. DOI: 10.1089/aut.2021.0012
Sterrett, K., Magaña, M. T., Gulsrud, A., Paparella, T., & Kasari, C. (2022). Predictors of attrition in a randomized trial of a social communication intervention for infant-toddlers at risk for autism. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-022-05616-w
Panganiban, J. L., Shire, S. Y., Williams, J., & Kasari, C. (2022). Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial. Autism, 26(8), 2175-2187. DOI: 10.1177/13623613221085339
Sterrett, K., Holbrook, A., Landa, R., Kaiser, A., & Kasari, C. (2022). The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal. Augmentative and Alternative Communication, 1-10. DOI: 0.1080/07434618.2022.2120070
Kim, S.A., Baczewski, L., Pizzano, M. et al. Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors. J Autism Dev Disord (2022). https://doi.org/10.1007/s10803-022-05729-2
Locke, J., Hassrick, E.M., Stahmer, A.C. et al. Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol. BMC Psychiatry 22, 478 (2022). https://doi.org/10.1186/s12888-022-04105-9
Panganiban, J., & Kasari, C. (2022). Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder. Autism Research, 15(8), 1565-1575. DOI: 10.1002/aur.2727
Chang, YC., Shire, S., Shih, W. et al. Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention. J Autism Dev Disord (2022). https://doi.org/10.1007/s10803-022-05765-y
Dimachkie Nunnally, A., Sterrett, K., Gulsrud, A., & Kasari, C. (2021). What are the odds? predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder. Autism, 25(8), 2254-2264. DOI: 10.1177/13623613211015001
Schlink, A., Williams, J., Pizzano, M., Gulsrud, A., & Kasari, C. (2021). Parenting stress in caregiver‐mediated interventions for toddlers with autism: An application of quantile regression mixed models. Autism Research, 15(2), 353-365. DOI: 10.1002/aur.2637
Nuske, H. J., Shih, W. I., Sparapani, N., Baczewski, L., Dimachkie Nunnally, A., Hochheimer, S., . . . Kasari, C. (2021). Self-regulation predicts companionship in children with autism [Abstract]. International Journal of Developmental Disabilities, 1-11. DOI: 10.1080/20473869.2021.1917109
Jolan M. Smith, Sheryl H. Kataoka, Francisco R. Segovia, Anthony Osuna, Ivette Arriaga, Consuelo D. Garcia, Hyon Soo Lee, Jenny C. Chiappe, Joseph L. Juarez, Connie Kasari, Elizabeth M. Hassrick, Felica Jones, David S. Mandell, Aubyn C. Stahmer, Peter Mundy, Tristram Smith, Deborah E. Linares; Communities Speak Up: Supporting the K-12 School Transitions of Students with Autism. Multiple Voices for Ethnically Diverse Exceptional Learners 1 March 2021; 21 (1): 55–77.
Harrop, C., Sterrett, K., Shih, W., Landa, R., Kaiser, A., & Kasari, C. (2021). Short‐term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder. Autism Research, 14(8), 1789-1799. DOI: 10.1002/aur.2528
Toolan, C., Holbrook, A., Schlink, A., Shire, S., Brady, N., & Kasari, C. (2021). Using the clinical global impression scale to assess social communication change in minimally verbal children with autism spectrum disorder. Autism Research, 15(2), 284-295. DOI: 10.1002/aur.2638
Kasari, C., Shire, S., Shih, W., & Almirall, D. (2021). Getting smart about social skills interventions for students with ASD in inclusive classrooms. Exceptional Children, 88(1), 26-44. DOI: 10.1177/00144029211007148
Shire, S. Y., Shih, W., Barriault, T., & Kasari, C. (2021). Exploring coaching and follow-up supports in community-implemented caregiver-mediated Jasper Intervention. Autism, 26(3), 654-665. DOI: 10.1177/13623613211066132
Luelmo, P., & Kasari, C. (2021). Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder. Autism, 25(6), 1809–1815. https://doi.org/10.1177/1362361321998561
Sturm, A., Williams, J., & Kasari, C. (2021). Who gains and who loses? sociodemographic disparities in access to special education services among autistic students. Autism Research, 14(8), 1621-1632.
