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El. knyga: Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice

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Addressing many of the controversial questions on diagnosis and treatment facing clinicians who deal with ASD, this book explores a wealth of much-debated topics including the very latest evidence-based research on early intensive behavioral intervention.



Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place?

There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments.

Included in the Handbook's broad-based coverage:

  • Designing curriculum programs for children with autism spectrum disorders (ASD).
  • Mainstream education for children with ASD.
  • Teaching independent living skills to children with ASD.
  • Social skills and play.
  • Behavioral and mental health disorders in children with ASD.
  • Training and supporting caregivers in evidence-based practices.
  • Teaching cognitive skills to children with ASD.

The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.

Part I Diagnosis and Background
1 Evolution of Autism: From Kanner to the DSM-V
3(24)
B. Andrew Adler
Noha F. Minshawi
Craig A. Erickson
2 Autism Spectrum Disorders: Several Disorders on a Continuum or One?
27(24)
Brian Reichow
Daniel Campbell
Fred R. Volkmar
3 Related Disorders
51(32)
Joyce Suh
Deborah Fein
4 Assessment of the Core Features of ASD
83(28)
Raphael Bernier
5 Measures Used to Screen and Diagnose ASD in Young Children
111(22)
Megan Sipes
Johnny L. Matson
6 Psychological Theories of Childhood Autism
133(16)
Patrick M. Ghezzi
Janice K. Doney
Jennifer A. Bonow
7 Family Adaptation to a Diagnosis of Autism Spectrum Disorder
149(28)
Lisa M Negri
Lia L Castorina
Part II Intervention
8 Ethical Issues in Early Intervention
177(30)
Alan Poling
Timothy L. Edwards
9 Economics of Autism Spectrum Disorders: An Overview of Treatment and Research Funding
207(20)
Julie Kornack
Angela Persicke
Paige Cervantes
Jina Jang
Dennis Dixon
10 Designing Curriculum Programs for Children with Autism
227(34)
Adel C. Najdowski
Evelyn R. Gould
Taira M. Lanagan
Michele R. Bishop
11 Reinforcement Arrangements for Learners with Autism j Spectrum Disorder
261(32)
Iser G. DeLeon
Richard B. Graff
Michelle A. Frank-Crawford
Griffin W. Rooker
Christopher E. Bullock
12 Discrete Trial Teaching and Discrimination Training
293(32)
Svein Eikeseth
Dean P. Smith
Lars Klintwall
13 Natural Environment Training
325(20)
Sarah Dufek
Laura Schreibman
14 Picture Activity Schedules
345(30)
Patricia J. Krantz
Lynn E. McClannahan
15 Use of Visual Supports with Young Children with Autism Spectrum Disorders
375(28)
Kara Hume
Connie Wong
Joshua Plavnick
Tia Schultz
16 Teaching Verbal Behavior to Children with Autism Spectrum Disorders
403(34)
Danielle L. LaFrance
Caio F. Miguel
17 Social Skills and Play in Children with Autism
437(16)
Melaura Erickson Tomaino
Catherine A. Miltenberger
Marjorie H. Charlop
18 Teaching Cognitive Skills to Children with Autism
453(22)
Jonathan Tarbox
Adel C. Najdowski
19 Teaching Independent Living Skills to Children with ASD
475(26)
Bridget A. Taylor
Jaime A. DeQuinzio
Jaime Stine
20 Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder
501(42)
Amy Lee Wagner
Katherine S. Wallace
Sally J. Rogers
21 Recovery and Prevention
543(22)
Doreen Granpeesheh
Jonathan Tarbox
Angela Persicke
22 Mainstream Education for Children with Autism Spectrum Disorders
565(52)
Phil Reed
Lisa A. Osborne
23 Controversial Treatments for Autism Spectrum Disorders
617(30)
Julie A. Worley
Jill C. Fodstad
Daniene Neal
24 Families of Children with Autism Spectrum Disorders: Intervention and Family Supports
647(30)
Wendy Machalicek
Robert Didden
Russell Lang
Vanessa Green
Jenna Lequia
Jeff Sigafoos
Giulio Lancioni
Mark F. O'Reilly
25 Management of General Medical Conditions
677(40)
Paul S. Carbone
Ann M. Reynolds
Lynne M. Kerr
26 Behavioral Disorders in Young Children with Autism Spectrum Disorder
717(36)
John Huete
Jonathan Schmidt
Carmen Lopez-Arvizu
27 Mental Health Disorders in Young Children with Autism Spectrum Disorders
753(28)
Luc Lecavalier
Aaron J. Kaat
Elizabeth A. Stratis
28 Training and Supporting Caregivers in Evidence-Based Practices
781(32)
Rebecca C. Shaffer
Noha F. Minshawi
29 Multicultural and Minority Issues
813(18)
Kyong-Mee Chung
Jina Jang
Hilary L. Adams
Index 831
Jonathan Tarbox, Ph.D., BCBA-D,  is currently the Director of Research and Development at the Center for Autism and Related Disorders and the Executive Director of Autism Research Group, a non-profit organization dedicated to conducting research that makes a real difference in the lives of families living with autism. Dr. Tarboxearly career involved positions at both the New England Center for Children and the Kennedy Krieger Institute. Dr. Tarbox is a Board Certified Behavior Analyst-Doctoral, and he received his PhD in Behavior Analysis from the University of Nevada, Reno, under the mentorship of Dr. Linda J. Hayes. Throughout his career in behavior analysis, Dr. Tarbox has been actively engaged in basic, applied, and interdisciplinary research and has over 50 publications in peer-reviewed journals, book chapters in scientific texts, and articles in popular media. Dr. Tarbox currently serves on the board of editors for The Analysis of Verbal Behavior and Behavior Analysis in Practice, is a past member of the board of editors of the Journal of Applied Behavior Analysis and Research in Autism Spectrum Disorders, is a past member of the Governmental Affairs Committee of the Practice Board of the Association for Behavior Analysis International, , and a past President of the Nevada Association for Behavior Analysis. Dr. Tarbox research primarily focuses on treatments for establishing complex verbal, cognitive, and social skills.

