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Evidence-Based Practices and Treatments for Children with Autism [Kõva köide]

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  • Formaat: Hardback, 408 pages, kõrgus x laius: 254x178 mm, kaal: 2100 g, 4 Illustrations, black and white; XVIII, 408 p. 4 illus., 1 Hardback
  • Ilmumisaeg: 03-Dec-2010
  • Kirjastus: Springer-Verlag New York Inc.
  • ISBN-10: 144196973X
  • ISBN-13: 9781441969736
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Evidence-Based Practices and Treatments for Children with AutismSuurem pilt
  • Formaat: Hardback, 408 pages, kõrgus x laius: 254x178 mm, kaal: 2100 g, 4 Illustrations, black and white; XVIII, 408 p. 4 illus., 1 Hardback
  • Ilmumisaeg: 03-Dec-2010
  • Kirjastus: Springer-Verlag New York Inc.
  • ISBN-10: 144196973X
  • ISBN-13: 9781441969736
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781441969736.html
Märksõnad:
Aiming to meet the current need for a synthesis of autism treatment research, this volume presents scientifically based guidelines to determine the strength of a treatment's empirical base, supported by an amalgam of the available literature on the topic.

Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging.Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research.Additional issues addressed include:Behavioral excesses and deficits treatmentCommunication treatmentSocial awareness and social skills treatmentDietary, complementary, and alternative treatmentsImplementation of EBPs in school settingsInterventions for sensory dysfunctionWith its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.

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From the reviews:

"In summary, Evidence-based Practices and Treatment for Children with Autism provides a well-organized, up to date analysis of the major treatment programs with proven efficacy. It links research with clinical practice for children with ASDs, a major public health concern. For that reason, I highly recommend this book. As each of us struggles to find the most effective treatment for this critical population of children, we owe it to ourselves and our patients to understand the basis for and effectiveness of our treatment decisions." - Cathy Scheiner, MD, Developmental Pediatrics, Children's National Medical Center, Washington, DC Journal of Developmental & Behavioral Pediatrics, Vol 34., No. 3, April 2013

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This book presents various treatments for autistic spectrum disorders which are supported by meta-analytic research. Graduate students in psychology and social work would benefit as well. book presents the latest research findings in order to give readers a better understanding of autistic spectrum disorders and treatment options. It is easy to read and filled with useful information on evidence-based practices, along with hundreds of references to follow up on specific details. This is essential reading for clinicians in the field. - Gary B. Kaniuk, Doodys Review Service, April, 2011

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"In the words of the classic Wendys commercial, it is often very difficult to find the beef amid the hype. Evidence-Based Practices and Treatments for Children With Autism, edited by Reichow, Doehring, Cicchetti, and Volkmar, aims to provide this much-needed tempered view of the field. In careful prose, the authors examine the evidence on treatment outcomes for a number of behavior problems of special interest to clinicians working with children with autism, as well as to their families.

As a result of its strong organizational structure, this bookprovides a timely and much-needed addition to the literature. Rather than further obfuscating an already confused field with unsupported pronouncements, it provides a measured, comprehensive, and evaluative review of the research, identifying what we know is effective (e.g., joint attention training and milieu communication training; Prelock, Paul, and Allen, Chapter 5); what appears promising (e.g., cognitive-behavior therapy as a treatment of comorbid anxiety disorders; Wood, Fujii, and Renno, Chapter 7); and what currently has no evidence (e.g., dietary and nutritional supplements, such as gluten-free or casein-free diets; Hyman and Levy, Chapter 10)." - Jeanne M. Slattery and MollyJill Smrekar, PsycCRITIQUES, October 19, 2011, Vol. 56, Release 42, Article 8

