Handbook of Applied Behavior Analysis Interventions for Autism: Integrating Research into Practice PDF
Preview Handbook of Applied Behavior Analysis Interventions for Autism: Integrating Research into Practice
Autism and Child Psychopathology Series Series Editor: Johnny L. Matson Justin B. Leaf Joseph H. Cihon Julia L. Ferguson Mary Jane Weiss Editors Handbook of Applied Behavior Analysis Interventions for Autism Integrating Research into Practice Autism and Child Psychopathology Series Series Editor Johnny L. Matson, Louisiana State University, Baton Rouge, LA, USA Brief Overview The purpose of this series is to advance knowledge in the broad multidisciplinary fields of autism and various forms of psychopathology (e.g., anxiety and depression). Volumes synthesize research on a range of rapidly expanding topics on assessment, treatment, and etiology. Description The Autism and Child Psychopathology Series explores a wide range of research and professional methods, procedures, and theories used to enhance positive development and outcomes across the lifespan. Developments in education, medicine, psychology, and applied behavior analysis as well as child and adolescent development across home, school, hospital, and community settings are the focus of this series. Series volumes are both authored and edited, and they provide critical reviews of evidence-based methods. As such, these books serve as a critical reference source for researchers and professionals who deal with developmental disorders and disabilities, most notably autism, intellectual disabilities, challenging behaviors, anxiety, depression, ADHD, developmental coordination disorder, communication disorders, and other common childhood problems. The series addresses important mental health and development difficulties that children and youth, their caregivers, and the professionals who treat them must face. Each volume in the series provides an analysis of methods and procedures that may assist in effectively treating these developmental problems. Justin B. Leaf • Joseph H. Cihon Julia L. Ferguson • Mary Jane Weiss Editors Handbook of Applied Behavior Analysis Interventions for Autism Integrating Research into Practice Editors Justin B. Leaf Joseph H. Cihon Autism Partnership Foundation, Seal Autism Partnership Foundation, Seal Beach, California, USA Beach, California, USA School of Education, Endicott College School of Education, Endicott College Beverly, MA, USA Beverly, MA, USA Julia L. Ferguson Mary Jane Weiss Autism Partnership Foundation, Seal School of Education Beach, California, USA Endicott College School of Education, Endicott College Beverly, MA, USA Beverly, MA, USA ISSN 2192-922X ISSN 2192-9238 (electronic) Autism and Child Psychopathology Series ISBN 978-3-030-96477-1 ISBN 978-3-030-96478-8 (eBook) https://doi.org/10.1007/978-3-030-96478-8 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Dedicated to science, the scientific method, and continually seeking knowledge through the scientific process. Preface The number of autistics/individuals diagnosed with autism spectrum disorder (ASD) is on the rise. Recent prevalence rates of a child receiving a diagnosis of ASD are estimated at 1 out of every 54 children living in the United States with similar prevalence rates internationally. Autistics/individuals diagnosed with ASD display social communication deficits and engage in repetitive or restrictive behaviors. Additionally, autistics/individuals diagnosed with ASD may display deficits in cognition, play, and adaptive behaviors and display aggression or self-injury. Many autistics/individuals diagnosed with ASD require access to quality, effective intervention to develop important, adaptive behaviors and decrease undesired behaviors. This quality intervention is comprehensive, individualized, compassionate, progressive, and based on the best available evidence. This handbook was developed to provide valuable information on evidence- based practices for professionals in the field of behavior analysis and autism intervention, parents/caregivers of autistic individuals, and autis- tics/individuals diagnosed with ASD. We hope that it serves as a resource for finding information about interventions likely to be effective and the process of sorting scientifically supported procedures from procedures that do not have evidence or merit. The first part consists of eight chapters which provide an overview of the terms evidence-based and non-evidence-based and the conditions that may lead one to select an evidence-based or non-evidence- based procedure. The second part consists of 22 chapters highlighting several approaches, procedures, and interventions that are considered to be evidence based for autistics/individuals diagnosed with ASD. We wish to thank all the authors who contributed to this book, without whom this book would not have been possible. Beverly, MA, USA Justin B. Leaf December 2021 Joseph H. Cihon Julia L. Ferguson Mary Jane Weiss vii Contents 1 Introduction to the Handbook of Applied Behavior Analysis Interventions for Autism . . . . . . . . . . . . . . . . . . . . . . . . . 