Behavioral Theories and Interventions for Autism
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Below Attachment: Front and back cover book picture
Phil Reed (Swansea University, Swansea, UK)
"Behavioral interventions for Autistic Spectrum Disorders (ASD) are among the most widely used approaches, and have proved both extremely popular with parents, and controversial with professionals.
These behavioral techniques are some of the few practical applications of psychology in this area to be scientifically evaluated and validated, and this availability of evidence allows both their strengths and weaknesses to be debated. Much of this debate has focused on the initial claims made about these behavioral approaches two decades ago, and the scientific evidence following these initial claims often does not enter into the debate.
However, there have been enormous developments and diversifications in the approaches offered by behavioral psychologists to the treatment of ASD, and this text now brings together new evidence regarding these contemporary developments in one place, offering an essential handbook of contemporary behavioral practice for ASD, provided by the key researchers in the field. This book provides detailed empirically-based reviews of many of the behavioral interventions that are used to help children and adults with ASD, and these chapters are organized into three sections for easy reference.
Table of Contents:
Preface: Behavioral research and interventions for autism: New directions (Phil Reed, Swansea University, Swansea, UK)
Part 1: The Characteristics of Autistic Spectrum Disorders and Behavioral Approaches to their Treatment
- Chapter 1: Matching Treatment to the Function of Destructive Behavior (David P. Wacker, Wendy K. Berg, Jay W. Harding, and Linda J. Cooper-Brown, The University of Iowa, U.S.A.)
- Chapter 2: Stimulus Over-selectivity in Discrimination Learning (William V. Dube, University of Massachusetts Medical School, Shriver Center, U.S.A.)
- Chapter 3: Reciprocal Imitation Training: A Naturalistic Behavioral Approach to Teaching Imitation to Young Children with Autistic Spectrum Disorders (Brooke Ingersoll, Michigan State University, U.S.A., and Laura Schreibman, University of California, San Diego, U.S.A)
- Chapter 4: Relational Frame Theory Interventions for Perspective-taking Deficits in Autistic Spectrum Disorders (Louise McHugh, Swansea University, U.K.)
Part 2: Behavioral Systems for Intervention in Autistic Spectrum Disorders
- Chapter 5: Early Intensive Behavioral Intervention in the Treatment of Autistic Spectrum Disorders. (Geraldine Leader, Olive Healy, and Jenny O' Connor. National University Of Ireland, Galway)
- Chapter 6: Teaching Verbal Behavior to Children and Adults with Developmental Disabilities, Including Autism Spectrum Disorder (Patrick McGreevy, Florida Institute of Technology, U.S.A.)
- Chapter 7: CABAS® Contributions to Identifying, Inducing, and Sequencing Verbal Development (R. Douglas Greer and Dolleen-Day Keohane, Columbia Teachers College, U.S.A.)
- Chapter 8: Positive Behavior Support: Supporting Children and Adults with Autistic Spectrum Disorders and Challenging Behaviors (Ian Grey, Royal College of Surgeons, Ireland & Medical University of Bahrain, Kingdom of Bahrain; Brian McClean, Brothers of Charity Services, Ireland and Niall McCauley, Health Service Executive, Ireland)
Part 3: Family, Professional, and Training Factors
- Chapter 9: A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders. Lisa A. Osborne
- Chapter 10: Teaching Parents to Use Applied Behavior Analysis with their Child with an Autistic Spectrum Disorder. Kate E. Fiske and Sandra L. Harris
- Chapter 11: Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders. Jennifer B.G. Symon, Daniel Openden, and Michelle Bush Jacoby
- Chapter 12: Activity Schedules for Adults with Autism Spectrum Disorders. Lynn E. McClannahan, Gregory S. MacDuff, and Patricia J. Krantz