Dennis R. Dixon, Ph.D., received his doctorate in Clinical Psychology from Louisiana State University with a focus in developmental disabilities. He completed a postdoctoral fellowship at the Johns Hopkins University School of Medicine and specialized in the treatment of severe challenging behaviors. The author of over 20 peer-reviewed articles and multiple book chapters, he currently serves on the editorial board of Research in Developmental Disabilities andResearch in Autism Spectrum Disorders. Dr. Dixon is the Chief Strategy Officer at the Center for Autism and Related Disorders. His research focuses on the integration of technology and big data to answer challenging questions related to autism spectrum disorders.

Peter Sturmey, Ph.D., received his doctorate in 1985 from the University of Liverpool, United Kingdom. He is Professor of Psychology at Queens College and the Graduate Center, City College of New York and a visiting professor at The Department of Dentistry, University College London. He has published 20 books, approximately 200 peer reviewed articles and 50 chapters. He is an Associate Editor for Research in Developmental Disabilities and Research in Autism Spectrum Disorders and a member of approximately 12 other editorial boards. He publishes widely on developmental disabilities such as autism, clinical case formulation, staff and parent training, restrictive behavioral interventions and behavior analytic approaches to psychopathology.

Johnny L .Matson, Ph.D., is Professor and Distinguished Research Master and Director of Clinical Training in the Department of Psychology at Louisiana State University, Baton Rouge, LA, U.S.A. He has also previously held a professorship in psychiatry and clinical psychology at the University of Pittsburgh. He is the author of more than 750 publications, including 38 books. He also serves as Founding Editor-in-Chief of three journals; Research in Developmental Disabilities (Elsevier), Research in Autism Spectrum Disorders (Elsevier), and Review Journal of Autism and Developmental Disorders (Springer).