1 Justin B. Leaf, Joseph H. Cihon, Julia L. Ferguson, and Mary Jane Weiss Part I A n Overview of Evidence-Based Practice 2 Defining Evidence-Based Practice in the Context of Applied Behavior Analysis and Autism Intervention . . . . . . . . 11 Julia L. Ferguson, Mary Jane Weiss, Joseph H. Cihon, and Justin B. Leaf 3 History of Non-Evidence-Based Practices for Individuals Diagnosed with ASD . . . . . . . . . . . . . . . . . . . . . . . 23 Elizabeth M. Kryszak and James A. Mulick 4 Ethical Decision-Making and Evidenced-Based Practices . . . . . 47 Videsha G. Marya, Victoria D. Suarez, and David J. Cox 5 Evidence-Based Practices for Students with Autism Spectrum Disorder and the Individuals with Disabilities Education Improvement Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Melissa L. Olive 6 Evidence-Based Practice in Schools . . . . . . . . . . . . . . . . . . . . . . . 81 Ilene S. Schwartz, Alice Bravo, Robin Finlayson, Jessica Flaherty, and Adriana Luna 7 Factors Influencing to Implement or Not to Implement Evidence- Based Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Thomas Zane, Robin M. Kuhn, Samantha R. Volpe, Mariah Mussetter, and Jessica F. Juanico 8 Effective Collaboration: Maximizing Outcomes in Autism Intervention in an Interdisciplinary Model . . . . . . . . . . . . . . . . . 125 Mary Jane Weiss, Lisa Tereshko, Kristin Bowman, Kimberly Marshall, and Karen Rose ix x Contents 9 B e Humble, Learn, and Care: Culturally Responsive Evidence- Based Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Shahla Alai-Rosales, Malika Pritchett, April Linden, Isabel Cunningham, and Noor Syed Part II Evidence-Based Practices in Autism Intervention 10 D iscrete Trial Teaching: Toward a Progressive Model . . . . . . . . 171 Justin B. Leaf, Julia L. Ferguson, and Joseph H. Cihon 11 I ncidental Teaching Research: Early Beginnings Through Recent Innovations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 185 Gail G. McGee 12 P ivotal Response Treatment (PRT): Research Findings Over 30 Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Lynn Kern Koegel, Elizabeth Ponder, Katie Stolen Nordlund, and Brittany L. Koegel 13 V ideo Modeling Instruction for Individuals with Autism Spectrum Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Ruth M. DeBar, Courtney L. Kane, and Jessica L. Amador 14 U sing the Teaching Interaction Procedure and Behavioral Skills Training to Develop Skills for Individuals with Autism: An Evidence-Based Approach . . . . 251 Ashley N. Creem, Sacha K. G. Shaw, Callie Plattner, and Jennifer Posey 15 D eveloping Social Skills Groups for Behavioral Intervention for Individuals with Autism . . . . . . . . . . . . . . . . . . . 267 Christine M. Milne and Ashley Creem 16 P arent Implementation Interventions . . . . . . . . . . . . . . . . . . . . . . 289 Sarely Licona, Lauren Bush, Victoria Chavez, Emily Dillon, and Allison L. Wainer 17 O verview of the Early Start Denver Model . . . . . . . . . . . . . . . . . 317 Melissa Mello and Sally J. Rogers 18 P EAK Relational Training System . . . . . . . . . . . . . . . . . . . . . . . . 341 Mark R. Dixon, Zhihui Yi, and Amanda N. Chastain 19 T he Picture Exchange Communication System . . . . . . . . . . . . . . 361 Rocío Rosales and Yaimarili Marin-Avelino 20 A ugmentative and Alternative Communication (AAC) Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Hayley Neimy and Brenda Fossett 21 S haping: A Brief History, Research Overview, and Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 Joseph H. Cihon Contents xi 22 Functional Analysis Methodology: Best Practices and Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 Claudia L. Dozier, Adam M. Briggs, Kathleen M. Holehan, Nicole A. Kanaman, and Jessica F. Juanico 23 Practical Functional Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Joshua Jessel 24 Treating Problem Behaviors Through Functional Communication Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465 Faris R. Kronfli, Courtney Butler, Christeen Zaki- Scarpa, and SungWoo Kahng 25 Response Cost and Time-Out from Reinforcement . . . . . . . . . . . 479 Ashley Bagwell, Monique Barnett, and Terry S. Falcomata 26 The Token Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497 Patrick M. Ghezzi and Ainsley B. Lewon 27 Activity Schedules and Script- Fading Procedures: Key Curricula for Teaching People with Autism Independence and Social Interaction Skills . . . . . . . . . . . . . . . . . 513 Amanda S. Freeman, Christine M. Fry, and Gregory S. MacDuff 28 Extinction and Differential Reinforcement . . . . . . . . . . . . . . . . . 539 Timothy R. Vollmer, Janelle K. Bacotti, and Lindsay A. Lloveras 29 Response Interruption and Redirection . . . . . . . . . . . . . . . . . . . . 555 Catia Cividini-Motta, Hannah MacNaul, Haley M. K. Steinhauser, and William H. Ahearn 30 Building Independence: Self- Management for Individuals with Autism Spectrum Disorder . . . . . . . . . . . . . 577 Kimberly B. Marshall and Jessica L. Rohrer 31 Evidence-Based Practices: What Does the Future Hold? . . . . . . 603 Justin B. Leaf, Joseph H. Cihon, Julia L. Ferguson, and Mary Jane Weiss Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 611
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