Handbook of Autism and Pervasive Developmental Disorder: Assessment, Diagnosis, and Treatment

Contents
Part I: An Introduction and Overview to Autism and Pervasive Developmental Disabilities
	Autism across the Ages: An Abbreviated History
		ERA 1: Earliest Accounts (Pre-Twentieth Century)
		Era 2: Institutionalization and the Initial Naming & Framing of ‘Autism’
		Era 3: Psychogenic and Psychiatric Viewpoints
		Era 4: Burgeoning of Research and Nature Vs Nurture
		Era 5: The Brain and Autism
		Era 6: Awareness, Advocacy, and Advancement
		Era 7: Future Directions
		References
	Psychopathologies Associated with ASD: Anxiety, OCD, Depression, and ADHD
		General Overview of co-Occurring Psychiatric Disorders in ASD
		Attention-Deficit/Hyperactivity Disorder (ADHD)
		Anxiety
		Obsessive-Compulsive Disorder (OCD)
		Depression
		Conclusion
		References
	Challenging Behaviors Associated with Autism and Pervasive Developmental Disabilities
		Introduction
			Implications for the Individual and the Family
		Theories on the Etiology of Challenging Behavior
			Environmental Influences
			Biomedical Models
			Mixed Model Considerations
		Treatment for Challenging Behavior
			Antecedent Interventions
			Consequence-Based Interventions
				Punishment-Based Strategies
				Extinction-Based Strategies
				Reinforcement-Based Strategies
				Extensions of Function-Based Treatment: Cognitive-Behavioral Therapy
				Psychopharmacological Treatments
		Conclusion
		References
	Sensory Processing and Motor Issues in Autism Spectrum Disorders
		Introduction
		Sensory Processing
			Sensory Systems in ASD
			Sensory Subtypes
			Sensory Processing Disorder
			Functional Implications
		Motor Performance in ASD
			Neurological Explanation for Motor Impairment
			Motor Impairment
			Motor Patterns across Childhood
			Functional Implication of Motor Impairment
		Treatment Approaches
		Conclusion
		References
	Emotional Cognition, Theory of Mind, and Face Recognition in Individuals with Autism and PDDs
		Emotional Cognition in ASD
			Hypotheses of Emotion Processing Deficits in ASD
			Neurobiology of Emotion Processing in ASD
		Theory of Mind (ToM) and ASD
			Neural Correlates of ToM in Autism
			Critique of ToM Account of ASD
		Face Processing in ASD
			Neurobiology of Face Processing
		Implications
		References
	Epidemiological Surveys of ASD: Current Findings and New Directions
		Introduction
		Part I. Review of Prevalence Surveys
		Part II. Advances and Remaining Challenges
			Case Definition and Case Status Determination
			The Problems of Parental Reports
			Novel Approaches to Case Finding/Ascertainment
			The Male Preponderance in Autism
			Age Considerations
			Social Class, Race and Ethnic Minority Status
				Socioeconomic Status
				Race and Ethnicity
				Implications and Unmet Research Needs
		Part III. The Development of World Studies of ASD and Population Surveillance
			Worldwide Studies and Cultural Issues
			Databases, Ad Hoc Surveys and Surveillance
		Conclusions
		References
	Quality of Life for Individuals with Autism and Pervasive Developmental Disabilities
		Introduction
		Autism Spectrum Disorder
		Measuring QOL in People with ASD
		Normative and Subjective Outcomes for People with ASD
		Choice/Self-Determination
		Self-Advocacy
		Employment
		Independent Living
		Support Services for People with ASD
		Concluding Remarks
		References
	Parental Stress and Effective Parent Training for Parents of Individuals Diagnosed with ASD
