Handbook of Applied Behavior Analysis Interventions for Autism: Integrating Research into Practice

Preface
Contents
1: Introduction to the Handbook of Applied Behavior Analysis Interventions for Autism
1.1 Introduction to the Handbook of Applied Behavior Analysis Interventions for Autism
1.2 Part I: An Overview of Evidence-Based Practice
1.3 Part II: Evidence-Based Practices in Autism Intervention
1.4 Conclusion
References
Part I: An Overview of Evidence-Based Practice
2: Defining Evidence-Based Practice in the Context of Applied Behavior Analysis and Autism Intervention
2.1 Defining Evidence-Based Practice in the Context of Applied Behavior Analysis and Autism Intervention
2.1.1 The Quest to Identify Evidence-Based Practice
2.2 Commonly Used Evidence-Based Practice Standards
2.2.1 Horner et al. (2005)
2.2.2 Gersten et al. (2005)
2.2.3 What Works Clearinghouse
2.2.4 National Standards Project
2.2.5 National Clearinghouse on Autism Evidence and Practice
2.2.6 Summary
2.3 Differences in Definitions and Terminology
2.3.1 Smith (2013)
2.3.2 Slocum et al. (2014)
2.3.3 Summary
2.4 Practitioner Resources
2.5 Conclusion
References
3: History of Non-Evidence-Based Practices for Individuals Diagnosed with ASD
3.1 Introduction
3.1.1 Why Do Non-evidence-Based Practices Exist?
3.1.2 What Is Evidence?
3.1.3 Quality Evidence Is Based in the Scientific Method
3.1.4 Why Do Non-evidence-Based Treatments Exist and Persist?
3.2 Misunderstanding Autism and the Non-evidence-Based Practices That Follow
3.2.1 Misunderstanding How Environment Affects Behavior
3.2.1.1 Getting It Wrong From the Start: The Scourge of the Refrigerator Mother
3.2.1.2 Making Robots: Misunderstanding ABA and Misguided Counter-Interventions
3.2.2 Extreme Beliefs Lead to Extreme Interventions
3.2.2.1 Unclean to Unfit: Early Negative Beliefs About Disabilities Led to Mistreatment
3.2.2.2 A Road Paved with Good Intentions: Unrealistic Positive Beliefs Lead to Poor Intervention
3.2.3 Biological Pseudoscience
3.2.3.1 Sensory Processing Disorder and Related Pseudoscience Interventions
3.2.3.2 Neuroinflammation Theory and Related Pseudoscience Treatments
3.2.3.3 Poor Gut Health, ASD, and Related Pseudoscience
3.2.3.4 Heavy Metal Poisoning and the Vaccine Controversy
3.3 Stopping the Use of Non-evidence-Based Practices
3.3.1 Why Do Families Choose Non-evidence-Based Practices?
3.3.2 How to Address Misinformation
References
4: Ethical Decision-Making and Evidenced-Based Practices
4.1 Introduction