McGhee Hassrick, E., Shih, W., Nuske, H. J., Vejnoska, S. F., Hochheimer, S., Linares, D. E., . . . Kasari, C. (2021). Disrupted care continuity: Testing associations between social networks and transition success for children with autism. Social Sciences, 10(7), 247. DOI: 10.3390/socsci10070247
Shih, W., Shire, S., Chang, Y.-C. and Kasari, C. (2021), Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD. J Child Psychol Psychiatr, 62: 1228-1235. https://doi.org/10.1111/jcpp.13405
Gulsrud, A., Lee, H. S., Hassrick, E. M. G., Iadarola, S., Pellecchia, M., Shih, W., Vejnoska, S., Morgan, E. H., Hochheimer, S., Crabbe, S., Li, J., Hauptman, L., Castellon, F., Nuske, H., Garcia, C., King, R., Luelmo, P., Carley, K., Smith, T., ... Stahmer, A. C. (2021). It’s who you know: Caregiver social networks predict service use among under-resourced children with autism. Research in Autism Spectrum Disorders, 88, 101843. https://doi.org/10.1016/j.rasd.2021.101843
Shire, S.Y., Baker Worthman, L., Shih, W. et al. Comparison of Face-to-Face and Remote Support for Interventionists Learning to Deliver JASPER Intervention with Children Who have Autism. J Behav Educ 29, 317–338 (2020). https://doi.org/10.1007/s10864-020-09376-4
Shire, S. Y., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2020). Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention. Autism, 24(8), 2142–2152. https://doi.org/10.1177/1362361320935689
Nancy C. Brady, Rebecca E. Swinburne Romine, Alison Holbrook, Kandace K. Fleming, Connie Kasari; Measuring Change in the Communication Skills of Children With Autism Spectrum Disorder Using the Communication Complexity Scale. Am J Intellect Dev Disabil 1 November 2020; 125 (6): 481–492. DOI: https://doi.org/10.1352/1944-7558-125.6.481
Michelle Dean, Justin Williams, Felice Orlich & Connie Kasari (2020) Adolescents With Autism Spectrum Disorder and Social Skills Groups at School: A Randomized Trial Comparing Intervention Environment and Peer Composition, School Psychology Review, 49:1, 60-73, DOI: 10.1080/2372966X.2020.1716636
McDonald, N. M., Hyde, C., Choi, A. B., Gulsrud, A. C., Kasari, C., Nelson, C. A., & Jeste, S. S. (2020). Improving developmental abilities in infants with Tuberous Sclerosis Complex. Infants & Young Children, 33(2), 108-118. DOI: 10.1097/iyc.0000000000000160
Iadarola, S., Pellecchia, M., Stahmer, A. et al. Mind the gap: an intervention to support caregivers with a new autism spectrum disorder diagnosis is feasible and acceptable. Pilot Feasibility Stud 6, 124 (2020). https://doi.org/10.1186/s40814-020-00662-6
Hyde, C., Pizzano, M., McDonald, N.M. et al. A telehealth approach to improving clinical trial access for infants with tuberous sclerosis complex. J Neurodevelop Disord 12, 3 (2020). https://doi.org/10.1186/s11689-019-9302-0
Chang, YC., Shih, W., Kasari, C. (2016). Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? Autism : the international journal of research and practice. 20(1):65-74.
Harrop, C., Gulsrud, A., Kasari, C. (2015). Does Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASD. Journal of autism and developmental disorders. 45(11):3644-55
Locke, J., Shih, W., Kretzmann, M., Kasari, C. (2015) Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism : the international journal of research and practice.
Carr, T., Shih, W., Lawton, K., Lord, C., King, B., Kasari, C. (2015). The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder. Autism : the international journal of research and practice.
Iadarola, S., Hetherington, S., Clinton, C., Dean, M., Reisinger, E., Huynh, L., Locke, J., Conn, K., Heinert, S., Kataoka, S., Harwood, R., Smith, T., Mandell, DS., Kasari C. (2015). Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators. Autism : the international journal of research and practice. 19(6):694-703
Schreibman, L., Dawson, G., Stahmer, AC., Landa, R., Rogers, SJ., McGee, GG., Kasari, C., Ingersoll, B., Kaiser, AP., Bruinsma, Y., McNerney, E., Wetherby, A., Halladay, A. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of autism and developmental disorders. 45(8):2411-28
Freedman, SF., Gulsrud, A., Kasari, C. (2015). Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD. Journal of autism and developmental disorders. 45(7):2259-66.