		Overview of Parental Stress
			Stress Commonalities across Mothers and Fathers
			Differences between Mothers’ and Fathers’ Stress
		Potential Causes of Parental Stress
			Child Characteristics
			Child Interventions
			Financial Burden
		Outcomes of Parental Stress
			Depression
			Divorce
		Mediating Factors to Stress, Depression, and Divorce
		ABA and Parent Training
			Early and Seminal Research
		Various Approaches to Train Parents
			Behavioral Skills Training and Teaching Interaction Procedure
			Active Coaching
			Parent Training Manuals
			Telehealth
			A Progressive Approach
		Child Targets in Parent Training
			Aberrant Behavior
			Social and Communication Skills
			Mealtime Challenges
		Conclusion
		References
Part II: General Assessment Issues in Autism and Pervasive Developmental Disabilities
	Psychometric Principles and Standards for Assessing Autism and Pervasive Developmental Disabilities
		ASD Characteristics
		Psychometrics and Measure Selection
		Testing Theories, Development, and Analysis
		ASD and Psychometric Challenges
			ASD Assessment
			Anxiety Assessment
			Behavioral Assessment
			IQ Assessment
			Adaptive Assessment
		Accommodation and Modification for Testing Individuals with ASD
		Conclusion
		References
	Diagnostic Systems for Autism and Pervasive Developmental Disabilities
		Purposes of Classification Systems
		Challenges Associated with Classification Systems
			Etiology
			Thresholds
			Comorbidity
		Current Classification Systems
			History
				DSM
				ICD
				RDoC
			Aim
				DSM
				ICD
				RDoC
			Similarities and Differences
				DSM and ICD
				RDoC
			Strengths
				DSM and ICD
				RDoC
			Weaknesses
				DSM and ICD
				RDoC
			Challenges Associated with the DSM, ICD, and RDoC
				Etiology
				Thresholds
				Comorbidity
		References
	Purposes of Assessment in Autism and Pervasive Developmental Disorders
		Introduction
		Overview of Assessment
		Purposes of Autism Assessment by Context
			Clinical Contexts
			Academic Contexts
			Criminal, Civil, and Administrative Contexts
		Conclusions
		References
	Effects of Cognition and Age on Assessment of Autism and Pervasive Developmental Disabilities
		Introduction
		Cognition and ASD Assessment
		Effects of Cognition on Assessment of ASD
			Does the Level of Cognitive Impairment Preclude a Diagnostic Assessment for ASD?
			How Should Cognitive Impairment Be Taken into Account during an ASD Assessment?
			How Should Cognitive Functioning Be Taken into Account in an ASD Assessment in the Absence of Cognitive Impairment?
		Age and ASD Diagnosis
		Effects of Age on Assessment Procedures for ASD
			What Methods Are Appropriate for Assessing ASD during a Specific Age Period?
				Toddler Stage
				Preschool Stage
				School-age Stage
				Adolescence/Adult Stage
			How Does the Age of the Examinee Affect Evaluation of the Diagnostic Criteria for ASD?
		Conclusion
		References
	Methods of Screening for Core Symptoms of Autism and Pervasive Developmental Disabilities
		Level 1 Screeners
			Ages and Stages Questionnaire
			BITSEA
			M-CHAT
			PEDS
		Level 2 Screeners
			BISCUIT
			FYI
			GARS
			SCQ
			SRS-2
			STAT
		Parent’s Role in Screening
		Pediatrician’s Role in Screening
		Universal Screeners
		Conclusion
		References
	Methods for Diagnosing ASD in Young Children
		Current Problem: Late Diagnoses Leads to Later Interventions and Worse Outcomes
		Barriers to Early Diagnoses
		What Are We Looking For?