4.2 Causal Model of Ethical Decision-Making
4.2.1 Morality and Ethics
4.2.2 Descriptive vs. Normative Ethical Behavior
4.2.2.1 Descriptive Ethical Behavior and Decision-Making with EBPs
4.2.2.2 Normative Ethical Behavior
4.2.3 Decision-Making
4.2.3.1 Choice
4.2.3.2 Verbal Behavior
4.2.3.3 Optimality
4.2.3.4 Causal Model of Ethical Behavior
4.3 Decision Models
4.3.1 Function of Ethical Decision Models
4.3.2 Ethical Decision-Making Models
4.3.3 Evidence-Based Practice Decision Models
4.3.4 An Ethical-EBP Decision Model
4.4 Applying Ethical Causal and Decision Models to EBP in ABA
4.4.1 Discrete Trial Teaching vs. Natural Environment Training
4.5 Summary
References
5: Evidence-Based Practices for Students with Autism Spectrum Disorder and the Individuals with Disabilities Education Improvement Act
5.1 Evidence-Based Practices for Students with Autism Spectrum Disorder and the Individuals with Disabilities Education Improvement Act
5.2 Overview of IDEIA
5.2.1 Part C
5.2.2 Part B
5.2.3 Major Principles of IDEIA
5.2.4 Supreme Court Case Endrew F
5.3 Areas of Established Evidence Base
5.3.1 Child Find
5.3.2 Assessment and Evaluation
5.3.3 Intervention
5.3.4 Functional Behavior Assessments, Behavior Intervention Plans, and Positive Behavior Interventions and Supports
5.4 Behavior Analysts in Schools
References
6: Evidence-Based Practice in Schools
6.1 Evidence-Based Practice in Schools
6.1.1 Evidence-Based Practice
6.1.2 Individuals with Disabilities Education Act (IDEA)
6.1.2.1 Free Appropriate Public Education (FAPE)
6.1.2.2 Least Restrictive Environment (LRE)
6.1.2.3 Appropriate Evaluation
6.1.2.4 Individualized Education Program (IEP)
6.1.2.5 Parent and Student Participation
6.1.2.6 Procedural Safeguards
6.1.3 The IEP and Students with ASD
6.1.3.1 IEP Planning
6.1.4 IEP Implementation
6.1.4.1 Participating in the Inclusive Environment
6.1.4.2 Access to an Appropriately Ambitious and Quality of Life-Influenced Curriculum
6.1.4.3 Selecting Appropriate Evidence-Based Practice to Meet the Needs of Students and Families
6.1.4.4 Data-Based Decision-Making
6.1.4.5 Functional Approach to Challenging Behavior
6.1.4.6 Training and Coaching for Staff
6.1.4.7 Technical and Social Support for Families
6.1.5 Context of Schools
6.1.5.1 Collaboration and Interdisciplinary Support
6.1.5.2 Diverse and Inclusive
6.1.5.3 Access to the General Education Curriculum
6.2 Conclusion
References
7: Factors Influencing to Implement or Not to Implement Evidence-Based Procedures