Anagnostou, E., Jones, N., Huerta, M., Halladay, AK., Wang, P., Scahill, L., Horrigan, JP., Kasari, C., Lord, C., Choi, D., Sullivan, K., Dawson, G. (2015). Measuring social communication behaviors as a treatment endpoint in individuals with autism spectrum disorder. Autism : the international journal of research and practice. 19(5):622-36.
Shire, SY., Goods, K., Shih. W., Distefano, C., Kaiser, A., Wright, C., Mathy, P., Landa,.R., Kasari, C. (2015). Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal. Journal of autism and developmental disorders. 45(6):1712-24.
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of consulting and clinical psychology. 83(3):554-63.
Harrop, C., Gulsrud, A., Shih, W., Hovsepyan, L., Kasari, C. (2015). Characterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder. Autism : the international journal of research and practice.
Kasari, C. (2015). Update on behavioral interventions for autism and developmental disabilities. Current opinion in neurology. 28(2):124-9.
Harrop, C., Shire, S., Gulsrud, A., Chang, YC., Ishijima, E., Lawton, K., Kasari, C. (2015). Does gender influence core deficits in ASD? An investigation into social-communication and play of girls and boys with ASD. Journal of autism and developmental disorders. 45(3):766-77
Kretzmann, M., Shih, W., Kasari, C. (2015). Improving peer engagement of children with autism on the school playground: a randomized controlled trial. Behavior therapy. 46(1):20-8.
Locke, J., Olsen, A., Wideman, R., Downey, MM., Kretzmann, M., Kasari, C., Mandell, DS. (2015). A tangled web: the challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior therapy. 46(1):54-67.
Dean, M., Kasari, C., Whitney, R., Landa, R., Lord, C., Orlich, F., King, B., Harwood, R. (2014). The peer relationships of girls with ASD at school. Journal of Child Psychology and Psychiatry, 55, 1218-1225.
Patterson, SY, & Kasari, C., (2014). A Systematic Review of Train the Trainer Effectiveness Trials Examining Behavioral Interventions for Children with Autism. American Journal on Intellectual and Developmental Disabilities, 119, 436-451.
Kasari, C., Lawton, K, Shih, W., Barker, T., Landa, R., Lord., C., Orlich, F., King, B., Wetherby, A. & Senturk, D. (2014). Caregiver mediated intervention for low resourced preschoolers with autism: An RCT. Pediatrics, 134, 72-79
Kasari, C., Brady, N, Lord, C & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with Autism Spectrum Disorder. Autism Research, 6, 479-493.
Tager-Flusberg, H & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the Spectrum. Autism Research, 6, 468-478.
Kasari, C., Siller, M., Huynh, N., Swanson, M., Shih, W., Hellemann, G., Sugar, C (submitted). Parental synchrony intervention for toddlers at risk for autism: A randomized controlled trial.
Parsons, SJ & Kasari, C (in press). Schools at the centre of educational research in autism: possibilities, practices and promises. Autism.
Patterson, SY, Elder, L, Gulsrud, A, & Kasari, C (in press). Influence of Parental Interaction Style on Children’s Joint Engagement in Families with Toddlers with Autism. Autism.
Locke, J., Kasari, C., Rotheram-Fuller, E., Kretzmann, M (2013). Social Network Changes over the School Year among Elementary School-Aged Children with and without an Autism Spectrum Disorder. School Mental Health.
Kasari, C., & Smith, T. (2013). Interventions in schools for children with ASD: Methods and recommendations. Autism, 17, 254-267.
Dean, M., Adams, G, & Kasari, C. (2013). How narrative difficulties build peer rejection: A discourse analysis of a girl with autism and her female peers. Discourse Studies.
Goods, K, Ishijima, E., Chang, Y-C, Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of Autism and Developmental Disabilities.
Freeman, S & Kasari, C (2013). Parent child interactions in autism: Characteristics of play. Autism.
Maglione, M., Gans, D., Das, L, Timbie, J, & Kasari, C. (2012). Nonmedical interventions for children with ASD: Recommended guidelines and further research needs, Pediatrics, 130, DOI: 10.1542/peds.2012-0900O.
Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42, 2152-2161.