		Communication/Social
		Restricted and Repetitive Behaviors (RRBs)
		Regression
		Diagnostic Process
		Accuracy/Stability of Early Assessment
		Measures
			Autism Diagnostic Measures
				The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
			Autism Diagnostic Interview—Revised (ADI-R)
			The Autism Spectrum Quotient (AQ)
			The Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT)
			The Childhood Autism Rating Scale, Second Edition (CARS-2)
			Gilliam Autism Rating Scale, Third Edition (GARS-3)
			The Modified Checklist for Autism in Toddlers (MCHAT)
		Conclusion
		References
	Monitoring Progress in Core Symptoms of Autism Spectrum Disorder
		Self-Monitoring
		Technology and Self-management
		Pharmaceuticals
		Challenges to Monitoring Symptoms
		Measurement Tools
			Autism Impact Measure
			Autism Diagnostic Interview—Revised
			Autism Treatment Evaluation Checklist
			Baby and Infant Screen for Children with aUtIsm
			Childhood Autism Rating Scale
			Social Responsiveness Scale
			Psychoeducational Profile
		Behavioral and Adaptive Measures
			Aberrant Behavior Checklist
			Behavior Assessment System for Children
			Behavior Problems Inventory
			Childhood Behavior Checklist
			Vineland Adaptive Behavior Scale
		Parent and Teachers
		Conclusion
		References
Part III: Assessment Issues Related to Core Symptoms of Autism and PDDs
	Educational Assessment
		Introduction
		Educational Assessment
		Formal Assessments
		Informal Assessments
		Adaptations
		Conclusion
		References
	Monitoring Educational Progress
		Introduction and Legal Requirements for Progress Monitoring
		Defining Student Progress Monitoring
		Monitoring Student Progress Using a Curriculum-Based Measurement Model
			Procedures for Using CBM to Monitor IEP Progress
				Step 1: Identify Target Behavior
				Step 2: Set Target Goals
				Step 3: Select Appropriate Measures
				Step 4: Determine Administration and Scoring Procedures
				Step 5: Graph Data and Plot Student Performance
				Step 6: Instructional Decision-Making
				Step 7: Communicating Educational Progress
		Conclusions
		References
	Measuring Comorbid Psychopathology
		Introduction
		Instruments for the Assessment of Mental Health in Toddlers, Children and Youth
		Instruments for the Assessment of Mental Health in Adults
		Use of Conventional Assessment Tools
		Assessment Tools Developed for People with Intellectual Disabilities
		Clinical Implications and Concluding Remarks
		References
	Measuring Challenging Behaviors
		Behavior Assessment Methods
			Interviews
			Behavior Rating Scales
			Direct Observation
			Direct Behavior Ratings
			Permanent Products
		Functional Behavioral Assessment
			Indirect FBA
			Direct Descriptive
			Functional Analysis
			FBA Evidence Base
		Conclusion
			Purpose
			Cultural Considerations
			Feasibility
		References
	Measuring Social Skills
		Importance of Social Skills
		Norm-Referenced Measures of Social Skills
		Sociometric Ratings
		Summary
		References
	Measuring Feeding Disorders in Individuals with Autism and Pervasive Developmental Disorders
		Picky Eating Versus Problematic Eating
		Changes in Diagnostic Criteria
		A Multidisciplinary Approach in the Assessment of Feeding Problems
		Assessment of Medical-Related Feeding Problems
		Pediatrician or Primary Care Physician
			Physical Exam
			Failure to Thrive
		Gastroenterologist
			Gastrointestinal Problems
			Gastroesophageal Reflux (GERD)
			Eosinophilic Esophagitis/Upper Endoscopy
		Nutritionist or Dietician
			Restricted Eating and Nutritional Deficiency
			Obesity
		Speech-Language Pathology and Occupational Therapy
			Oral Motor Dysfunction/Dysphagia
			Videofluoroscopic Swallow Study
			Fiberoptic Endoscopic Evaluation of Swallow
		The Family
		Social Work
		Psychology/Board Certified Behavior Analyst (BCBA)
			Indirect Questionnaires and Caregiver Interview
			Direct Observation
			Functional Analysis
		Finals Thoughts
		References
	Measuring Psychotropic Drug Effects and Side Effects
		Introduction
		Overview of the Measurement of Psychotropic Medication Effects and Side Effects
		Monitoring Instruments
		The Measurement of Psychotropic Medication Effects and Side Effects
		General Instruments for Measuring Effects of Psychotropic Medication
		General Instruments for Monitoring Medication Side Effects