7.1 Evidence-Based Practice
7.1.1 Definitions of Evidence-Based Practice
7.1.2 Use of Evidence-Based Treatments by Service Providers
7.1.3 Use of Evidence-Based Procedures by Parents of Children with Autism
7.2 Why Do Parents Continue to Explore Non-evidence-Based Practices?
7.2.1 Antecedent Variables that Influence The Use of Fad Treatments
7.2.1.1 Media
7.2.1.2 Lack of Knowledge About Etiology
7.2.1.3 Promises of Cure
7.2.1.4 Lack of Knowledge About Quality of Evidence
7.2.1.5 Lack of Access to Services Based on Evidence
7.2.2 Consequent Variables Influencing the Use of Fad Treatments
7.3 Why Do Behavior Analysts Continue to Use Non-evidence-Based Practices?
7.3.1 Antecedent Variables that Influence The Use of Fad Treatments
7.3.1.1 Lack of Sufficient Education and Training in Behavior Analysis and Science
7.3.1.2 Practicing Outside Scope of Competence
7.3.1.3 Perceived Permission to Use NEBP
7.3.1.4 Consumer Preference
7.3.2 Consequent Variables Influencing the Use of Fad Treatments
7.3.2.1 Response Effort
7.3.2.2 Reinforcement for Using NEBP
7.4 What Parents and Providers Should Do When There Is a Lack of Access to EBPs?
7.5 How to Further Promote Implementation of EBPs in Autism Treatment
7.5.1 Consensus on What Constitutes Quality Evidence
7.5.2 Broadly Disseminate Evidence-Based Information on Autism
7.5.3 Increase Availability of Services Based on Evidence
7.6 Conclusion
References
8: Effective Collaboration: Maximizing Outcomes in Autism Intervention in an Interdisciplinary Model
8.1 Effective Collaboration: Maximizing Outcomes in Autism Intervention in an Interdisciplinary Model
8.2 Definition and Concept of Collaboration in ASD Intervention
8.2.1 Why Collaboration Is Essential
8.3 Challenges with Collaboration in the Field of Behavior Analysis
8.3.1 Lack of Information About Other Disciplines
8.3.2 Fundamental Differences Across Disciplines
8.3.3 Preferences for One’s Own Discipline
8.3.4 Lack of Training in Collaboration
8.3.5 Lack of Training in Empathy and Relationship Building
8.3.6 Problems in Translating the Science into Everyday Language
8.3.7 Reluctance to Incorporate the Suggestions of Other Team Members
8.3.8 Perceptions of Behavior Analysts’ Collaborative Skills
8.4 Strategies to Increase Effective Collaboration
8.4.1 Looking to Other Fields’ Models
8.4.2 Increased Training and Education
8.4.3 Soft Skills Development
8.4.4 Understanding Roles and Contributions
8.4.5 Navigating a Shared Scope of Practice
8.4.6 Decision-Making Models
8.4.6.1 Brodhead’s Model
8.4.6.2 Newhouse-Oisten’s Model for Use with Prescribing Professionals
8.4.7 Consulting Resources
8.4.7.1 Treatment Classifications
8.4.8 Summary and Future Directions
References
9: Be Humble, Learn, and Care: Culturally Responsive Evidence-Based Practice
9.1 Be Humble, Learn, and Care: Culturally Responsive Evidence-Based Practice
9.2 Evidence-Based Practice in the Context of Culture
9.2.1 The Research Evidence Base
9.2.2 Developing a Cultural Wisdom Base
9.2.2.1 Humility
9.2.2.2 Learning
9.2.3 Expansive Care
9.2.3.1 Attention to Relationship Development and Communication: Show You Care
9.2.3.2 Procedures and Outcomes: Show You Care
9.2.3.3 Structural Oppression and Biased Delivery Systems: Show You Care
9.3 Conclusion and Onward
References
Part II: Evidence-Based Practices in Autism Intervention
10: Discrete Trial Teaching: Toward a Progressive Model
10.1 Discrete Trial Teaching: Toward a Progressive Model
10.2 Some Components of DTT
10.2.1 Pre-trial Arrangement
10.2.1.1 Environment
10.2.1.2 Target Selection
10.2.1.3 Target Location
10.2.1.4 Field Size
10.2.2 Instructions
10.2.2.1 Complexity of Instructions
10.2.2.2 Variety of Instructions
10.2.3 Prompting
10.2.4 The Consequence
10.2.5 Data Collection
10.3 Misconceptions of DTT
10.4 Evidence-Based Practice
10.5 Future Directions
10.6 Conclusion
References
11: Incidental Teaching Research: Early Beginnings Through Recent Innovations