Locke, J., Rotheram-Fuller, E, & Kasari, C (2012). Exploring the social impact of being a typical peer model for included children with autism spectrum disorder. Journal of Autism and Developmental Disabilities, 42, 1895-1905.
Lawton., K., Kasari, C. (2012). Brief Report: Longitudinal improvements in the quality of joint attention in preschool children with autism. Journal of Autism and Developmental Disorders, 42, 307-312.
Kasari., C., Patterson, S. (2012). Interventions addressing social impairment in autism. Current Psychiatry Reports, 14, 713-725.
Kasari, C., Gulsrud, A., Freeman, S., Paparella, T, Hellemann, G (2012). Longitudinal follow up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 487-495.
Lawton, K., Kasari,C. (2012). Teacher implemented joint attention and joint engagement intervention: Pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology.
Kasari, C., Rotheram-Fuller, E., Locke, J., Gulsrud, A. (2012). Making the Connection: Randomized Controlled Trial of Social Skills at School for Children with Autism Spectrum Disorders. Journal of Child Psychology and Psychiatry, 53, 431-439.
Paparella, T, Goods, K., Kasari, C. (2011). The emergence of nonverbal joint attention and requesting skills in young children with autism, Journal of Communication Disorders, 44, 569-583.
Kasari, C., Locke, J., Gulsrud, A., Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without Autism. Journal of Autism and Developmental Disorders, 41, 533-544.
Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social Relationships of Children with Autism Spectrum Disorders in Elementary School Classrooms. Journal of Child Psychology and Psychiatry, 51, 1227-1234.
Lawton, K., Kasari, C. (2010). Social development and intervention in young children with Autism Spectrum Disorders. Young Exceptional Children, 12, 66-74.
Kasari, C., Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology. 23, 137-143.
Flook, L., Smalley, S., Kitil, Galla, B., Kaiser, Greenland, Locke, J., Ishijima, E., Kasari, C. (2010). Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children Journal of Applied School Psychology, 26, 70–95.
Locke, J., Ishijima, E., London, N., Kasari, C. (2010). Loneliness, Friendship Quality, and the Social Networks of Adolescents with High-Functioning Autism in an Inclusive School Setting Journal of Research on Special Educational Needs, 33.
Kasari, C., Gulsrud, A., Wong, C., Kwon, S., Locke, J (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disabilities, 40, 1045-1056.
White, SW., Albano, A M., Johnson, C., Kasari, C., Ollendick, T., Klin, A., Oswald, D., & Scahill, L. (2010). Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High Functioning Autism. Clin Child Fam Psychol Rev, 13, 77–90.
Gulsrud, A., Jahromi, L., Kasari, C. (2010). The Co-Regulation of Emotions between Mothers and their Children with Autism. Journal of Autism and Developmental Disorders. 40, 227-237
Jahromi, L., Kasari, C., McCracken, J., Lee, L., Aman, M., McDougle, C., Scahill, L., Tierney, E., Arnold, E., Vitiello, B., Ritz, L., Kustan, E., Ghuman, J., Posey, D. (2009). Positive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity, Journal of Autism and Developmental Disorders. 39, 394-404.
Jahromi, L., Gulsrud, A., & Kasari, C. (2008). Emotional Competence in Children with Down Syndrome: Negativity and Regulation American Journal on Mental Retardation, 113, 32-43.
Kasari, C., Paparella, T, Freeman, S.N., & Jahromi, L (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125-137.
Wong, C., Kasari, C., Freeman, S., & Paparella, T (2007). The acquisition and generalization of joint attention and symbolic play skills in young children with autism. Research & Practice for Persons with Severe Disabilities, 32, 101-109.
Gulsrud, A., Kasari, C., Freeman, S., Paparella, T. (2007). Children with autism’s response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills. Autism, 11, 535-546.
Chamberlain, B., Kasari, C. & Rotheram, E. (2007). Isolation or involvement? The social networks of children with autism in regular classes. Journal of Autism and Developmental Disabilities, 37, 230-242.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology & Psychiatry, 47, 611-620.
Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., Dawson, G., Durand, M., Grossman, L., Guthrie, D., Harris, S., Kasari, C., Murphy, S., Odom, S., Pickles, A., Scahill, L., Shaw, E., Siegel, B., Sigman, M., Stone, W., Smith, T., Yoder, P. (2005). Challenges in Evaluating Psychosocial Interventions for Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders, 35, 695-708.
