Handbook of Applied Behavior Analysis for Children with Autism: Clinical Guide to Assessment and Treatment

Preface
Contents
1: History and Overview of Applied Behavior Analysis
Early Influencers of Behavior Analysis
Edward Thorndike
Ivan Pavlov
John B. Watson
Skinner’s Science of Behavior Analysis
Brief Biographical Information
Skinner’s Contributions to Behavior Analysis
Radical Behaviorism
Skinner’s Experimental Analysis of Behavior
Applications of Skinner’s Science at the Societal and Individual Level
Societal Level
Individual Level
Early Applied Studies
Clinical Applications of ABA
Etiology and History of Autism
Types of Treatments for Autism
Behavioral Interventions for Autism
Examples of Comprehensive Treatment Models (CTMs)
UCLA Young Autism Project
The TEACCH Program
The Denver Model/Early Start Denver Model
Early Intensive Behavioral Intervention (EIBI)
Examples of Focused Intervention Practices
Research Support for Behavioral Interventions
ABA Outside of Autism and Other Developmental Disabilities
Evolution of the Science and Practice of Applied Behavior Analysis
Current State of the Practice of Applied Behavior Analysis
Professional Certification and Licensing for Behavior Analysts
Professional Ethics and Treatment Guidelines
Pursuit of Continued Quality Assurance
References
2: Foundations of Applied Behavior Analysis
Introduction
Basic Concepts and Principles
Reinforcement
Positive Reinforcement
Negative Reinforcement
Unconditioned and Conditioned Reinforcers
Punishment
Punishment in Practice
Extinction
Chaining
Feedback
Shaping
Graduated Guidance and Modeling
Summary
References
3: Applied Behavior Analysis and Its Application to Autism and Autism-Related Disorders
Introduction
Conceptual Basis and Foundation of Applied Behavior Analysis
Concepts and Application
Consequence: Reinforcement and Reinforcement-Based Procedures
Token Economy
Differential Reinforcement
Extinction
Consequence: Punishment and Punishment-Based Procedures
Antecedent Approaches to Treatment
Establishing Operations
Stimulus Control
Choice
Prompt Procedures
Combining Antecedent and Consequence-Based Components
ABA-Based Comprehensive Approaches to Autism Treatment
Intervention Programs That Utilize Applied Behavior Analysis Procedures
University of California, Los Angeles (UCLA) Young Autism Project (YAP)
Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)
Naturalistic Developmental Behavioral Interventions
ABA Across the Lifespan
Future Directions and Summary
References
4: Comprehensive Assessment of Autism Spectrum Disorders
Overview
Diagnostic Domains
Autism-Specific
Cognitive
Adaptive
Speech/Language
Restricted and Repetitive Behaviors and Interests
Sensory Abnormalities
Psychological Comorbidities
Attention
Feeding Problems
Sleeping Problems
Executive Functioning
Challenging/Disruptive Behaviors
Diagnostic Considerations
Regression of Skills
Age Milestone Transitions
Compensatory Behaviors
Barriers to Diagnosis
Comorbidities
Recommendations and Treatment Planning
Feedback
Future Directions
Conclusion
References
5: Functional Assessment in Applied Behavior Analysis
Historical Foundations
The Functions of Problem Behavior
The Standard Model of Functional Analysis
Approaches to Assessment Derived from the Standard Model
Informant Methods
Descriptive Analyses
Topography-Specific Functional Assessments
Data Analysis and Clinical Decision-Making
Treatment Informed by Functional Assessment
Social Validity and Ethical Considerations
Criticisms and Future Directions
Conclusion
Appendix 1: Standard Functional Analysis Model Protocol
General
Alone/Ignore/No Interaction
Attention
Demand
Play
Other Considerations
References
6: Operational Definitions, Observation, and Behavioral Recording in Applied Behavior Analysis
Introduction
Target Behaviors
Defining Target Behavior
The Importance of Precise Definitions
Types of Definitions
Measurement
Repeatability
Temporal Extent
Temporal Locus
Derivative Measures
Trials-to-Criterion
Percentage
Time Sampling
Permanent Product Recording
Elements of Optimal Behavior Measurement
Reliability
Accuracy
Validity
Believability
Challenges (Artifact and Bias)
Observer Drift
Reactivity
Expectation
Strategies to Overcome Challenges
Observer Drift
Reactivity
Expectation
Other Considerations
Interobserver Agreement (IOA)
Reliability of Data
Types of IOA
Total Count IOA
Exact Count IOA
Mean Count per Interval (Partial Agreement-Within-Intervals) IOA
Trial-by-Trial
Total Duration IOA
Mean Duration per Occurrence IOA
Interval-by-Interval IOA
Scored-Interval IOA (Occurrence IOA)
Unscored-Interval IOA (Non-occurrence IOA)
Acceptable Levels
How Often Should It Be Collected?
How Should IOA Be Reported?