11.1 Incidental Teaching Research: Early Beginnings Through Recent Innovations
11.2 Original Development of IT Procedures with Neurotypical Children
11.3 Applications of IT with Children with Autism
11.4 Extensions of IT to Various Target Responses and Populations
11.5 Preparing Providers in How to Do IT
11.6 Comprehensive Application of IT: All Behavioral Intervention and Instruction Provided Exclusively in IT Formats
11.6.1 Description of the Walden Classroom
11.6.2 Programmatic Adaptations of Kansas Models
11.6.3 Summary of Program Replications of Walden’s IT Model
11.7 Conclusions
11.7.1 Suggestions for Future Research in Early Autism Intervention
11.7.2 IT Is an Evidence-Based Practice
11.7.3 Enjoy Your Interesting IT Conversations
References
12: Pivotal Response Treatment (PRT): Research Findings Over 30 Years
12.1 Pivotal Response Treatment (PRT): Research Findings Over 30 Years
12.2 Background and Early PRT Studies
12.2.1 Learned Helplessness
12.2.2 Pivotal Areas
12.2.3 PRT Motivational Components
12.2.3.1 Child Choice
12.2.3.2 Intersperse Maintenance Tasks
12.2.3.3 Task Variation
12.2.3.4 Natural Rewards
12.2.3.5 Reward Attempts
12.3 Adapting PRT for Different Age Groups and Target Behaviors
12.3.1 Adapting the PRT Motivational Components for Infants
12.3.2 Adapting the PRT Motivational Components for Adults
12.3.3 Adapting PRT for Academics
12.4 The Pivotal Behavior of Initiations (Question Asking)
12.4.1 Importance of Initiations
12.4.2 Teaching Question Asking
12.5 Self-Management
12.5.1 Self-Management and Social Communication
12.5.2 Self-Management and Academics
12.5.3 Self-Management and Interfering Behaviors
12.6 Empathy
12.7 Summary
References
13: Video Modeling Instruction for Individuals with Autism Spectrum Disorder
13.1 Video Modeling Instruction for Individuals with Autism Spectrum Disorder
13.1.1 Advantages of VM
13.1.2 Terminology
13.1.3 Play
13.1.3.1 Types of Play
13.1.3.2 Procedural Variations of VM Targeting Play
13.1.3.3 Generalization and Maintenance of Play
13.1.3.4 Social Validity
13.1.3.5 Reliability
13.1.3.6 Future Research
13.1.4 Social Communication
13.1.4.1 Procedural Variations of VM Social Communication Skills
13.1.4.2 Generalization and Maintenance of Social Communication
13.1.4.3 Future Research
13.1.5 Safety Skills
13.1.5.1 Procedural Variations of VM Targeting Safety Skills
13.1.5.2 Generalization and Maintenance of Safety Skills
13.1.5.3 Social Validity
13.1.5.4 Future Research
13.1.6 Functional Living Skills
13.1.6.1 Procedural Variations of VM Targeting Functional Living Skills
13.1.6.2 Generalization
13.1.6.3 Reliability
13.1.6.4 Future Research
13.1.7 Addressing Problem Behaviors
13.1.7.1 Procedural Variations of VM Targeting Functional Living Skills
13.1.7.2 Future Research
13.1.8 Caregiver Implemented
13.1.9 Prerequisite Skill
13.1.10 Comparative Research
13.1.10.1 Model Type
13.1.10.2 Video Modeling and Video Prompting
13.1.10.3 Video Modeling and In Vivo Modeling
13.1.10.4 Video Modeling and Other Instructional Procedures
13.1.10.5 Future Research
13.1.11 Future Research
13.1.12 Evidenced-Based Practice
13.1.13 Summary
References
14: Using the Teaching Interaction Procedure and Behavioral Skills Training to Develop Skills for Individuals with Autism: An Evidence-Based Approach
14.1 Using the Teaching Interaction Procedure and Behavioral Skills Training to Develop Skills for Individuals with Autism: An Evidence-Based Approach
14.1.1 The Teaching Interaction Procedure
14.1.2 Components of the TIP
14.1.2.1 Label/Identify Skill
14.1.2.2 Provide Rationale
14.1.2.3 Description
14.1.2.4 Demonstration
14.1.2.5 Role-Playing
14.1.2.6 Feedback
14.1.3 The TIP and ASD
14.2 Behavioral Skills Training
14.2.1 Components of BST
14.2.1.1 Instruction
14.2.1.2 Model
14.2.1.3 Rehearsal
14.2.1.4 Feedback
14.2.2 BST and ASD
14.3 Considerations for Using the TIP and BST
14.4 Conclusions and Recommendations
References
15: Developing Social Skills Groups for Behavioral Intervention for Individuals with Autism
