Goldstein / Naglieri Interventions for Autism Spectrum Disorders

Translating Science into Practice
2. Auflage 2013
ISBN: 978-1-4614-5301-7
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 358 Seiten

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-based strategies for repetitive behaviors and sensory issues.Self-regulation strategies for students with autism spectrum disorders.Interventions 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 authored Clinician'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 genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children's Classroom Behavior - 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of Intelligence and Executive Functioning. He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards. He is also the Co-Editor of the Encyclopedia of Child Development and Behavior.With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System - 2nd Edition.Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use in School and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.

Autoren/Hrsg.

Goldstein, Sam

Naglieri, Jack A.

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgements;9
3;Contents;10
4;Contributors;12
5;About the Editors;15
6;Part I Foundation;17
6.1;Chapter 1 Autism Spectrum Disorder Enters the Age of Multidisciplinary Treatment;18
6.1.1;Historical Overview;19
6.1.2;Current Conceptualization of ASD;22
6.1.3;Current Diagnostic Criteria;23
6.1.4;Assessment;25
6.1.5;Overview of Current Treatment;25
6.1.6;References;30
6.2;Chapter 2 Treatment Integrity in Autism Spectrum Disorder Interventions;34
6.2.1;Treatment Integrity;35
6.2.2;Dimensions of Treatment Integrity;36
6.2.2.1;Treatment Adherence;36
6.2.2.2;Agent Competence;38
6.2.2.3;Treatment Differentiation;39
6.2.3;Associated Variables;39
6.2.3.1;Treatment Complexity;39
6.2.3.2;Time Required to Deliver Intervention;40
6.2.3.3;Materials;40
6.2.3.4;Rate of Change;41
6.2.3.5;Number of Agents;41
6.2.3.6;Treatment Acceptability;42
6.2.4;Measuring Treatment Integrity;43
6.2.4.1;Operational Definition of the Treatment and its Components;43
6.2.4.2;Direct Assessment of Treatment Integrity;44
6.2.4.3;Indirect Assessment of Treatment Integrity;45
6.2.4.4;Interpretation of Treatment Integrity Data;45
6.2.4.5;Methods to Increase Treatment Integrity;47
6.2.5;Conclusions;48
6.2.6;References;49
6.3;Chapter 3 Evaluation of Treatment Effectiveness in the Field of Autism;53
6.3.1;Introduction;53
6.3.2;Psychometric Characteristics and Treatment Outcomes;54
6.3.2.1;Calibration of Scores;54
6.3.2.2;Calibration of Change;55
6.3.2.3;Reliability of Measurement;57
6.3.2.4;Reliability and Comparison of Scores;59
6.3.2.5;Evaluation of Reliability Coefficients;60
6.3.2.6;Implications;60
6.3.3;Treatment Evaluation Illustration;60
6.3.3.1;Autism Spectrum Rating Scale;61
6.3.3.2;Identify Areas of Concern;62
6.3.3.3;Differences Between Raters;64
6.3.3.4;Intervention Planning;64
6.3.3.5;Progress Monitoring and Treatment Effectiveness;65
6.3.4;Conclusions;67
6.3.5;References;67
6.3.6;Appendix;68
6.3.6.1;Quick Solution Guide;68
7;Part II Comprehensive and Related Programs;70
7.1;Chapter 4 Early Start Denver Model;71
7.1.1;Introduction and Overview of Chapter;71
7.1.2;Early Markers of ASDs;72
7.1.3;Why Earlier Intervention?;72
7.1.4;Current Intervention Programs;73
7.1.5;Trends in Interventions;74
7.1.6;Introduction to the ESDM;74
7.1.7;Origins;75
7.1.8;Those Serviced Under the ESDM;75
7.1.9;Implementation;76
7.1.10;Getting Started;76
7.1.11;Short-Term Objectives;77
7.1.12;Measuring Progress;77
7.1.13;Topography of the ESDM;78
7.1.14;Problem Solving;79
7.1.15;ESDM Within Group Settings;79