Foreword xi
About the Editors xiii
PART I INTRODUCTION
Chapter 1 Evidence-Based Practices in Autism: Where We Started
3(22)
Where We Started
4(4)
What Is Evidence-Based Practice?
8(2)
Previous Definitions of Evidence-Based Practice Applied to Research in Autism
10(7)
Conclusion
17(8)
Chapter 2 Development, Procedures, and Application of the Evaluative Method for Determining Evidence-Based Practices in Autism
25(16)
Background
25(1)
Research Report Rigor
26(4)
Research Report Strength Ratings
30(1)
Criteria for Levels of EBP
31(2)
Application of the EBP Status Formula and EBP Criteria
33(2)
Discussion
35(3)
Appendix A Rating Form for Studies Using Group Research Design Studies
38(1)
Appendix B Rating Form for Studies Using Single Subject Experimental Designs
38(1)
Appendix C EBP Status Worksheet
39(2)
Chapter 3 On the Reliability and Accuracy of the Evaluative Method for Identifying Evidence-Based Practices in Autism
41(14)
Introduction
41(1)
The Kappa Statistic Defined
42(1)
Kappa Paradoxes
43(3)
Assessing the Validity of the Evaluative Method for Providing Evidence of EBP in Autism
46(2)
The Mathematical Relationship Between Inter-rater Reliability and Predictive Validity
48(1)
Comparing the Youden and Dom-Index Values of Kappa to Cohen's Kappa
49(1)
Conclusion
50(5)
PART II TREATMENT REVIEWS
Chapter 4 Evidence-Based Treatment of Behavioral Excesses and Deficits for Individuals with Autism Spectrum Disorders
55(38)
Introduction
55(2)
Evidence-Based Components of Intervention
57(2)
Functional Behavior Assessment
59(9)
Functional Communication Training
68(2)
Noncontingent Reinforcement
70(4)
Behavioral Momentum
74(3)
Behavioral Treatment of Sleep Problems in Individuals with Autism Spectrum Disorder
77(9)
Other Evidence-Based Practices for Treating Problem Behavior in individuals with Autism Spectrum Disorders
86(1)
Conclusion
86(7)
Chapter 5 Evidence-Based Treatments in Communication for Children with Autism Spectrum Disorders
93(78)
Introduction
93(1)
Prelinguistic Communication
94(29)
Early Language Level
123(18)
The Acquisition of Language
141(17)
Conclusion
158(13)
Chapter 6 Treatments to Increase Social Awareness and Social Skills
171(26)
Introduction
171(1)
Joint Attention
172(2)
Imitation
174(4)
Peer Training
178(4)
Social Stories
182(3)
Teaching Social Skills and Social Cognition in Groups
185(7)
Conclusion
192(5)
Chapter 7 Cognitive Behavioral Therapy in High-Functioning Autism: Review and Recommendations for Treatment Development
197(34)
Introduction
197(3)
Psychiatric Comorbidity in ASD
200(1)
A Review of CBT and Related Mental Health Treatments in ASD
201(18)
CBT in Autism Treatment: Future Directions
219(7)
Conclusion
226(5)
Chapter 8 Psychopharmacology in Children with PDD: Review of Current Evidence
231(14)
Introduction
231(1)
Hyperactivity
232(3)
Repetitive Behavior
235(2)
Serious Maladaptive Behavior
237(8)
Chapter 9 Interventions That Address Sensory Dysfunction for Individuals with Autism Spectrum Disorders: Preliminary Evidence for the Superiority of Sensory Integration Compared to Other Sensory Approaches
245(30)
Introduction
245(1)
What Is Sensory Dysfunction in ASD?
246(1)
Interventions to Address Sensory Dysfunction
247(2)
Evidence for the Sensory-Integrative Approach
249(7)
Evidence for Specific Sensory Techniques
256(13)
Conclusion
269(6)
Chapter 10 Dietary, Complementary, and Alternative Therapies
275(22)
Introduction
275(1)
Epidemiology of CAM
276(1)
Decision to Use CAM for Symptoms of ASD
276(1)
Evaluation of CAMTherapies
276(3)
Evidence for Common CAM Treatments
279(8)
Conclusion
287(10)
PART III RESEARCH TO PRACTICE
Chapter 11 The Role of Adaptive Behavior in Evidence-Based Practices for ASD: Translating Intervention into Functional Success
297(12)
Introduction
297(1)
Adaptive Behavior
298(2)
Evidence-Based Practices in Adaptive Behavior Intervention
300(1)
Adaptive Behavior: A Fundamental Component of the Treatment Process
300(3)
Adaptive Behavior as a Measure of Outcome
303(2)
Conclusion
305(2)
Appendix: Vineland-II
307(2)
Chapter 12 Practicing Evidence-Based Practices
309(34)
Introduction
309(3)
Professional Preparation or Training for Teacher Certification
312(3)
In-service Training
315(3)
The Teaming Process
318(6)
Conclusion
324(3)
Appendix 1 Initial Knowledge and Skill Set: Teachers of Individuals with Developmental Disabilities/Autism
327(7)
Appendix 2 Advanced Knowledge and Skill Set: Developmental Disabilities/Autism Specialist
334(4)
Appendix 3 Sample Team Meeting Notes
338(1)
Appendix 4 Sample Educational Matrix
339(1)
Appendix 5 Sample Curriculum Template
340(1)
Appendix 6 Sample Ecological Inventory
341(2)
Chapter 13 The Implementation of Evidence-Based Practices in Public Schools
343(22)
Introduction
343(1)
The Delaware Autism Program
344(1)
Defining EBP for Educators
345(2)
Identifying Broad and Individualized EBP
347(8)
Implementing EBP
355(2)
Case Study: Adopting a Proactive Approach to Behavior Support
357(3)
Conclusion
360(5)
Chapter 14 Evidence-Based Practices in Autism: Where We Are Now and Where We Need to Go
365(32)
Where We Are Now
366(1)
Treatment Research and Evaluation
367(6)
The Gap Between Research and Practice
373(2)
Where We Need to Go
375(7)
Final Thoughts
382(8)
Appendix: Research Databases for Information on Autism Treatments
390(7)
Index 397
Brian Reichow, Ph.D., is currently an Associate Research Scientist at the Yale Child Study Center and Coordinator of Action Based Research for the Autism Center of Excellence at Southern Connecticut State University. He began his training in autism at the University of North Carolina at Chapel Hill, where he earned undergraduate degrees in Psychology and Elementary Education and completed his graduate training in Special Education at Vanderbilt University. Before returning for his graduate degrees, he was a teacher of children with autism in the public schools of North Carolina. He has used his experience and knowledge from being a teacher to help guide his research, which focuses on increasing the effectiveness and efficiency of instruction for children with autism, identifying evidence-based practices for individuals with autism, and increasing the use of evidence-based practices in classrooms.