15.1 Social Skills Groups
15.2 Literature Overview
15.2.1 Strengths of Current Research
15.2.2 Areas for Future Research
15.3 Clinical Implications
15.4 Experiences from Clinical Practice
15.4.1 Developing the Group
15.4.1.1 Objective of the Group
15.4.2 Participants
15.4.2.1 Age
15.4.2.2 Language Skills
15.4.2.3 Social Skill Deficits
15.4.2.4 Problem Behaviors
15.4.3 Curriculum
15.4.4 Staffing
15.4.5 Schedule
15.4.6 Behavior Management Strategies
15.4.6.1 Individual Behavior Management
15.4.6.2 Group Contingency
15.4.7 Data Collection
15.4.8 Intensity
15.5 Conclusion
References
16: Parent Implementation Interventions
16.1 Introduction
16.2 Parent-Mediated Interventions: Improving Social Communication in ASD
16.2.1 Pivotal Response Treatment
16.2.2 The Early Start Denver Model
16.2.3 Project ImPACT
16.2.4 Summary
16.3 Parent Training Interventions: Reducing Disruptive Behaviors in ASD
16.3.1 Functional Communication Training
16.3.2 Research Units in Behavioral Intervention (RUBI) Autism Network
16.3.3 Parent–Child Interaction Therapy (PCIT)
16.3.4 Summary of Parent Training Interventions for Disruptive Behaviors in ASD
16.4 Telehealth
16.4.1 Telehealth for Parent-Mediated Interventions
16.4.2 Telehealth for Parent Training Interventions
16.4.3 Barriers and Limitations of Telehealth Services
16.5 Conclusions
16.5.1 Clinical Implications
16.5.2 Limitations & Future Directions
16.5.3 Summary
References
17: Overview of the Early Start Denver Model
17.1 Introduction
17.1.1 Origin and Theoretical Bases
17.2 Clinical Description of ESDM Practices
17.2.1 The ESDM Curriculum
17.2.2 Developmental Framework
17.2.3 Child Initiative and Learning
17.2.4 Integrated Approach to Intervention
17.2.5 Interdisciplinary Team
17.3 Multiple Methods of Delivery
17.4 ESDM Teaching Strategies
17.4.1 Creating Positive Emotion Inside the Learning Experience
17.4.2 Play and Everyday Activities as the Frame for Learning and Teaching
17.4.3 Intensive Teaching
17.4.4 Positive Approaches for Unwanted Behavior
17.4.5 Family Involvement
17.4.6 When Children Receiving ESDM Are Not Making Rapid Progress
17.4.6.1 Increasing Reinforcer Strength
17.4.6.2 Increasing Structure and Repetitions
17.4.6.3 Visual Supports
17.5 Evidence Base
17.5.1 Parent-Implemented ESDM
17.5.2 ESDM in Group Settings (G-ESDM)
17.5.3 Other Research
17.6 Naturalistic Developmental Behavioral Interventions
17.6.1 Pre-NDBI
17.6.2 Developmental Perspectives and Autism
17.6.3 Developmental Perspectives and NDBI
17.6.4 NDBIs and Autism
17.7 NDBI Components
17.7.1 Nature of Intervention Targets
17.7.2 Nature of Learning Contexts
17.7.3 Nature of Instructional Strategies
17.7.4 Three-Part Contingency
17.7.5 Manualized Practice
17.7.6 Fidelity of Implementation
17.7.7 Child-Initiated Teaching
17.7.8 Environmental Arrangement
17.7.9 Natural Reinforcement and Related Methods for Enhancing Motivation
17.7.10 Balanced Turns Within Object or Social Play Routines
17.7.11 Adult Imitation of Child and Modeling
17.7.12 Broadening Attentional Focus
17.8 Limitations and Future Directions of the ESDM
References
18: PEAK Relational Training System
18.1 PEAK Relational Training System
18.1.1 Clinical Outcomes of the PEAK Curriculum among Children and Adolescents
18.1.2 Psychometric Properties of PEAK-Based Assessments
18.1.3 Skill Specific Gains Produced by PEAK-based Instructions
18.1.4 Referencing PEAK in Other Areas
18.1.5 Reviews and Critiques of the PEAK Relational Training System
References
19: The Picture Exchange Communication System
19.1 The Picture Exchange Communication System