Applications
Total Count IOA
Mean Count per Interval IOA
Exact Count IOA
Trial-by-Trial
Total Duration
Mean Duration per Occurrence IOA
Interval-by-Interval IOA
Scored Interval IOA
Non-Scored Interval IOA
Conclusion
References
7: Choice and Preference Assessments
Choice
Choice Behavior Defined
Choice Contingencies
Choice Responses
Environmental Arrangements That Evoke Choice
Consequences of Choice Responses
The Function of Choice Opportunities and Choice Responses
Preference for Choice
Preference
Preference Defined
Stimulus Preference Assessment Methods
Direct Assessments That Use Selection Measures
Single-Stimulus Preference Assessments
Paired-Stimulus Preference Assessments
Multiple-Stimulus Preference Assessments
Direct Assessments That Use Duration Measures
Single-Stimulus Preference Assessments
Multiple-Stimulus Preference Assessments
Variables That Affect Choice and Preference
Stimulus Selection
Magnitude/Duration of Access Time
Preference Stability and Motivating Operations
Validating Preference Assessment Outcomes
Assessments of Absolute Reinforcer Effect
Assessments of Relative Reinforcer Effect
When to Conduct a Reinforcer Assessment
Summary
References
8: School-Based Interventions for Students with Autism
Introduction
Educational Policies and Identification of Autism
Educational Policies and School-Based Interventions for Autism
Evidence-Based Interventions for Autism
Antecedent-Based Strategies
Reinforcement-Based Strategies
Supports for Mental Health/Behavioral Disorders
Considerations for Individual and Cultural Diversity
Systems-Based Intervention Models and Multi-Disciplinary Collaboration
Summary and Recommendations for Behavior Analysis
References
9: Communication Assessment and Intervention
Introduction
Communication Impairment in Children with Autism
Communication Assessment
Communication Intervention
Instructional Tactics
Defining Features of ABA-Based Communication Interventions
Functional Communication
Structured and Naturalistic Intervention
Prelinguistic Behavior
Visual Strategies
Summary
References
10: Some Important Repertoires to Consider When Training Autism Interventionists
Introduction
Repertoires
Understanding of Human Development and ASD
Fun and Engaging
Receptive to Feedback
Systematic
Adaptive/Flexible
Analytic
Objective
Widely Competent
Conceptually Sound
Learner Progress as a Reinforcer
Does Not Miss the Forest for the Trees
Professional
Training Considerations
Conclusion
References
11: Social Skills and Applied Behavior Analysis
Introduction
Conceptual Underpinnings
Assessment and Goal Development
Common Norm-Referenced Social Skills Assessments
Environmentally Based Social Skills Assessments
Selecting Goals
Assent
Age-Related Priorities
Infants and Toddlers
Preschool Age
School Age
Adolescents and Adults
Teaching Social Skills in a Group Setting
Locations & Sessions
Variables to Consider
Interventions for Teaching Social Skills
Common Nonevidence-Based Interventions
Social Stories
Social Thinking
Common Evidence-Based Interventions
Behavioral Skills Training and Teaching Interaction Procedure
Video Modeling
Visual Learning Strategies
Peer-Mediated
Conclusion
References
12: Rituals and Stereotypies
What Are Stereotypies and Rituals?
Why Do Children with Autism Engage in Stereotypies and Rituals?
Developing Interventions for Stereotypy and Other Repetitive Behaviors
Eliminating or Attenuating Consequences of Problem Behavior
Developing Alternative Skill Repertoires
Reinforcement for the Non-occurrence of Stereotypy
Punishment
Selecting Among Treatment Options
Conclusions and Recommendations
References
13: Transition-Related Problem Behavior
Introduction
The Development of Transition-Related Problem Behavior
Proactive Strategies for Children with Autism Spectrum Disorder
Modifications to the Physical Environment
Increasing Security, Monitoring, and Awareness
Assessment of Transition-Related Problem Behavior
Functional Analysis of Transition-Related Problem Behavior
Alternatives to Traditional Functional Analyses
Safety Considerations
Treatment of Transition-Related Problem Behavior
Socially Reinforced Transition-Related Problem Behavior
Advanced Warnings and Visual-Activity Schedules
Noncontingent Reinforcement
Differential Reinforcement of Other Behavior and Alternative Behavior
Functional Communication Training
Treatment Selection and Considerations
Automatically Reinforced Transition-Related Problem Behavior
Teaching Safety Skills
Conclusion
References
14: Self-Injury
Introduction
Origin and Maintenance of SIB
Pre-treatment Considerations for SIB
Behavioral Assessment of SIB
Indirect Assessment
Descriptive Analysis
Functional Analyses
Behavioral Treatment
Antecedent Interventions
Increasing Appropriate Alternative Skills
Consequence-Based Strategies
Conclusion
References