7.1.16;Transitions to Kindergarten;80
7.1.17;Evidence of Effectiveness;80
7.1.18;Suggested Weaknesses of ESDM;82
7.1.19;Conclusion and Future Directions;83
7.1.20;References;84
7.2;Chapter 5TEACCH: An Intervention Approach forChildren and Adults with Autism SpectrumDisorders and their Families;86
7.2.1;Introduction and Overview;86
7.2.2;TEACCH and the Culture of Autism;87
7.2.2.1;Strong Visual Learning;88
7.2.2.2;Impairment in Generating Meaning, Narrowly Focused Attention and Weak Central Coherence;88
7.2.2.3;Concrete vs. Abstract Thinking;89
7.2.2.4;Executive Function;89
7.2.2.5;Sensory Perception and Responses;89
7.2.3;Family Collaboration;90
7.2.4;Assessment;91
7.2.4.1;Diagnostic Evaluation;91
7.2.4.2;Assessment and Individualization;93
7.2.5;Structured Teaching;97
7.2.5.1;Physical Structure;98
7.2.5.2;Visual Schedule;99
7.2.5.3;Work and Activity Systems;101
7.2.5.4;Visually Structured Activities;102
7.2.5.5;Beginning Steps of Structured Teaching;103
7.2.5.6;Long Term Goals of Intervention Strategies;106
7.2.5.7;Compatibility with Other Evidence-Based Methods;108
7.2.6;Research Support;108
7.2.6.1;Fidelity Measures;108
7.2.6.2;Empirical Evidence;109
7.2.7;Summary;111
7.2.8;References;111
7.3;Chapter 6 Social Communication, Emotional Regulation, and Transactional Support (SCERTS);117
7.3.1;Comprehensive Versus Focused Approaches in Educational Programs;117
7.3.2;Prioritizing Social Communicative Competence;119
7.3.2.1;Challenges in Social Communication;119
7.3.2.2;Challenges in Emotional Regulation;121
7.3.2.3;Challenges in Transactional Support;123
7.3.3;Prioritizing Transactional Supports;125
7.3.3.1;Interpersonal Supports;127
7.3.3.2;Learning Supports;131
7.3.4;Future Research;134
7.3.5;References;135
7.4;Chapter 7Maximizing Global Access to EffectiveTreatment: Center for Autism and RelatedDisorders (CARD), CARD eLearning™,and Skills™;138
7.4.1;Assumptions at the Heart of the CARD Treatment Model;139
7.4.2;CARD Model of ABA Treatment;141
7.4.2.1;Intervention Begins as Early as Possible;141
7.4.2.2;Intervention is Intensive;141
7.4.2.3;Intervention is Supervised by Qualified and Experienced Individuals;142
7.4.2.4;Treatment Plans are Comprehensive and Individualized;142
7.4.2.5;Treatment Procedures are Rooted in ABA;143
7.4.2.6;Ultimate Goal is Integration into a Classroom Setting;147
7.4.2.7;Other Features of CARD Treatment Programs;147
7.4.3;Format of Service Delivery;148
7.4.3.1;Home-Based;148
7.4.3.2;Workshop-Based;148
7.4.4;Maximizing Global Access to the CARD Model;149
7.4.5;CARD eLearningtm;150
7.4.6;Skillstm;151
7.4.6.1;Five Steps to Skillstm;152
7.4.6.2;Multidisciplinary Timeline;154
7.4.6.3;Analytics;155
7.4.6.4;Support;155
7.4.7;Conclusion;156
7.4.8;References;156
8;Part III Strategic Interventions;162
8.1;Chapter 8 Social Competence Intervention Program;163
8.1.1;Models of Social Competence;163
8.1.1.1;Program Description;166
8.1.1.2;Modules;167
8.1.2;Behavior Management and Manual Flexibility;169
8.1.3;Examples of Drama Activities;169
8.1.4;Process Dramas;170
8.1.5;Feedback from Parents;171
8.1.6;Feedback from Child Participants;173
8.1.7;Quantitative Empirical Support;174
8.1.8;Conclusion;174
8.1.9;References;175
8.2;Chapter 9 Progress for Remediating and Expanding Social Skills (PROGress);177
8.2.1;The PROGress Model and Curricula;179
8.2.2;Group and Curricular Planning;179
8.2.2.1;Forming Groups;179
8.2.2.2;Group Levels;181
8.2.3;Determining the Curriculum;182
8.2.3.1;Relevance to ASD;182
8.2.3.2;Group Goals and Skills;183
8.2.4;Sequential and Progressive Instruction;184
8.2.4.1;Curricular Sequence;185
8.2.4.2;Session Sequence;186
8.2.4.3;Group Structure and Flow;187