19.1.1 Learner Outcomes
19.1.2 Teaching Implementation of PECS
19.1.3 Caregiver and Learner Preference
19.1.4 Adaptations of PECS
19.2 Limitations and Future Directions
19.3 Clinical Recommendations
19.4 Conclusion
References
20: Augmentative and Alternative Communication (AAC) Systems
20.1 Augmentative and Alternative Communication (AAC) Systems
20.2 Overview of AAC
20.2.1 What Is AAC?
20.3 AAC Systems
20.3.1 Types of Symbols
20.3.1.1 Unaided Symbols
20.3.1.2 Aided Symbols
20.3.2 Strategies or Techniques
20.3.2.1 Exchange-Based Techniques
20.3.2.2 Point-Based Techniques
20.4 AAC Assessment and System Selection
20.4.1 AAC Assessment Models
20.4.1.1 Candidacy Model
20.4.1.2 Communication Needs Model
20.4.1.3 Participation Model
20.4.2 Additional AAC Assessment Considerations
20.4.2.1 Predictors, Moderators, and Mediators
20.4.2.2 Response Efficiency
20.4.2.3 Response Effort
20.4.2.4 Preferences
20.4.2.5 Assessment of Barriers to and Facilitators of AAC Intervention
20.4.2.6 Cultural Validity
20.4.2.7 A Summary of AAC Assessment Considerations
20.5 Behavior Analysis and AAC Intervention
20.5.1 Naturalistic Teaching Strategies
20.5.2 Discrete Trial Teaching
20.5.3 Additional Instructional Considerations
20.6 AAC and Evidenced-Based Practice
20.6.1 Effectiveness and Efficacy of AAC Interventions
20.7 Future Directions of AAC for Individuals with ASD
20.8 Conclusion
References
Resources
Tangible and Tactile Symbols
Photographs and Line-Drawing Symbols
Exchange-Based Communication
Professional Development and Learning
21: Shaping: A Brief History, Research Overview, and Recommendations
21.1 Shaping: A Brief History, Research Overview, and Recommendations
21.2 A Historical Journey: A Day of Great Illumination
21.3 Challenge One: A Linear Perspective
21.4 Challenge Two: A Lack of Reciprocity
21.4.1 Shaping Defined
21.4.2 Research Examples
21.4.3 Shaping as an Evidence-Based Practice for ASD
21.4.4 Recommendations for Research and Practice
21.4.4.1 Research
21.4.4.2 Practice
21.5 Conclusion
References
22: Functional Analysis Methodology: Best Practices and Considerations
22.1 Functional Analysis Methodology: Best Practices and Considerations
22.2 Overview of FA Methodology
22.2.1 Tests for Social Positive Reinforcement
22.2.2 Tests for Social Negative Reinforcement
22.2.3 Test for Automatic Reinforcement
22.2.4 Control Condition
22.3 Designing Functional Analyses
22.3.1 Determine Target Challenging Behavior
22.3.2 Determine Procedural Safeguards and Practices
22.3.3 Design FA Conditions
22.3.4 Determine Setting, Therapists, and Modality of FA
22.3.5 Session Duration
22.3.6 Experimental Design
22.3.6.1 Multielement Design
22.3.6.2 Reversal Design
22.3.6.3 Test-Control (Pairwise) Design
22.3.6.4 Progressing from Brief to More Extended FA Methods
22.3.7 Additional Considerations
22.4 Analyzing Functional Analysis Outcomes
22.5 Variations in FA Methodology
22.5.1 Trial-Based FA
22.5.2 Precursor FA
22.5.3 Latency-Based FA
22.5.4 Synthesized Contingency Analysis (SCA)
22.6 Conclusions
References
23: Practical Functional Assessment
23.1 Practical Functional Assessment
23.1.1 The Continuum of Interpretation
23.1.2 Practical Functional Assessment Process
23.1.2.1 Open-Ended Interview
23.1.2.2 Brief Observation
23.1.2.3 Functional Analysis
23.1.3 Treatment Utility
23.1.3.1 Case Examples (Home)
23.1.3.2 Case Example (School)
23.1.3.3 Case Example (Outpatient Clinic)
23.1.4 Procedural Variations
23.1.4.1 Full IISCA
23.1.4.2 Single-Session IISCA
23.1.4.3 Trial-Based IISCA
23.1.4.4 Latency-Based IISCA
23.1.5 Further Considerations
