The Academic and Social Immersion Model is based in academic research.

Some of our original, foundational research includes the following:

Kubina, Richard M., et al. “Benefits of Adding Precision Teaching to Behavioral Interventions for Students with Autism.” Behavioral Interventions, vol. 17, no. 4, 2002, pp. 233–246.

Morrison, Rebecca S., et al. “Increasing Play Skills of Children With Autism Using Activity Schedules and Correspondence Training.” Journal of Early Intervention, vol. 25, no. 1, 2002, pp. 58–72.

Morrison, Rebecca S, and Amanda M Blackburn. “Take the Challenge: Building Social Competency in Adolescents with Asperger’s Syndrome.” TEACHING Exceptional Children Plus, vol. 5, no. 2, Nov. 2008.

Sainato, Diane M., et al. “A Comprehensive Inclusion Program for Kindergarten Children With Autism Spectrum Disorder.” Journal of Early Intervention, vol. 37, no. 3, 2015, pp. 208–225.

Sainato, D.M. & Morrison, R.S. (2001). Transition: Towards a seamless system of service delivery. In M. Guralnick (Ed.) Early Childhood Inclusion: Focus on Change. Baltimore, MD: Paul H. Brookes Publishing Co.

Sainato, D.M., Morrison, R.S., Kerns, N., Jung, S., & Axe, J. (2004-2009). Project TASK: Transition for students with autism to school from kindergarten. Unpublished manual. Submitted to the United States Department of Education, Office of Special Education Programs. Grant # H324M030199.