8.2.5;Techniques and Strategies for Group Intervention;188
8.2.5.1;Predictability and Routine;188
8.2.5.2;Make Abstract Concepts Concrete;189
8.2.5.3;Visual Instruction and Support;190
8.2.5.3.1;Promoting ``Other Focused'' Engagement;191
8.2.5.3.2;Scaffolded Language and Support;192
8.2.5.3.3;Multiple and Varied Learning Opportunities;193
8.2.5.3.4;Engaged Transitions;194
8.2.5.4;Incorporating Individual Goals;196
8.2.5.4.1;Fostering Self-Awareness, Self-Esteem, and Self-Advocacy;197
8.2.6;Designing and Adapting Group Intervention;198
8.2.7;Generalization of Social Skills;201
8.2.8;Beyond Social Skills Groups;202
8.2.9;References;203
8.3;Chapter 10 Peer and Adult Socialization;205
8.3.1;Parent-Mediated Interventions;206
8.3.1.1;Parent Training in Naturalistic Behavioral Intervention;207
8.3.1.2;Parent Training in Developmental/Social Pragmatic Intervention;208
8.3.1.3;Parent Training in Blended Approach to Intervention;209
8.3.1.4;Summary;210
8.3.2;Peer- and Sibling-Mediated Interventions;210
8.3.2.1;Inclusion;211
8.3.2.2;Arranging the Environment to Promote Interaction;211
8.3.2.3;Peer Buddies/Tutors;212
8.3.2.4;Teaching Peers/Siblings to Initiate Interactions;213
8.3.2.5;Teaching Peers/Siblings to Deliver Simple Treatments to Build Skills;213
8.3.2.6;Summary;214
8.3.3;Direct Instruction in Social Skills;214
8.3.3.1;Naturalistic Interventions;215
8.3.3.2;Video-Based Instruction;216
8.3.3.3;Social Stories;216
8.3.3.4;Social Skills Groups;217
8.3.4;Future Directions;218
8.3.5;References;219
8.4;Chapter 11 Social Emotional Reciprocity;225
8.4.1;Introduction;225
8.4.2;Definition and Etiology of ASD and Asperger's Syndrome;226
8.4.3;Social-Emotional Development Specific to HFA and AS;226
8.4.4;Features of Effective Interventions;228
8.4.5;Social Emotional Learning Efforts;231
8.4.6;Strong Kids Example;232
8.4.7;Case Examples;236
8.4.8;Conclusion;237
8.4.9;References;238
8.5;Chapter 12 Repetitive Behaviors and Sensory Features: Evidence-Based Intervention Strategies;241
8.5.1;Phenomenology of Repetitive Behaviors;242
8.5.2;Phenomenology of Sensory Features;242
8.5.3;Relationship Between Sensory Features and Repetitive Behaviors;243
8.5.4;Role of Context in the Expression of Repetitive Behaviors and Sensory Features;243
8.5.5;Interventions for Repetitive Behaviors;244
8.5.6;Assessment of Repetitive Behaviors;245
8.5.7;Theoretical and Conceptual Basis for Repetitive Behavior Interventions;245
8.5.8;Treatment of Lower Order Repetitive Behaviors;247
8.5.9;Treatment of Higher Order Behaviors;248
8.5.10;Summary and Limitations of Intervention Research for Repetitive Behaviors;250
8.5.11;Intervention for Sensory Features;250
8.5.12;Assessment of Sensory Features;250
8.5.13;Theoretical and Conceptual Models of Sensory Features;251
8.5.14;Intervention Strategies;252
8.5.15;Educational Strategies;252
8.5.16;Remediative Strategies;253
8.5.17;Modification Strategies;254
8.5.18;Summary and Limitations of Intervention Research for Sensory Features;257
8.5.19;Recommendations for Practice;257
8.5.20;References;258
8.6;Chapter 13 Self-Regulation Strategies for Students with Autism Spectrum Disorder;264
8.6.1;Self-Regulation and ASD;265
8.6.2;Self-Regulation and Classroom Performance;265
8.6.3;The Case for Self-Regulation Interventions for Children with ASD;266
8.6.4;Self-Monitoring;267
8.6.5;Self-Evaluation;269
8.6.6;Self-Instruction;271
8.6.7;Goal-Setting;272
8.6.8;Self-Reinforcement;272
8.6.9;Self-regulation Interventions for Social Skills;273
8.6.10;Self-regulation for Learning Tasks;276
8.6.11;Discussion;281
8.6.12;Implications for Practitioners and Researchers;282
8.6.13;References;284