23.1.5.1 Undifferentiated Outcomes
23.1.5.2 Automatic Reinforcement
23.2 Conclusions
References
24: Treating Problem Behaviors Through Functional Communication Training
24.1 Treating Problem Behaviors Through Functional Communication Training
24.2 Teaching the Functional Communicative Response
24.3 Reinforcement Schedule Thinning: Why Is It Important and How to Do It
24.3.1 Multiple Schedules
24.3.2 Contingency- and Time-Based Delays
24.3.3 Concurrent Chains Schedule
24.3.4 Combining FCT with Additional Interventions
24.4 Generalization
24.4.1 Training Multiple Exemplars
24.4.2 Sequentially Introduce Training in Relevant Contexts
24.4.3 Include Like Stimuli
24.5 Resurgence
24.6 Feasibility of Extinction
24.7 Summary
References
25: Response Cost and Time-Out from Reinforcement
25.1 Response Cost and Time-Out from Reinforcement
25.1.1 Principles and Concepts
25.1.1.1 Punishment
25.1.1.2 Punishment-Based Procedures in the Treatment of Problem Behavior
25.1.2 Early Basic Research on Response Cost and Time-Out
25.2 Response Cost
25.2.1 Response Cost in Practice
25.2.2 Considerations
25.2.2.1 Advantages
25.2.2.2 Disadvantages
25.2.2.3 Recommendations
25.3 Time-Out
25.3.1 Inclusionary Time-Out
25.3.2 Exclusionary Time-Out
25.3.3 Seclusion Time-Out
25.3.4 Time-Out in Practice
25.3.5 Considerations
25.3.5.1 Advantages
25.3.5.2 Disadvantages
25.3.5.3 Recommendations
25.4 Response Cost and Time-Out: Acceptability
25.4.1 Professional Associations and Disability-Specific Organizations
25.4.2 Teachers and Parents
25.4.3 Cultural and Demographic Variables
25.4.4 Summary
References
26: The Token Economy
26.1 Introduction
26.2 Ethics and the Token Economy
26.2.1 Star Charts, Point Systems, and the Token Economy
26.2.2 Key Elements in a Token Economy
26.2.3 Develop Objectives and Select Relevant Target Responses with Clarity and Precision
26.2.4 Measure the Target Behavior(s) Repeatedly, Accurately, and Reliably
26.2.5 Choose When, Where, and with Whom the Token Economy Will Operate
26.2.6 Pick Out Tokens
26.2.7 Stockpile Backup Reinforcements
26.2.8 Establish Tokens as Generalized Conditioned Reinforcers
26.2.9 Specify the Schedules of Reinforcement
26.2.10 Decide When to Exchange Tokens
26.2.11 Select Exchange Rates
26.2.12 Phase Out the Token Economy
26.3 Conclusion
References
27: Activity Schedules and Script-Fading Procedures: Key Curricula for Teaching People with Autism Independence and Social Interaction Skills
27.1 Activity Schedules
27.1.1 Mode of Presentation
27.1.2 Prerequisite Skills
27.1.3 Implementation of an Activity Schedule
27.1.4 Selection of Prompt and Prompt-Fading Strategies
27.1.5 The Presence of the Instructor as a Prompt
27.1.6 The Influence of Prompts Following Errors
27.1.7 Activity Schedules and Reinforcement
27.1.8 Socially Mediated Motivational Systems
27.1.9 Self-Management Systems
27.1.10 Summary
27.2 Scripts and Script-Fading Procedures
27.2.1 Selecting the Type of Script To Be Used
27.2.1.1 Factors That Influence the Selection of Scripts
27.2.2 Selecting the Content of the Script
27.2.2.1 Incorporating Content Developed by Peers
27.2.2.2 Teaching Students to Write Scripts
27.2.3 Identifying a Teaching Strategy
27.2.4 Script-Fading
27.2.5 Importance of Conversation Partner
27.2.6 How to Measure and Graph
27.2.7 Programming for Generalization
27.2.8 Social Validity of Script-Fading Procedures
27.2.9 Instructional Targets Acquired via Script-Fading
27.2.10 Incorporating Scripts and Script-Fading Procedures Within Activity Schedules
27.2.11 Conclusion
References
28: Extinction and Differential Reinforcement
