Roane / Ringdahl / Falcomata Clinical and Organizational Applications of Applied Behavior Analysis

1. Auflage 2015
ISBN: 978-0-12-800793-8
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 682 Seiten

Reihe: Practical Resources for the Mental Health Professional

Applied behavior analysts use applied research to create and implement effective evidence-based procedures in schools, homes, and the community, which have proved effective in addressing behaviors associated with autism and other developmental disorders. The principles underlying this therapeutic approach have been increasingly effective when applied to other populations, settings, and behaviors. Clinical and Organizational Applications of Applied Behavior Analysis explores data-based decision-making in depth to inform treatment selection for behavior change across various populations and contexts. Each chapter addresses considerations related to data collection, single-case research design methodology, objective decision-making, and visual inspection of data. The authors reference a range of published research methods in the area of applied behavior analysis (ABA) as it has been applied to specific topics, as well as utilizing their own clinical work by providing numerous case examples. - Reviews current evidence-based practices to provide a comprehensive guide to the application of ABA principles across a range of clinical contexts and applications - Divides clinical applications into three sections for ease-of-use: child, adult, and broad-based health - Explores the breadth of ABA-based treatment beyond autism and developmental disorders - Draws upon a range of subject-matter experts who have clinical and research experience across multiple uses of ABA

Autoren/Hrsg.

Roane, Henry S.

Ringdahl, Joel E.

Falcomata, Terry S.

Leseproben

Contributors

Keith D. Allen     Department of Psychology, Munroe-Meyer Institute for Genetics and Rehabilitation, University of Nebraska Medical Center, Omaha, Nebraska, USA

Scott P. Ardoin     Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, Georgia, USA

Jonathan C. Baker     Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois, USA

Yvonne Barnes-Holmes     Department of Psychology, National University of Ireland Maynooth, Co., Kildare, Ireland

Breanne J. Byiers     Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA

Jacob H. Daar     Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois, USA

Jesse Dallery     Department of Psychology, University of Florida, Gainesville, Florida, USA

Edward J. Daly, III     Department of Educational Psychology, University of Nebraska Lincoln, Lincoln, Nebraska, USA

Erica Dashow     Rutgers, The State University of New Jersey, Douglass Developmental Disabilities Center, New Brunswick, New Jersey, USA

Anthony Defulio     Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA

Mark R. Dixon     Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois, USA

Kathleen M. Fairchild     Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois, USA

Terry S. Falcomata     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Wayne W. Fisher     Center for Autism Spectrum Disorders, Munroe-Meyer Institute, The University of Nebraska Medical Center, Omaha, Nebraska, USA

Dana M. Gadaire     The Scott Center for Autism Treatment and Florida Institute of Technology, Melbourne, Florida, USA

Cindy Gevarter     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Heather K. Gonzales     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Nicole L. Hausman     Department of Behavioral Psychology, The Kennedy Krieger Institute, Baltimore, Maryland, USA

Jeffrey F. Hine     Department of Psychology, Munroe-Meyer Institute for Genetics and Rehabilitation, University of Nebraska Medical Center, Omaha, Nebraska, USA

David C. Houghton     Department of Psychology, Texas A&M University, College Station, Texas, USA

Robert W. Isenhower     Rutgers, The State University of New Jersey, Douglass Developmental Disabilities Center, New Brunswick, New Jersey, USA

SungWoo Kahng     Department of Health Psychology, University of Missouri, Columbia, Missouri, USA

Michael E. Kelley     The Scott Center for Autism Treatment and Florida Institute of Technology, Melbourne, Florida, USA

Michelle Kuhn     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Giulio E. Lancioni     Department of Education, University of Bari, Bari, Italy

Russell Lang     Department of Curriculum and Instruction, Texas State University, San Marcos, Texas, USA

Robert H. LaRue     Rutgers, The State University of New Jersey, Douglass Developmental Disabilities Center, New Brunswick, New Jersey, USA

Linda A. LeBlanc     Trumpet Behavioral Health, Lakewood, Colorado, USA

Dorothea C. Lerman     Department of Clinical, Health, and Applied Sciences, University of Houston—Clear Lake, Houston, Texas, USA

Clare J. Liddon     The Scott Center for Autism Treatment and Florida Institute of Technology, Melbourne, Florida, USA

Timothy D. Ludwig     Department of Psychology, Appalachian State University, Boone, North Carolina, USA

James K. Luiselli     Clinical Solutions, Inc. and North East Educational and Developmental Support Center, Tewksbury, Massachusetts, USA

Brian K. Martens     Department of Psychology, Syracuse University, Syracuse, New York, USA

Monica M. Matthieu     School of Social Work, St Louis University, St Louis, Missouri, USA

Ciara McEnteggart     Department of Psychology, National University of Ireland Maynooth, Co., Kildare, Ireland

Heather M. McGee     Western Michigan University, Kalamazoo Michigan, USA

Steven E. Meredith     Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA

Suzanne M. Milnes     University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, Nebraska, USA

Raymond G. Miltenberger     Department of Child and Family Studies, University of South Florida, Tampa, Florida, USA

Matthew P. Normand     Department of Psychology, University of the Pacific, Stockton, California, USA

Triton Ong     Department of Psychology, University of the Pacific, Stockton, California, USA

Mark F. O’Reilly     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Kerri P. Peters     Psychology Department, University of Florida, Gainesville, Florida, USA

Cathleen C. Piazza     University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, Nebraska, USA

Derek D. Reed     Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas, USA

Joe E. Reichle     Department of Educational Psychology, and Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, Minnesota, USA

Aurelia Ribeiro     The Scott Center for Autism Treatment and Florida Institute of Technology, Melbourne, Florida, USA

Laura Rojeski     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Patrick W. Romani     Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, Nebraska, USA

Nicolette Sammarco     Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

Sindy Sanchez     Department of Child and Family Studies, University of South Florida, Tampa, Florida, USA

Kelly M. Schieltz     College of Education, University of Missouri, Columbia, Missouri, USA

Dawn A. Seefeldt     Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois, USA

Rebecca A. Shalev     University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, Nebraska, USA

Jeff Sigafoos     Department of Special Education, Victoria University, Wellington, New Zealand

Sigurdur O. Sigurdsson     School of...