		Monitoring Stimulant and Non-Stimulant Medications Prescribed to Treat ADHD
		Instruments to Measure the Effects of Stimulants and Nonstimulants Prescribed for ADHD
		Instruments to Measure the Side Effects of Stimulant
		Monitoring Antidepressant Medications Prescribed to Treat Depression or Anxiety
		Instruments to Measure Effects of Antidepressants
		Instruments to Measure the Side Effects of Antidepressants
		Monitoring Mood Stabilizers Prescribed to Treat Bipolar Disorders
		Instruments to Measure Effects of Mood Stabilizers
		Instruments to Measure Side Effects of Mood Stabilizers
		Monitoring Antipsychotic Medications Prescribed to Treat Psychotic Disorders
		Instruments to Measure Antipsychotic Effects
		Instruments to Measure Antipsychotic Side Effects
		Future Directions
		References
	Assessing Effects of Early Intervention
		History of Early Intervention
		Assessment in EI
		Intervention Strategies
		Addressing Comorbidities
		Monitoring and Evaluating Progress
		Transitioning Out of Early Intervention
		Effects of Early Intervention
		Conclusion
		References
	Assessing Transitions During School or Workday and Across the Life Span
		Activities Most Commonly Effected
		Transition Assessment Cycle
			Identifying Transition Issues
				Assessing the Environment
					Gathering and Organizing Data
					Analyzing Data
			Creating a Transition Focused Plan of Action
				Transition-Based Interventions
					Verbal and Auditory Supports
					Visual Supports
					Tactile Supports
					Combining Supports
					Additional Transition Supports
				Selecting the Intervention
			Transition Plan Implementation
				Progress Monitoring
				Teaching the Intervention
			Completing the Assessment Cycle
		Conclusion
		Scenario 1: Transition Assessment Cycle for 5th Grade Student with ASD, Carlos
			Step 1: Identify Transition Issues—Gather and Analyze Data
				Interviews
				Direct Observation Data
			Step 2: Create an Action Plan—Set Goals and Identify Instructional Strategies
				Ecological Inventory
			Step 3: Implement Plan—Teach and Monitor Progress
			Repeat
		Scenario 2: Transition Assessment Cycle for Adult with ASD, Emma
			Step 1: Identify Transition Issues—Gather and Analyze Data
				Interviews
				Direct Observation Data
			Step 2: Create an Action Plan—Set Goals and Identify Instructional Strategies
				Ecological Inventory
			Step 3: Implement Plan—Teach and Monitor Progress
			Repeat
		References
Part IV: Ethics and Methods of Evidence-Based Practices in the Treatment of ASD
	The Importance of Evidence Based Practices and Autism
		Evidence Based Practice
		Classifying Autism Practices
		Use of Unsupported Practices
		What’s the Harm?
		Evidence-Based Practice Is the Ethical Approach and Supports Human Rights
		Challenges to Implementation of EBP in Practice
		Conclusion
		References
	Applying Dissemination and Implementation Science to Facilitate Community Implementation of Evidence-Based Interventions
		Community Services Across the Lifespan
			Improving Community Services Through Dissemination and Implementation Science
			Applying D & I Science Concepts to ASD Services
		Early Intervention Services: Project ImPACT for Toddlers
			Community Identified Need and Implementation Gaps
			Early Behavioral Intervention: Project ImPACT
			Adapting Project ImPACT for Delivery in Community Early Intervention Services
			Implementation Strategies and Community Partners
			Clinical and Implementation Outcomes
		Education Services: Classroom Pivotal Response Teaching (CPRT)
			Community Identified Need and Implementation Gaps
			Intervention: Classroom Pivotal Response Teaching
			Adapting PRT/CPRT for Community Implementation
			Implementation Strategies
			Role of Community Partners
			Clinical and Implementation Outcomes
		Mental Health Services: An Individualized Mental Health Intervention for ASD
			Community Identified Need and Implementation Gaps
			Evidence-Based Intervention: An Individualized Mental Health Intervention for ASD
			Adapting AIM HI for Latinx Families
			Implementation Strategies
			Role of Community Partners
			Clinical and Implementation Outcomes
		Mental Health Services: Adapted Unstuck and On Target
			Implementation Gaps
			Evidence-Based Intervention: Unstuck and On Target (UOT)
			Adapting UOT for Mental Health Services
			Implementation Strategies
