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Interventions for Autism Spectrum Disorders Translating Science into Practice

:	Sam Goldstein, Jack A. Naglieri
:	Sam Goldstein, Jack A. Naglieri
:	Interventions for Autism Spectrum Disorders Translating Science into Practice
:	Springer-Verlag
:	9781461453017
:	2
:	CHF 104.20
:

:	Angewandte Psychologie
:	English

:	358
:	DRM
:	PC/MAC/eReader/Tablet
:	PDF

Children are being diagnosed with autism spectrum disorders at a staggering rate-as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood.

The first volume dedicated solely to its topic,Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include:

The Early Start Denver Model for young children.
The TEACCH program for children, adults, and families.
The Center for Autism and Related Disorders (CARD) and CARD eLearning.
PROGress: a program for remediating and expanding social skills.
Evidence-base strategies for repetitive behaviors and sensory issues.
Self-regulati n strategies for students with autism spectrum disorders.

nterventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.

Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children's Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.

Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including 17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authoredClinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and

	Preface	6
	Acknowledgements	9
	Contents	10
	Contributors	12
	About the Editors	15
	Part I Foundation	17
	Chapter 1 Autism Spectrum Disorder Enters the Age of Multidisciplinary Treatment	18
	Historical Overview	19
	Current Conceptualization of ASD	22
	Current Diagnostic Criteria	23
	Assessment	25
	Overview of Current Treatment	25
	References	30
	Chapter 2 Treatment Integrity in Autism Spectrum Disorder Interventions	34
	Treatment Integrity	35
	Dimensions of Treatment Integrity	36
	Treatment Adherence	36
	Agent Competence	38
	Treatment Differentiation	39
	Associated Variables	39
	Treatment Complexity	39
	Time Required to Deliver Intervention	40
	Materials	40
	Rate of Change	41
	Number of Agents	41
	Treatment Acceptability	42
	Measuring Treatment Integrity	43
	Operational Definition of the Treatment and its Components	43
	Direct Assessment of Treatment Integrity	44
	Indirect Assessment of Treatment Integrity	45
	Interpretation of Treatment Integrity Data	45
	Methods to Increase Treatment Integrity	47
	Conclusions	48
	References	49
	Chapter 3 Evaluation of Treatment Effectiveness in the Field of Autism	53
	Introduction	53
	Psychometric Characteristics and Treatment Outcomes	54
	Calibration of Scores	54
	Calibration of Change	55
	Reliability of Measurement	57
	Reliability and Comparison of Scores	59
	Evaluation of Reliability Coefficients	60
	Implications	60
	Treatment Evaluation Illustration	60
	Autism Spectrum Rating Scale	61
	Identify Areas of Concern	62
	Differences Between Raters	64
	Intervention Planning	64
	Progress Monitoring and Treatment Effectiveness	65
	Conclusions	67
	References	67
	Appendix	68
	Quick Solution Guide	68
	Part II Comprehensive and Related Programs	70
	Chapter 4 Early Start Denver Model	71
	Introduction and Overview of Chapter	71
	Early Markers of ASDs	72
	Why Earlier Intervention?	72
	Current Intervention Programs	73
	Trends in Interventions	74
	Introduction to the ESDM	74
	Origins	75
	Those Serviced Under the ESDM	75
	Implementation	76
	Getting Started	76
	Short-Term Objectives	77
	Measuring Progress	77
	Topography of the ESDM	78
	Problem Solving	79
	ESDM Within Group Settings	79
	Transitions to Kindergarten	80
	Evidence of Effectiveness	80
	Suggested Weaknesses of ESDM	82
	Conclusion and Future Directions	83
	References	84
	Chapter 5TEACCH: An Intervention Approach forChildren and Adults with Autism SpectrumDisorders and their Families	86
	Introduction and Overview	86
	TEACCH and the Culture of Autism	87
	Strong Visual Learning	88
	Impairment in Generating Meaning, Narrowly Focused Attention and Weak Central Coherence	88
	Concrete vs. Abstract Thinking	89
	Executive Function	89
	Sensory Perception and Responses	89
	Family Collaboration	90
	Assessment	91
	Diagnostic Evaluation	91
	Assessment and Individualization	93
	Structured Teaching	97
	Physical Structure	98
	Visual Schedule	99
	Work and Activity Systems	101
	Visually Structured Activities	102
	Beginning Steps of Structured Teaching	103
	Long Term Goals of Intervention Strategies	106
	Compatibility with Other Evidence-Based Methods	108
	Research Support	108
	Fidelity Measures	108
	Empirical Evidence	109
	Summary	111
	References	111
	Chapter 6 Social Communication, Emotional Regulation, and Transactional Support (SCERTS)	117
	Comprehensive Versus Focused Approaches in Educational Programs	117
	Prioritizing Social Communicative Competence	119
	Challenges in Social Communication	119
	Challenges in Emotional Regulation	121