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