			Role of Community Partners
			Clinical and Implementation Outcomes
		Secondary Education and Transition Vocational Rehabilitation Services: Transition Age Youth Supported, Comprehensive Cognitive Enhancement and Social Skills
			Community Identified Need and Implementation Gaps
			Evidence-Based Intervention: Transition Age Youth Supported, Comprehensive Cognitive Enhancement and Social Skills
			Adapting SUCCESS for Transition Age Youth
			Implementation Strategies and Community Partners
			Clinical and Implementation Outcomes
		Multiple Service Systems: Parent And Caregiver Active Participation Toolkit
			Community Identified Need and Implementation Gaps
			Evidence-Based Intervention: Parent And Caregiver Active Participation Toolkit
			Adapting Parent And Caregiver Active Participation Toolkit for Multiple ASD Services
			Implementation Strategies and Role of Community Partners
			Implementation Outcomes
		Multiple Service Systems: California Autism Professional Training and Information Network (CAPTAIN)
			Community Identified Need and Implementation Gaps
			Multiple Evidence-Based Interventions for ASD
			Implementation Strategies
			Role of Community Partners
			Implementation Outcomes
		Multiple Service Systems: Access to Tailored Autism Integrated Care (ATTAIN)
			Community Identified Need and Implementation Gaps
			Evidence-Based Intervention: Access to Tailored Autism Integrated Care
			Adapting Integrated Care Models for ASD
			Role of Community Partners
			Access to Tailored Autism Integrated Care Implementation Strategies
		Summary and Conclusions
		References
Part V: Early Intervention in the Treatment of Autism and Pervasive Developmental Disabilities
	Evidence-Based Applied Behavior Analysis (ABA) Autism Treatments: An Overview of Comprehensive and Focused Meta-Analyses
		Some Reactions to the Term “Evidence-Based”
			The Perception of Evidence
		Comprehensive ABA-Based Intervention: Meta-Analytical Evidence
		An Empirical Analysis of Bias in EIBI Studies
		Focused ABA-Based Interventions: Meta-Analytical Evidence
		Concluding Remarks
		References
	What Do Staff Working in Care and Criminal Justice Settings Know About Autism and How Does This Affect Their Practice?
		Introduction
			Autism in the Context of Care and Criminal Justice Settings
			Search Strategy
			Data Extraction
		What Do Staff Working in Criminal Justice Settings Know About Identifying Individuals with Autism and What Does This Mean for Their Practice?
			What Are the Main Features of the Literature Reviewed?
			How Was Professionals’ Awareness of ASD Assessed?
			What Do Staff Working in CJS Settings Know About ASD?
			What Are the ASD Specific Training Needs for Professionals Working in a CJS Setting?
		What Do Staff Working in Care Settings Know About Identifying Individuals with Autism What Does This Mean for Their Practice?
			What Are the Main Features of the Literature Reviewed?
			What Are the Characteristics of the Surveys Used to Assess Care Professionals’ Awareness of ASD?
			What Do Staff Working in Care Settings Know About ASD?
			What Are the ASD Specific Training Needs for Care Professionals?
			How Important Are ASD Specific Resources and Services for Care Professionals?
		Conclusions
			Main Findings
			Limitations
			Clinical Implications and Recommendations
		References
	Economic Evaluations of Early Intensive Behavioral Interventions for Autism
		Introduction
		Defining Economic Evaluation
			The Research Question
			Costing
				Cost Item Identification
				Cost Item Measurement
				Cost Valuation
			Study Perspective
			Outcome Measurement
			Time Horizon
			Cost-Effectiveness Analysis
			Uncertainty
			Synthesis, Reporting and Knowledge Translation
		Economic Evaluations of Early Intensive Behavioural Intervention
		Methodologic Challenges
		Conclusions
		References
	The Early Start Denver Model
		Theoretical Basis of ESDM
			The Denver Model
			Pivotal Response Treatment (PRT)
			Rogers and Pennington’s Model of Interpersonal Development
			The Social Motivation Hypothesis
		Core Features of the ESDM
			Joint Activity Routines
			Teaching Fidelity Rating System
			Curriculum Checklist
			Setting Objectives
			Progress Monitoring
		Review of the Literature
			Therapist-Implemented 1:1 Intervention
				Intensive/Moderate 1:1 ESDM Therapy
				Low-Intensity 1:1 ESDM Therapy