Kasari, C., Freeman, S., Paparella, T., Wong, C., Kwon, S., & Gulsrud, A. (2005). Early Intervention in Autism: Focus on Core Deficits. Clinical Neuropsychiatry, 2, 380-388.
Kasari, C., Rotheram-Fuller, E. (2005). Current trends in psychological research on children with high-functioning autism and Asperger disorder. Current Opinion in Psychiatry, 18, 497-501.
Paparella, T., Kasari, C. (2004). Joint attention skills and language development in special needs populations: Translating research to practice. Infants & Young Children, 17, 269-280.
Robertson, K., Chamberlain, B., Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism & Developmental Disorders, 33, 123-130.
Kasari, C., Freeman, S., & Bass, W. (2003). Empathy and response to distress in children with Down syndrome. Journal of Child Psychiatry & Psychology, 44, 424-431.
Freeman, S.F.N., & Kasari, C. (2002). Characteristics and qualities of the play dates of children with Down syndrome: Emerging or true friendships? American Journal on Mental Retardation, 107, 16-31.
Kasari, C. (2002). Assessing change in early intervention programs for children with autism. Journal of Autism & Developmental Disorders, 32, 447-461.
Kasari, C., Freeman, S., & Hughes, M. (2001). Emotion recognition by children with Down syndrome. American Journal on Mental Retardation, 106, 59-72.
Kasari, C., & Freeman, S. (2001). Task-related social behavior in children with Down syndrome. American Journal on Mental Retardation, 106, 253-264.
Hughes, M. & Kasari, C (2000). Caregiver – Child Interaction and the Expression of Pride in Children with Down Syndrome. Education and Training in Mental Retardation and Developmental Disabilities, 35, 67-77.
O’Connor, M.J. & Kasari, C. (2000). Parental alcohol exposure and depressive features in children. Alcoholism: Clinical & Experimental Research, 34, 1084-1092.
Bauminger, N., & Kasari, C. 2000) Loneliness and friendships in high-functioning children with autism. Child Development, 71, 447-456.
Chow, V., & Kasari, C. (1999). Task-related interactions among teachers and exceptional, at-risk, and typical learners in inclusive classrooms. Remedial and Special Education, 20, 226-232.
Kasari, C., Freeman, S., Bauminger, N., & Alkin, M. (1999). Parental perceptions of inclusion: Effects of autism and Down syndrome. Journal of Autism and Developmental Disorders, 29, 297-305.
Hodapp, R.M., & Kasari, C. (Eds.) (1999). Special Issue: Developmental theory and research: Applications to the education of young children with disabilities. Early Education and Development, 9.
Hodapp, R.M., & Kasari, C. (1999). Individual and contextual features of developmental approaches to children with disabilities. Early Education and Development, 9.
Freeman, S., Alkin, M., & Kasari, C. (1999). Satisfaction and desire for change in educational placement for children with Down syndrome. Perceptions of parents. Remedial and Special Education, 20, 143-151.
Freeman, S., & Kasari, C. (1999). Friendships in children with developmental disabilities. Early Education and Development, 9, 341-355.
Bauminger, N., & Kasari, C. (1999). Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29, 81-86.
Hodapp, R.M., Freeman, S.F.N., & Kasari, C. (1998). Parental educational preferences for students with mental retardation: Effects of etiology and current placement. Education and Training in Mental Retardation and Developmental Disabilities, 33, 342-349.
Dykens, E.M., & Kasari, C. (1997). Maladaptive behavior in children with Prader-Willi syndrome, Down syndrome, and non-specific mental retardation. American Journal on Mental Retardation, 102, 228-237.
Kasari, C. & Sigman, M. (1997). Linking caregiver perceptions and interactions in young children with autism. Journal of Autism and Developmental Disorders, 27, 39-57.
Kasari, C., & Hodapp, R.M. (1996). Is Down syndrome different? Evidence from social and family studies. Down Syndrome Quarterly, 1, 1-8.
Dissanayake, C., Sigman, M., & Kasari, C. (1996). Long-term stability of individual differences in the emotional responsiveness of children with autism. Journal of Child Psychology and Psychiatry, 37.461-467.
Del’Homme, M., Kasari, C., Forness, S., & Bagley, R. (1996) Prereferral intervention and students at-risk for emotional and behavioral disorders. Education and Treatment of Children, 19, 272-285.
