https://global.oup.com/academic/covers/pop-up/9780199736409

Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder

A Practitioner's Guide

First Edition

Edited by James K. Luiselli

Authored by leading experts of autistic spectrum disorders
Provides usable advice and methods for teaching difficult skills, such as self-care and verbal language and communication
Each chapter covers a single topic according to a uniform format, which will ease comprehension
Features forms, illustrations, summary tables, and resource lists to further guide practitioners in selecting "best practice" methods

Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder

A Practitioner's Guide

First Edition

Edited by James K. Luiselli

Description

The number of children diagnosed with autism has increased dramatically in the last decade, and a growing number of behavior analysts, psychologists, educators, and speech pathologists-to name a few-are just starting to regularly treat individuals with autism. Children and adults with autism spectrum disorder (ASD) require specialized instruction and behavior support to teach them critical skills and establish a meaningful quality of life. However, these objectives can only be achieved if professional and paraprofessional service providers have access to the most effective evidence-based and empirically supported methods for teaching children with autism. Similarly, practitioners must know about effective intervention methods that can be implemented to reduce and eliminate problem behaviors frequently displayed by people who have ASD.

This guide is an indispensible asset, appropriate for any behavioral specialist, on all aspects of this increasingly prevalent disorder. Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder brings together contributed chapters on assessment, instruction, and behavioral intervention procedures unique to the autism population. Each chapter covers a single topic according to a uniform format, which will ease comprehension and facilitate procedural adaptation in "real world" settings such as school, home, and the community. Usable advice and methods for teaching difficult skills, such as self-care, verbal language, and communication, are provided. Authored by recognized experts, the concise and readable chapters also feature forms, illustrations, summary tables, and resource lists to further guide practitioners in selecting "best practice" methods. Taking into account specific settings, different age groups, and practitioner experience, this book will serve as a resource for educators, psychologists, and behavior specialists in the field of autism education and treatment, and as an educational tool for those enrolled in university classes training to become practitioners.

Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder

A Practitioner's Guide

First Edition

Edited by James K. Luiselli

List of Contributors
I How to Conduct Assessment
1. Behavioral Observation and Measurement by Jonathan Tarbox, Adel C. Najdowski, and Taira M. Lanagan
2. Functional Behavioral Assessment (FBA) by Derek D. Reed and Richard L. Azulay
3. Functional Analysis (FA) by Gregory P. Hanley
4. Stimulus Preference Assessment by Jeffrey H. Tiger and Megan L. Kliebert
5. Intervention Integrity Assessment by Florence D. DiGennaro Reed and Robin S. Codding
6. Skills Assessment by Hanna C. Rue
7. Outcome Assessment by Susan M. Wilczynski
II How to Teach Skills
8. Toilet Training by Jennifer Gillis, Kimberly Smith and Sara White
9. Feeding by Jennifer D. Bass and Kimberly A. Kroeger
10. Self-Care by Michelle D. Wallace and Mitch J. Fryling
11. Augmentative and Alternative Communication by Ralf W. Schlosser and Jeff Sigafoos
12. Verbal Language and Communication by Jeff Sigafoos, Ralf W. Schlosser, Mark F. O'Reilly, and Giulio E. Lancioni
13. Interactive Social Skills by Mark O'Reilly, Amanda Little, Terry Falcomata, Christina Fragale, Vanessa Green, Jeff Sigafoos, Giulio E. Lancioni, Chaturi Edrisinha, and Hayoung Choi
14. Self-Management by Mark R. Dixon and Autumn N. McKeel
15. Community Living Skills by Raymond G. Miltenberger and Rachel Graves
III How to Reduce Problem Behaviors
16. Stereotypy by John T. Rapp and Marc J. Lanovaz
17. Self-Injurious Behavior (SIB) by Sung Woo Kahng, Nicole L. Hausman, and Kathryn E. Jann
18. Aggression and Destruction by Henry S. Roane and Heather J. Kadey
19. Noncompliance and Oppositional Behavior by David A. Wilder
20. Fears and Phobias by James K. Luiselli
IV Other How To Guidelines
21. Discrete Trial Teaching by Peter Sturmey
22. Naturalistic Teaching by Keith D. Allen and Stacy B. Shaw
23. Promoting Generalization by Patrick M. Ghezzi and Valerie R. Rogers
24. Writing a Behavior Support Plan by Joseph N. Ricciardi
25. Evaluating Intervention Effectiveness by David P. Wacker, Jay W. Harding, Wendy K. Berg, Yaniz C. Padilla, Kelly M. Schieltz, and John F. Lee
26. Video Modeling by Bridget A. Taylor and Jaime A. DeQuinzio
27. Training Parents and Other Care-Providers by James K. Luiselli
Index

Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder

A Practitioner's Guide

First Edition

Edited by James K. Luiselli

Author Information

James K. Luiselli, Ed.D., ABPP, BCBA-D is Senior Vice President of Applied Research, Clinical Training, and Peer Review at May Institute. He is also Director of Training for the institute's Predoctoral Internship Program in Clinical Psychology. Recognized as one of the nation's most influential clinicians in child behavior disorders, autism, and severe special needs. Dr. Luiselli has held previous academic appointments at Harvard University and Northeastern University. He has authored more than 250 publications including the books, Effective Practices for Children with Autism; Antecedent Assessment and Intervention; and Behavior Psychology in the Schools: Innovations in Evaluation, Support, and Consultation.

Contributors:

Keith D. Allen, Ph.D., BCBA-D
Munroe Meyer Institute
University of Nebraska-Lincoln
Lincoln, NE

Jennifer D. Bass, Psy.D., BCBA-D
Cincinnati Cildren's Hospital Medical Center
Division of Developmental and Behavioral Pediatrics
Cincinnati, OH

Wendy K. Berg, M.A.
The Center for Disabilities and Development
The University of Iowa
Iowa City, IA

Hayoung Choi, Ph.D.
Special Education Research Institute
Ewha Womans University
Seoul, South Korea

Robin S. Codding, Ph.D.
Department of Counseling and School Psychology
University of Massachusetts Boston
Boston, MA

Mark R. Dixon, Ph.D.
Rehabilitation Institute
Southern Illinois University
Carbondale, IL

Chaturi Edrisinha, Ph.D.
Educational Leadership and Community Psychology
St. Cloud State University
St. Cloud, MN

Terry Falcomata, Ph.D.
The Meadows Center for Preventing Educational Risk
The University of Texas at Austin
Austin, TX

Christina Fragale
The Meadows Center for Preventing Educational Risk
The University of Texas at Austin
Austin, TX

Mitch J. Fryling, Ph.D.
Department of Applied Behavior Analysis
The Chicago School
Los Angeles, CA

Patrick M. Ghezzi, PhD, BCBA-D
Director, UNR Early Childhood Autism Program
Department of Psychology
University of Nevada
Reno, NV

Jennifer M. Gillis, Ph.D., BCBA-D
Department of Psychology
Auburn University
Auburn, AL

Vanessa Green, Ph.D.
Victoria University at Wellington
Wellington, New Zealand

Gregory P. Hanley, Ph.D., BCBA
Psychology Department
Western New England College
Springfield, MA

Jay W. Harding, Ph.D.
Center for Disabilities and Development
The University of Iowa
Iowa City, IA

SungWoo Kahng, Ph.D., BCBA-D
Department of Behavioral Psychology
Kennedy Krieger Institute
Baltimore, MD

Megan L. Kliebert, M.A.
Department of Psychology
Louisiana State University
Baton Rouge, LA

Kimberly A. Kroeger, Psy.D.
Cincinnati Children's Hospital Medical Center
University of Cincinnati College of Medicine
Cincinnati, OH

Taira M. Lanagan, MS, BCBA
Center for Autism and Related Disorders, Inc.
Tarzana, CA

Giulio E. Lancioni, Ph.D.
University of Bari, Italy

John F. Lee
The University of Iowa

Amanda Little, Ph.D., BCBA
The Meadows Center for Preventing Educational Risk
The University of Texas at Austin
Austin, TX

James K. Luiselli, Ed.D., ABPP, BCBA
May Institute
Randolph, MA

Adel C. Najdowski, Ph.D.
Center for Autism and Related Disorders, Inc.
Tarzana, CA