			Parent-Implemented Intervention
				Parent Coaching Procedures
				Studies Evaluating P-ESDM
			Group-Based Intervention (G-ESDM)
				Structure
			Studies Evaluating G-ESDM
		Moderators of Treatment Outcome
		Future Directions
		Conclusion
		References
	Early Intervention for Children At-Risk for Autism Spectrum Disorder
		Risk for ASD
			Early Signs of ASD
			Early Screeners
		Intervention for At-Risk Young Children
			Systematic Reviews and Meta-Analyses of Intervention Literature
			Quasi-Experimental Studies
			Single-Case Experimental Design Studies
			Randomized Control Trials
			Putting It All Together
				Participants
				Early Screening
				Measures
				Child Target Behaviors
				Intervention Packages
				Parent Training
				Treatment Efficacy
			Future Research
			Clinical Implications
		References
Part VI: Applied Behavior Analysis for Autism and PDDs
	A Brief History of Contributions of Applied Behaviour Analysis to Autism Treatment
		1910–1930: A Paradigm Shift
		1930–1950: Operant Behaviour in the Lab
		1950–1970: Operant Behaviour in the Field
		1960–1980: Behaviour Analysis Burgeons
		1980–2000: Applied Behaviour Analysis as an Evidence-Based Intervention for ASD
			Lovaas’s UCLA Young Autism Program (1987)
			Early Intensive Behavioral Intervention
		2000–Present: Applied Behaviour Analysis—A Diverse and Progressive Science/Discipline
		Summary
		References
	Foundational Principles of ABA
		Introduction
		Behavioral Assessment
			Indirect Assessment
			Direct Observation Assessment
		Basic Behavioral Principles: Consequences
			Reinforcement
			Extinction
			Punishment
		Basic Behavioral Principles: Antecedents
			Stimulus Control
			Motivating Operations
		Behavioral Acquisition Strategies
			Preference Assessments
			Prompting
				Response Prompts
				Stimulus Prompts
			Prompt Fading and Prompt Delay
			Shaping
			Chaining
			Behavioral Skills Training
		Behavioral Reduction Strategies
			Functional Assessment
				Indirect Assessment
				Direct Assessment
				Functional Analysis
			Extinction
			Differential Reinforcement
			Antecedent Control
			Punishment Procedures
			Time Out
			Response Cost
		Promoting Generalization
		Summary
		References
	Programming for Generalization and Maintenance
		Types of Generalization and Maintenance
			The Importance of Promoting Generalization and Maintenance
		Reasons for Generalization and Maintenance Difficulties
		Strategies to Promote Generalization and Maintenance
			Train and Hope
			Sequential Modification
			Teach in the Natural Environment
			Introduce Naturally Maintaining Contingencies
			Teach Sufficient Exemplars
			Train Loosely
			Use Indiscriminable Contingencies
			Program Common Stimuli
			Mediated Generalization
			Recommendations for Practice
		Summary and Conclusion
		References
	Generalized Imitation and Applied Behavior Analysis
		Generalized Imitation and ABA
		Higher Order Imitative Repertoires
			Generalized Imitation
			Atomic Repertoires
			Observational Learning
		Assessing Imitation Skills in Children with an ASD
		Approaches for Teaching Imitation to Children with ASD/Teaching Approaches
			Discrete Trial Training
			Naturalistic Teaching
			Reciprocal Imitation Training
		Research on Teaching Strategies and Procedures
			Antecedent Presentation
			Target Selection
		Conclusions
		References
	Using Applied Behavior Analysis to Teach Adaptive Skills
		Using Applied Behavior Analysis to Teach Adaptive Skills
			Adaptive Skills
			Importance of Adaptive Skills
			Previous Literature on Adaptive Skills
			Literature Review Method
			Important Skills Excluded from the Current Review
			Toileting Skills
			Feeding Skills
			Staff and Personnel Training
			Communication
			Challenging Behavior Interventions
			Sleep and Sleep Hygiene
			Choice Making
			Data Extraction
		Results
		Summary of Intervention Domains
			Safety Skills
			Technology and Recreation Skills
			Food Access and Preparation
			Employment Skills
			Housekeeping
			Dressing and Hygiene Skills
			Community Access Skills
		Teaching Strategies
			Video Modeling and Video Self-modeling
			Chaining and Task Analysis
			Audio Cueing and Audio Prompting
			Self-Monitoring
			Visual Schedules
			Game-Based/Virtual Reality
			Behavior Skills Training
		Literature Review Discussion
			Recommendations for Research