15: Aggression and Tantrums and Applied Behavior Analysis (ABA)
Operant Interpretations of Aggression and Tantrums
Informing Behavioral Treatment of Aggression and Tantrums
Function-Based Treatment of Aggression and Tantrums
General Treatment Strategies
Treatment Extensions
Comprehensive Function-Based Treatment Package
Other Treatment Considerations
Conclusions
References
16: Noncompliance
Introduction
Functional Assessment
Indirect Assessment
Descriptive Assessment
Functional Analysis
Summary and Practice Recommendations for the Functional Assessment of Noncompliance
Active Cooperation
Antecedent Interventions
High-Probability Instructional Sequence
Noncontingent Reinforcement
Reducing Response Effort
Manipulating the Delivery of Instructions
Consequent Interventions
Guided Compliance
Differential Reinforcement of Alternative Behavior
Timeout
Summary and Practice Recommendations for Active Cooperation
Passive Cooperation
Categories of Stimuli Associated with Passive Cooperation
Feared Stimuli
Medical and Dental Procedures
Hygiene Routines
Prolonged Tactile Contact
Antecedent Interventions
Exposure
Noncontingent Reinforcement
Consequent Interventions
Differential Reinforcement of Other Behavior
Differential Reinforcement of Alternative Behavior
Response Blocking and Response Cost
Escape Extinction
Summary and Practice Recommendations for Passive Cooperation
Conclusion
References
17: Teaching Adaptive Skills to Children with Autism Spectrum Disorder: From Assessment to Treatment
Introduction
Assessment
Common Adaptive Behaviors for Instruction
Self-Care Skills
Domestic Skills
Recreational Skills
Community and Pre-vocational Skills
Systematic Instruction
Behavioral Skills Training (BST)
Video Modeling, Video-Based Instruction, and Video Prompting
Chaining Procedures
Conclusion
References
18: Toe Walking
Introduction
Measuring ITW
Direct Measures
Indirect Measures
Medical Assessment of ITW
Informant-Based Assessment
Direct Assessment
Experimental Assessments
Medical Interventions for ITW
Surgical Interventions
Serial Casting
Botulinum Toxin A
Ankle Foot Orthoses (AFO)
Watch and Wait
Behavioral Assessment of ITW
Behavioral Interventions for ITW
Conclusions and Directions for Future Research
References
19: Behavioral Assessment and Treatment of Feeding Problems in Autistic Children
Introduction
Interdisciplinary Approach
Behavioral Assessment
Descriptive Analysis of Inappropriate Mealtime Behavior
Functional Analysis of Inappropriate Mealtime Behavior
Antecedent Assessments
Behavioral Treatment
Increasing Acceptance and Decreasing Inappropriate Mealtime Behavior
Antecedent-Based Procedures
Expulsion
Packing
Increasing Chewing
Increasing Self-Feeding
Alternative Approaches to Treatment
Ethical Considerations
Summary
References
20: ADHD, Distractibility, and ABA
Introduction
ADHD
Diagnostic Criteria
Prevalence/Etiology
Longitudinal Trajectories
Theoretical Model
Comorbidities
ASD
Diagnostic Criteria
Prevalence/Etiology
Longitudinal Trajectories
Comorbidities
Comorbidity of ASD and ADHD
Theories of Comorbidity
ASD+ADHD Presentation
Mental Health and Executive Functioning
Behavioral
Social
Assessment/Differential Diagnosis
ADHD Assessment
ASD Assessment
Discriminant Validity
ADHD and ASD+ADHD Treatment
Medication
Behavioral Parent Training
Social Skills
Applied Behavior Analysis
Other Treatment Considerations
Future Directions
Integrated Primary Care
School-Based Interventions
Technology in Assessment/Treatment
ADHD and ASD in Females
Conclusion
References
21: Generalization and Maintenance
What Is Generalization and Maintenance?
Stimulus Control and Discrimination
Generalization
Stimulus Generalization
Response Generalization
Response Maintenance
Generalization and ASD
Stimulus Overselectivity
Current Practices
Strategies to Promote Generalization
Generalization as Learning to Learn
Recombinative Generalization
Stimulus Equivalence
Generalization Across Subjects
Generalization, the Technology
Sequential Modification
Introduce to Natural Maintaining Contingencies
Train Sufficient Exemplars
Train Loosely
Use Indiscriminable Contingencies
Program Common Stimuli
Mediate Generalization
Train to Generalize
Planning for Generalized Outcomes
Case Example
Client Information
Referral Question
Behavior Assessment
Intervention
Planning for Generalization
Results
Concluding Summary and Recommendations
References
22: Parent Training Interventions to Applied Behavior Analysis (ABA)
Introduction
Parents Raising Concerns and Screening for ASD
Parent Involvement in the Evaluation Process
History and Theoretical Foundations of Parenting Programs
Sleep Issues
Communication
Feeding
Safety
Social Skills
Daily Living Skills
Specific Training in ABA Skills Procedures and Tools
Telehealth
Barriers to Parent Training
References
Index