Mark O'Reilly, Ph.D., BCBA-D
Department of Special Education
The University of Texas at Austin, U.S.A.
Austin, TX

Yaniz C. Padilla
School Psychology Program
The University of Iowa
Iowa City, IA

John T. Rapp, Ph.D.
Educational Leadership and Community Psychology
St. Cloud State University
St. Cloud, MN

Florence D. DiGennaro Reed, Ph.D., BCBA-D
Melmark New England
Andover, MA

Joseph N. Ricciardi, Psy.D., ABPP, BCBA
Seven Hills Clinical Associates
Worcester, MA

Henry S. Roane, Ph.D.
Departments of Pediatrics and Psychiatry
SUNY Upstate Medical University
Syracuse, NY

Hanna C. Rue, Ph.D.
May Center for Child Development
Woburn, MA

Kelly M. Schieltz
The University of Iowa
Iowa City, IA

Ralf W. Schlosser, Ph.D.
Department of Speech-Language Pathology and Audiology
Northeastern University
Boston, MA

Jeff Sigafoos, Ph.D.
School of Educational Psychology & Pedagogy
Victoria University of Wellington
Wellington, New Zealand

Kimberely Smith
Department of Psychology
Auburn University
Auburn, TX

Peter Sturmey, Ph.D.
Queens College and The Graduate Center
City University of New York
New York, NY

Jonathan J. Tarbox, Ph.D., BCBA-D
Center for Autism and Related Disorders, Inc.
Tarzana, CA

Bridget A. Taylor, Psy.D., BCBA-D
Alpine Learning Group
Paramus, NJ

Jeffrey H. Tiger, Ph.D., BCBA-D
Department of Psychology
Louisiana State University
Baton Rouge, LA

David P. Wacker, Ph.D.
Center for Disabilities and Development
University of Iowa Children's Hospital
Iowa City, IA

Michele D. Wallace, Ph.D., BCBA-D
Charter College of Education
Division of Special Education and Counseling
California State University, Los Angeles

Sara White, Ph.D.
Private Practice
Bellingham, WA

Susan M. Wilczynski, Ph.D., BCBA-D
National Autism Center
Randolph, MA

David A. Wilder, Ph.D., BCBA-D
School of Psychology
Florida Institute of Technology
Melbourne, FL

Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder

A Practitioner's Guide

First Edition

Edited by James K. Luiselli

Reviews and Awards

"This book provides practitioners with a concise and practical overview of critical evidence-based approaches. It is a well-organized and readable resource that should be required reading for anyone working with people on the autism spectrum." --V. Mark Durand, Ph.D., Professor of Psychology, University of South Florida St. Petersburg and Co-Editor, Journal of Positive Behavior Interventions

"In this volume Dr. Luiselli has assembled an impressive breadth of information in a condensed format. Nationally recognized clinicians and scholars provide 27 chapters that distil current knowledge across four large sections. The result allows families and practitioners to survey the evidence-based assessment, instruction and intervention approaches most likely to be helpful for children and adults with ASD."--Rob Horner, Ph.D., Alumni-Knight Professor, Special Education and Director, Educational and Community Supports Research Unit, University of Oregon

"Dr. Luiselli is a master editor who, in this volume, has compiled a rich, well-organized collection of practical tips and suggestions for helping people with autism spectrum disorders. This promises to be a heavily-used guidebook that will prove its worth over and over again. This well-organized volume is a rare and eminently useful contribution to the applied literature. It will be of great value to all professionals and parents concerned with helping people with ASD."--Glen Dunlap, Ph.D., Division of Applied Research and Educational Support, Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida

"This book provides guidance in a number of important areas for practitioners working with individuals with autism. James K. Luiselli is a well known and well respected applied researcher in autism and other developmental disabilities. He has built a career on excellent work in helping adults and children. This book contains sections on assessment, teaching skills, reducing problem behavior, and a 'catch-all' section dealing with important topics such as discrete trial and natural teaching styles, generalization, and parent training, among other topics. The coverage is very comprehensive; thus, practitioners should be able to find most content areas about which they need direction. This guide can help any practitioner experienced in ASD with state-of-the art applications in a host of areas needed for the provision of comprehensive services."--John R. Lutzker, Ph. D., Director, Center for Healthy Development, Georgia State University