Harris, S., Kasari, C., & Sigman, M. (1996). Joint attention and language gains among children with Down syndrome. American Journal on Mental Retardation, 100, 608-619.
Mundy, P., Kasari, C., Sigman, M., & Ruskin, E. (1995). Nonverbal communication and early language acquisition in children with Down syndrome or normal development. Journal of Speech and Hearing Research, 38, 157-167.
Kasari, C., Freeman, S., Mundy, P. & Sigman, M. (1995). Attention regulation by children with Down syndrome: Coordinated joint attention and social referencing looks. American Journal on Mental Retardation, 100, 128-136.
Arbell, S., Sigman, M., & Kasari, C. (1995). Compliance in young children with autism. Journal of Autism and Developmental Disorders, 24, 693-702.
Ruskin, E., Kasari, C., Mundy, P., & Sigman, M. (1994). Attention to people and toys during social and object mastery in children with Down syndrome. American Journal of Mental Retardation, 99, 103-111.
Ruskin, E., Mundy, P., Kasari, C., & Sigman, M. (1994). Object mastery in children with Down syndrome. American Journal of Mental Retardation, 98, 499-509.
Mundy, P., Sigman, M., & Kasari, C. (1994). Nonverbal communication, developmental level and symptom presentation in autism. Development and Psychopathology, 6, 389-401.
Kasari, C., Sigman, M., Yirmiya, N. (1994). Focused and social attention in caregiver-child interactions: A comparison of autistic, mentally retarded and nonretarded children. Development and Psychopathology, 5, 403-414.
Forness, S.R., Kavale, K.A., King, B.H. & Kasari, C. (1994). Simple versus complex conduct disorders: Identification and phenomonology. Behavioral Disorders, 19, 306-312.
Del ‘Homme, M., Sinclair, E., & Kasari, C. (1994). Preschool children with behavioral problems: Observation in instructional and free play contexts. Behavioral Disorders, 19, 221-232.
O’Connor, M., Sigman, M., Kasari, C. (1993). Interactional model for the association among maternal alcohol use, mother-infant interaction, and infant cognitive development. Infant Behavior and Development. 16, 177-192.
Capps, L., Kasari, C., Yirmiya, N., & Sigman, M. (1993). Parental perception of emotional expressiveness in children with autism. Journal of Consulting and Clinical Psychology, 61, 475-484.
Kasari, C., Sigman, M., Baumgartner, P. & Stipek, D. (1993). Pride and mastery in children with autism. Journal of Abnormal Child Psychology, 34, 353-362.
O’Connor, M.J., Sigman, M., Kasari, C. (1992). Attachment behavior of infants exposed prenatally to alcohol: Mediating effects of infant affect and mother-infant interaction. Development and Psychopathology, 4, 243-256.
Mundy, P., Kasari, C., Sigman, M. (1992). Nonverbal communication, affective sharing, and intersubjectivity. Infant Behavior and Development, 15, 377-381.
Sigman, M., Kasari, C., Kwon, J.H., Yirmiya, N. (1992). Responses to the negative emotions of others by autistic, mentally retarded and normal children. Child Development, 63, 796-807.
Yirmiya, N., Sigman, M., Kasari, C., Mundy, P. (1992). Empathy and cognition in high functioning children with autism. Child Development, 63, 150-160.
Farran, D.C., Kasari, C. (1990). A longitudinal analysis of the development of synchrony in mutual gaze in mother-child dyads. Journal of Applied Developmental Psychology, 11, 419-430.
Mundy, P., Sigman, M., Kasari, C. (1990). A longitudinal study of nonverbal joint attention and language development in young autistic children. Journal of Autism and Developmental Disabilities, 20, 115-128.
Kasari, C., Sigman, M., Mundy, P., Yirmiya, N. (1990). Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disabilities, 20, 87-100.
Kasari, C., Mundy, P., Yirmiya, N., Sigman, M. (1990). Affect and attention in children with Down syndrome. American Journal on Mental Retardation, 95, 55-67.
Yirmiya, N., Kasari, C., Sigman, M., Mundy, P. (1989). Facial expression of affect in autistic, mentally retarded and normal children. Journal of Child Psychology & Psychiatry, 30, 725-735.
