Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder
Brookes Publishing Co (Verlag)
978-1-68125-204-9 (ISBN)
This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder.
Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonne’s focus is to blend research and reality in the highest quality treatment in a community setting. Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters. Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings. Brooke Ingersoll, Ph.D., BCBA, Assistant Professor of Psychology, Michigan State University, 105B Psychology Building, East Lansing, Michigan 48824. Dr. Ingersoll is an assistant professor at Michigan State University, where she heads the Autism Research Laboratory. Her research is focused on social-communication development and interventions aimed at improving social-communication deficits in children with autism. She is a licensed psychologist and a Board Certified Behavior Analyst. Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts. Jessica Suhrheinrich, Ph.D., Postdoctoral Fellow, University of California, San Diego, 9500 Gilman Drive, La Jolla, California 92093. Ms. Suhrheinrich has been implementing behavioral interventions with children on the autism spectrum for more than 10 years. Her research interests include training therapists, parents, and special education teachers to implement behavioral interventions. Currently, Dr. Suhrheinrich is a postdoctoral fellow at the University of California, San Diego.
About the Editors
About the Contributors
Foreword
Acknowledgments
About the Online Materials
SECTION I OVERVIEW
Chapter 1 Understanding NDBI 3
Schreibman, Allison B. Jobin, and Geraldine Dawson
ASD Defined
History of ASD Intervention
Developmental Science and Its Influence in ASD Early Intervention
Integration of Behavioral and Developmental Sciences
Examples of NDBI
Common Elements of Empirically Validated NDBI
Chapter 2 Considering NDBI Models 21
Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. Stahmer
Early Start Denver Model
Enhanced Milieu Teaching
Incidental Teaching/Walden Toddler Program
Joint Attention,Symbolic Play, Engagement, and Regulation
Pivotal Response Treatment
Project ImPACT
SECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLES
Chapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment
Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez
Goodness of Fit of NDBI Approaches
Functional Skills
The Natural Environment
Case Example: Jin
Chapter 4 Empowering Parents Through Parent Training and Coaching
Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-Frazee
Parent-Mediated Interventions and NDBI
Psychological Functioning in Parents of Children With ASD
Effective Parent Coaching Practices
Case Example: Gabe
Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr
The Importance of Inclusion
Inclusion in Practice
Use of NDBI in Inclusive Settings
Practical Suggestions for Incorporating NDBI Strategies Into Community Programs
Common Challenges to Inclusion
Case Example: Preschool Program
Case Example: Adult Program
SECTION III NDBI STRATEGIES
Chapter 6 Implementing Motivational Strategies
Mendy B. Minjarez and Yvonne Bruinsma
NDBI and Motivation
Measuring Motivation
Strategies That Enhance Motivation
Chapter 7 Applying Antecedent Strategies
Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerney
Preparing to Teach
Setting Up Opportunities in NDBI
Case Example: Ty
Chapter 8 Implementing Instructional Cues and Prompting Strategies
Kyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. Minjarez
Definitions
Learning Opportunities Across NDBI Models
Prompting Strategies
Prompt Fading
Examples of Prompts for Specific Skills
Case Example: Leah
Chapter 9 Using Consequence Strategies
Allison B. Jobin and Laura Schreibman
Increasing the Strength of a Behavior
Decreasing the Strength of a Behavior
Applying the Premack Principle
Promoting Consequence Effectiveness
Using Consequences to Maintain Behavior Change
Shaping and Chaining
Using Natural Consequences
Reinforcing Attempts
Modeling and Expanding on Child’s Response
Imitating the Child’s Response
Troubleshooting NDBI Consequence Strategies
Chapter 10 Guiding Meaningful Goal Development
Grace W. Gengoux, Erin E. Soares, and Yvonne Bruinsma
Formulating Goals
Assessment
Case Example: José
Considerations for Goal Selection
Case Example: Jenna
Case Example: Kaleb
Case Example: Ashir
Developmental Considerations
Case Example: Alex
Case Example: Cole
Case Example: Josephine
Case Example: Marco
Section IV Applications of NDBI Strategies
Chapter 11 Targeting Communication Skills
Mendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. Donaldson
Communication Profile of Children With ASD
Communication Development in Typically Developing Children
Use of NDBI for Targeting Communication
Teaching Communication Across Developmental Levels Using NDBI Strategies
Chapter 12 Improving Social Skills and Play
Yvonne Bruinsma and Grace W. Gengoux
Social Initiations
Imitation Skills
Play
Teaching Play With Friends
Chapter 13 Supporting Behavior, Self-Regulation, and Adaptive Skills
Mendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos Bucio
NDBI and Challenging Behavior
Relevant Applied Behavior Analysis Interventions
NDBI Strategies for Teaching Self-Regulation and Adaptive Skills
Promoting Self-Regulation in Individuals With ASD
Teaching Adaptive Skills
Tips for Teaching Self-Regulation and Adaptive Skills
Case Example: Jonas
Chapter 14 Implementing NDBI in Schools
Aubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. Hall
Including NDBI Components in Group or Academic Settings
School-Based Activities Most Suited for NDBI
Examples of Activities and Lessons
Chapter 15 Collecting Data in NDBI
Mendy B. Minjarez, Melina Melgarejo, and Yvonne Bruinsma
General Framework for Data Collection
Data Collection Across NDBI Models
When and Why Data Are Collected
Types of Data and Measurement Systems
Data Collection in the Natural Environment
Chapter 16 Identifying Quality Indicators of NDBI Programs
Aubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz Aranbarri
Quality Indicators Versus Common Features
Specific Program Elements to Look for in a Quality NDBI Program
Chapter 17 Considering Future Directions in NDBI
Laura Schreibman, Mendy B. Minjarez, and Yvonne Bruinsma
Research Future Directions
Dissemination and Implementation: Future Directions
Glossary
Index
| Erscheinungsdatum | 02.09.2019 |
|---|---|
| Verlagsort | Baltimore |
| Sprache | englisch |
| Maße | 177 x 251 mm |
| Gewicht | 800 g |
| Themenwelt | Medizin / Pharmazie ► Medizinische Fachgebiete ► Neurologie |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-68125-204-X / 168125204X |
| ISBN-13 | 978-1-68125-204-9 / 9781681252049 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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