Peter Doehring, Ph.D., is currently Director of Regional Programs at the Center for Autism Research, at The Childrens Hospital of Philadelphia and The University of Pennsylvania. He works to describe, implement, and research programs for training and intervention related to Autism Spectrum Disorders (ASDs). His is particularly interested in how we might build capacity for evidence-based assessment, education, and treatment in community-based settings that are accessible to a broad and diverse population. He was originally trained in Canada as clinical-research psychologist, where he worked to develop research and early intervention programs for children with ASD at the local and regional level. From 1999 until 2008, he served as Statewide Director for the Delaware Autism Program (DAP), one of the largest and most comprehensive public school programs specializing in ASD in the USA.



Domenic V. Cicchetti, Ph.D., is a Yale psychologist and statistician with longstanding interest in analyses of rating scale and reliability data. Asthe author of numerous articles and a textbook, he has published extensively in the area of autism including work on the reliability of rating scales, of diagnostic criteria, innovative approaches to diagnosis, screening test, and assessment of agreement on treatment effects and rating scales. Co-recipient (with Dr. Sara Sparrow) of the first Connecticut Psychological Association's "Award for Distinguished Effort by a Connecticut Psychologist, Utilizing Psychological Knowledge and Skills, Which Has Made A Material Contribution to the Welfare of the Public" at Fairfield Connecticut, on December 7, 1984. The award was for the development and publication of the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984). He is also a Fellow in the American Statistical Association, the highest award the organization can bestow upon its members. The award was given, "For contributions in behavioral and biomedical statistics, particularly assessment of psychometric properties of clinical diagnostic instruments, and for innovative methodologies for interexaminer reliability assessments."

Fred R. Volkmar, M.D., is the Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology and Director of the Yale Child Study Center, Yale University School of Medicine. An international authority on Aspergers disorder and autism, Dr. Volkmar was the primary author of the DSM-IV autism and pervasive developmental disorders section. He has authored several hundred scientific papers and has co-edited numerous books, including Asperger Syndrome, A Practical Guide to Autism, and the third edition of The Handbook of Autism and Pervasive Developmental Disorders. He has served as associate editor of the Journal of Autism, the Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry. He also has served as co-chairperson of the autism/MR committee of the American Academy of Child and Adolescent Psychiatry. Starting in March2007 he became editor of the Journal of Autism and Developmental Disorders.