Alzrayer, N., Banda, D., Koul, R. (2019).The effects of systematic instruction in teaching multistep social-communication skills to children with autism spectrum disorder using an ipad. Developmental Neurorehabilitation. DOI:10.1080/17518423.2019.1604578.
Schlosser, R. W., Brock, K., Koul, R., & Shane, H., Flynn, s. (2019). Does Animation Facilitate Understanding of Graphic Symbols representing Verbs in Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 965-978.
Schlosser, R.W., & Koul, R. (2015). Speech output technologies in interventions for individuals with Autism Spectrum Disorders: A scoping review. Augmentative and Alternative Communication, 31, 285-309.
Koul, R. K., Schlosser, R. W., & Sancibrian, S. (2001). Effects of symbol, referent, and instructional variables on the acquisition of aided and unaided symbols by individuals with autism spectrum disorders. Focus on Autism and Developmental Disabilities, 16, 162-169.
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic augmentative and alternative communication intervention using a speech-generating device on multistep requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476-2491.
Schlosser, R. W., Shane, H. C., Allen, A., Benz, A., Cullen, J., Chiesa, L., Miori-Dineen, L., Koul, R., & Pasupathy, R. (2020). Coaching a school team to implement the Visual Immersion System™ in a classroom for children with Autism Spectrum Disorder :A mixed methods proof-of-concept study. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-020-00176-5
Copple, K., Koul, R., Banda, D., Frye, E. (2011). Using video modeling intervention and speech generating devices to teach requesting behaviors to persons with autism. Perspectives on Augmentative and Alternative Communication, 20, 109-113.