8.7;Chapter 14 Interventions to Support Social Communication Skills;289
8.7.1;Interventions to Support Development of Joint Attention Skills in Toddlers and Preschoolers;291
8.7.2;Interventions to Support Peer Interactions in Preschool and School Settings;294
8.7.2.1;Overview;294
8.7.2.2;Peer-Mediated Interventions;294
8.7.2.3;Picture Exchange Communication System (PECS);295
8.7.2.4;Social StoriesTM;297
8.7.2.5;Script Training;298
8.7.2.6;Video-Based Instruction;299
8.7.2.7;Social Skills, Social Pragmatic, and Social Cognitive Intervention Packages;301
8.7.3;Effective Social Communication Supports: Insider Perspectives;304
8.7.4;References;305
8.8;Chapter 15Interventions in School, Home, and Communityfor Individuals with Autism Spectrum Disorders;309
8.8.1;Review of Criteria Used to Identify EBPs;309
8.8.2;Evidence-Based Interventions for Students with ASD;310
8.8.2.1;Antecedent-Based Interventions;310
8.8.2.2;Incorporating Special Interests into Activities;312
8.8.2.3;Priming;312
8.8.2.4;Behavioral Interventions;312
8.8.2.5;Modeling;312
8.8.2.6;Multicomponent Interventions;313
8.8.2.6.1;Naturalistic Teaching Strategies;313
8.8.2.6.2;Parent-Implemented Interventions;313
8.8.2.6.3;Peer-Implemented Interventions;314
8.8.2.6.4;Pivotal Response Training;314
8.8.2.6.5;Structured Teaching;314
8.8.2.7;Picture Exchange Communication System;315
8.8.2.8;Self-Management;315
8.8.2.9;Social Interventions;316
8.8.2.10;Social Narratives;316
8.8.2.11;Speech Generating Devices;317
8.8.2.12;Technology-Based Interventions;318
8.8.2.13;Visual Supports;319
8.8.3;Comprehensive Planning;319
8.8.3.1;The Ziggurat Model;319
8.8.3.1.1;Underlying Characteristics Checklist (UCC);320
8.8.3.1.2;Individual Strengths and Skills Inventory;321
8.8.3.1.3;Global Intervention Plan;321
8.8.3.1.4;Intervention Ziggurat;321
8.8.3.2;Comprehensive Autism Planning System;322
8.8.4;Applicability of the Ziggurat Model and CAPS: A Brief Case Study;322
8.8.5;Summary;325
8.8.6;References;325
8.9;Chapter 16 Changing the Mindset of Children and Adolescents with Autism Spectrum Disorders;330
8.9.1;A Social Resilient Mindset;331
8.9.1.1;Collaboration Among Professionals and Parents;332
8.9.1.2;A Strength-Based Approach;332
8.9.2;Guideposts for Nurturing a Social Resilient Mindset;333
8.9.2.1;Guidepost 1: Teaching and Conveying Empathy;333
8.9.2.1.1;Questions to Promote Empathy;333
8.9.2.1.2;Parental Assumptions to Enhance and Maintain Empathy;334
8.9.2.2;Guidepost 2: Using Empathic Communication and Listening Effectively;336
8.9.2.2.1;Questions to Promote Empathic Communication;337
8.9.2.2.2;Communication Through Play;338
8.9.2.3;Guidepost 3: Accepting Our Children for Who They Are: Conveying Unconditional Love and Setting Realistic Expectations;339
8.9.2.3.1;The Impact of a ``Charismatic Adult'';340
8.9.2.4;Guidepost 4: Nurturing ``Islands of Competence'';341
8.9.2.4.1;Questions to Focus on Islands of Competence;341
8.9.2.4.2;The Strengths of Parents;343
8.9.2.5;Guidepost 5: Helping Children Learn from Rather than Feel Defeated by Mistakes;343
8.9.2.5.1;Strategies to Help Children Manage Mistakes and Setbacks;344
8.9.2.6;Guidepost 6: Teaching Children to Solve Problems and Make Sound Decisions;345
8.9.2.6.1;Teaching Problem-Solving Skills;346
8.9.2.7;Guidepost 7: Disciplining in Ways That Promote Self-Discipline and Self-Worth;348
8.9.2.7.1;The Mindset of Effective Disciplinarians;349
8.9.2.8;Guidepost 8: Developing Responsibility, Compassion, and a Social Conscience;350
8.9.2.8.1;Introducing ``Contributory Activities'';351
8.9.2.8.2;Responsibility and a Social Resilient Mindset;352
8.9.3;Concluding Remark;352
8.9.4;References;353
9;Index;355