28.1 Introduction
28.2 Extinction
28.2.1 Overview
28.2.2 Functional Variations of Extinction
28.2.2.1 Socially Mediated Positive Reinforcement
28.2.2.2 Socially Mediated Negative Reinforcement
28.2.2.3 Automatic Reinforcement
28.2.3 Limitations and Special Considerations
28.2.3.1 Side Effects
28.2.3.2 Feasibility
28.2.3.3 Root Cause
28.2.4 Using Extinction in Practice
28.3 Differential Reinforcement
28.3.1 Overview and Forms of Differential Reinforcement
28.3.1.1 Differential Reinforcement of Alternative Behavior
28.3.1.2 Differential Reinforcement of Other Behavior
28.3.1.3 Differential Reinforcement of Low Rate Responding
28.3.2 Functional Variations of Differential Reinforcement
28.3.2.1 Differential Positive Reinforcement
28.3.2.2 Differential Negative Reinforcement
28.3.2.3 Differential Automatic Reinforcement
28.3.3 Limitations and Special Considerations
28.3.4 Using Differential Reinforcement in Practice
28.4 Conclusions
References
29: Response Interruption and Redirection
29.1 Introduction to Response Interruption and Redirection
29.2 Literature Search Method
29.2.1 Inclusion Criteria
29.2.2 Interrater Agreement (IRA)
29.3 RIRD Overview
29.3.1 Study Characteristics
29.3.1.1 Participants
29.3.1.2 Target Behavior and Functional Assessment
29.3.1.3 Target Behavior Measurement
29.3.2 RIRD Evaluations
29.3.2.1 RIRD Procedural Modifications
Topography of RIRD Demands
Type of RIRD Tasks
RIRD Termination Criteria
29.3.2.2 Components to Enhance RIRD
Antecedent Modification
Abolishing Operation Procedures
Stimulus Control Procedures
RIRD Plus Reinforcement Components
Noncontingent Reinforcement
Differential Reinforcement
RIRD Plus Contingent Interventions
29.3.2.3 RIRD Added to Other Interventions
29.4 RIRD Efficacy and Outcomes
29.4.1 RIRD Is an Evidence-Based Practice
29.4.2 RIRD Relative Efficacy Compared to Other Interventions
29.4.2.1 Medication
29.4.2.2 Reinforcement-Based Procedures
29.4.2.3 Other Contingent Interventions
29.4.3 Additional Considerations with RIRD
29.4.3.1 Indirect Effects of RIRD on Untargeted Responses
Untargeted Stereotypy
Appropriate Behavior
Challenging Behavior
29.4.3.2 Social Validity
29.4.3.3 Maintenance of RIRD Treatment Effects
29.4.3.4 Generalization of RIRD to Naturalistic Settings
29.4.3.5 RIRD Treatment Integrity
29.5 Clinical and Research Recommendations
References
All reviewed studies indicated by asterisk (*)
30: Building Independence: Self-Management for Individuals with Autism Spectrum Disorder
30.1 What Is Self-Management?
30.1.1 Theoretical Basis of Self-Management
30.1.2 Importance and Benefit of Self-Management
30.1.3 Concerns with Self-Management in Behavior Analysis
30.2 Self-Management Interventions
30.2.1 Goal Setting
30.2.2 Self-Monitoring
30.2.3 Self-Evaluation
30.2.4 Self-Reinforcement
30.2.5 Self-Instruction
30.3 Self-Management and Autism Spectrum Disorder
30.4 Uses of Self-Management for Individuals with Autism Spectrum Disorder
30.4.1 Social Skills
30.4.2 Academic Skills
30.4.3 Independent Living and Vocational Skills
30.4.4 Decreasing Challenging Behavior
30.5 Future Research in Self-Management
30.6 Clinical Use and Benefits of Self-Management
References
31: Evidence-Based Practices: What Does the Future Hold?
31.1 Evidence-Based Practices: What Does the Future Hold?
31.2 The Importance of Science
31.3 EBP Definition
31.4 Research
31.4.1 Expanding Participant Demographics
31.4.2 Group Research Methodology
31.4.3 Comparative Research
31.4.4 Long-Term Outcomes
31.5 Training
31.6 Increasing and Improving Standards
31.7 Conclusion
References
Index