McDonald, M.A., Mundy, P., Kasari, C., Sigman, M. (1989). Psychometric scatter in retarded, autistic preschoolers as measured by the Cattell. Journal of Child Psychology & Psychiatry, 30, 599-604.
Mundy, P., Sigman, M., Kasari, C., Yirmiya, N. (1988). Nonverbal communication skills in Down syndrome children. Child Development, 59, 235-249.
Kasari, C., Sigman, M., Mundy, P., Yirmiya, N. (1988). Caregiver interactions with autistic children. Journal of Abnormal Child Psychology, 16, 45-56.
Beers, C.S., Kasari, C. (1982). Strategies for working with urban and minority infants and their families. Minority Leadership Consortium Monograph Series, U.S. Department of Education.
Filler, J.W., Kasari, C. (1981). Acquisition, maintenance, and generalization of parent-taught skills with two severely handicapped infants. Journal of the Association for the Severely Handicapped, 6, 30-38.
Baumeister, A., MacLean, W., Kelly, J., Kasari, C. (1980). Observational studies of retarded children with multiple stereotyped movements. Journal of Abnormal Child Psychology, 8, 501-521.

Chapters

Figueroa, K., Baczewski, L., Kasari, C. (2022). Friendships and Social Relationships of Autistic Individuals Across the Lifespan: A Focus on Often-Overlooked Autistic Women. In: Leaf, J.B., Cihon, J.H., Ferguson, J.L., Gerhardt, P.F. (eds) Handbook of Quality of Life for Individuals with Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-98507-3_22
Baczewski, L. and Kasari, C. (2021). Loneliness and Associated Mental Health Sequelae in Individuals with Autism Spectrum Disorder. In The Handbook of Solitude (eds R.J. Coplan, J.C. Bowker and L.J. Nelson). https://doi.org/10.1002/9781119576457.ch25
Pizzano, M., & Kasari, C. (2020). Early interventions for young children with autism spectrum disorder. In K. Chawarska & F. R. Volkmar (Eds.), Autism spectrum disorder in the first years of life: Research, assessment, and treatment (pp. 119–166). The Guilford Press.
Kasari, C., Locke, J., Ishijima, E., &Kretzmann, M. (2013). Peer acceptance, social engagement and friendship: Critical goals for children with autism spectrum disorders. Gerhardt, P (Ed), Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders: Current Status and Future Directions. Brooks Publishing.
Kasari, C., Kassambira, D, & Stickles, K (2012). Joint attention intervention for children with autism – Joint action routines. In PA Prelock& RJ McCauley (Eds), Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and Social Interactions. Baltimore: Paul Brookes.
Kasari, C., Huynh, L, &Gulsrud, A (2011). Intervening on Play in Children with Autism. In S. Russ and L. Niec (Eds), Empirically Supported Play and Prevention Programs. Guilford Publishing.
Kasari, C., & Locke, J. (2011). Social skills interventions for children with autism.In Amaral, D., Geschwind, D., & Dawson, G (Eds) Autism Spectrum Disorders.Oxford University Press.
Rotheram-Fuller., E. and Kasari, C (2010). Peer Relationships: Challenges and Interventions. In Hollander, E. Kolevzon, A., & Coyle, J. (Eds), Textbook of Autism Spectrum Disorders. Arlington, VA: American Psychiatric Publishing, Inc.
Kasari, C., &Rotheram-Fuller, E. (2007). Peer Relationships of Children with Autism: Challenges and Interventions. In E. Hollander & E. Anagnostou (Eds.) Clinical Manual for the Treatment of Autism (pp, 235-257). Washington, DC: American Psychiatric Publishing, Inc.
Kasari, C., Chamberlain, B., &Bauminger, N. (2001). Social emotions and social relationships; Can children with autism compensate?. In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp 309-323). Mahwah, NJ: LEA.
Kasari, C., Freeman, S., &Paparella, T. (2001). Early intervention in autism: Joint attention and symbolic play. In Glidden, L.M. (Ed.), International Review of Research in Mental Retardation (v.23, pg 207-237). San Diego, CA: Academic Press.
Bauminger, N., &Kasari, C. (2001) The experience of loneliness and friendship in autism: Theoretical and practical issues. In E. Schopler, N. Yirmiya, et al (Ed), The research basis for autism intervention (pp. 151-168). New York: Kluwer.

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