		Putting It Into Practice
			Start Early
			Make the Most of Technology
			Train the Trainer
			Be Flexible
		Conclusion
		References
	Social Behavior and Interventions for Individuals Diagnosed with Autism Spectrum Disorder
		Social Behavior and Interventions for Individuals Diagnosed with Autism Spectrum Disorder
		Deficits Observed
			Joint Attention
			Social Language and Communication
			Play Skills
			Emotional Recognition and Theory of Mind
			Friendship
			Adolescence and Dating
		ABA-Based Procedures
			Discrete Trial Teaching (DTT)
			Video Based Instruction (VBI)
			Script-Fading
			Peer Mediation Intervention (PMI)
			The Teaching Interaction Procedure (TIP)
			Behavioral Skills Training (BST)
			Cool Versus Not Cool
			Social Skills Groups
		Conclusion
		References
	Verbal Behavior and Applied Behavior Analysis
		Skinner’s Analysis of Verbal Behavior
			Multiple Control
		Behavioral Language Assessment
		Teaching Strategies for Elementary Verbal Operants
			Mands
				Natural Environment Training
				Transfer of Stimulus Control
				Multiple Exemplar Training
			Tacts
				Massed- and Interspersed-Trials
				Error Correction and Reinforcement Parameters
				Tacts for all Sensory Modalities
			Echoics
				Stimulus Pairing
				ODT and NET
			Intraverbals
				Transfer of Stimulus Control
				MET and Instructive Feedback
		Summary
		References
	Equivalence-Based Instruction for People with Autism Spectrum Disorder
		Equivalence-Based Instruction for People with Autism Spectrum Disorder
		Theoretical Underpinnings
			Delineation Between Equivalence Formation and Generalization
		Teaching Procedures
		Current Research
			Inclusion Criteria
			Language Skills
			Academic Skills
			Life and/or Leisure Skills
			Experimental
		Discussion
			Limitations and Future Directions for Research
				Skills Taught and Contexts
				Efficiency
				Structured Curricula
		Conclusion
		References
	Academic Skills and ABA
		Academic Skills and ABA
		Applied Behavior Analysis Instructional Strategies
		Literacy Skills
			Behavioral Strategies to Teach Reading Skills
			Behavioral Strategies to Teach Writing Skills
		Mathematics and Science Skills of Individuals with ASD
			Behavioral Strategies to Teach Mathematics Skills
			Behavioral Strategies to Teach Science Skills
		Using Technology in Behavioral Interventions to Teach Academic Skills
		Summary and Recommendations for Practice
		References
	Self-Management Skills and Applied Behavior Analysis
		Self-Management Skills and Applied Behavior Analysis
		Components of Self-Management
		Historical Background
		Evidence-Based Status
		Treatment Populations
		Areas of Intervention
		Supplemental Teaching Strategies
		Conclusion
		References
	Problem Behavior and Applied Behavior Analysis
		Problem Behavior in Individuals with Autism Spectrum Disorder
		Indirect Assessment
		Descriptive Assessment
		Experimental Functional Analysis
		Summary
		References
	ABA Treatment Approaches to Problem Behavior
		Categories of Problem Behavior
		Functional Assessment
			Indirect Assessments
			Descriptive Assessments
			Functional Analysis
		Treatment of Problem Behavior
			Function-Based Treatment Strategies
		A Comprehensive ABA Approach to Treating Problem Behavior
			Functional Communication and Complexity Training (FCCT)
			Denial and Delay Tolerance Training
		Conclusion
		References
	Food-Related Disorders and Applied Behavior Analysis
		Children with Autism and Feeding Difficulties
			Etiology
			Undesirable Side Effects
		Interdisciplinary Approach
			Intensive Services for Children with ARFID
		Starting Early with Eating and Developmental Skills
			Inclusion and Exclusion Criteria
			Setting
			Materials
			Therapists
			Response Measurement and Dependent Variables
			Goals
			Oral Hygiene
			Toilet Training
			Pre-academic Skills and School Readiness
			Social Communication and Language Skills
			Assessment
			Intervention for ARFID
		Discussion
			Considerations for Developing Hybrid Programs
			Benefits of Hybrid Programs
		References
	Applied Behavior Analysis Training for Parents and Caregivers
		Dissemination and Implementation Science
		Needs Assessment
			EBP Guidelines
			Broad Based Guidelines
			System-Wide Training Needs
			Staff Training Needs
			Family Training Needs
			Summary
		Skills Training
			Criteria for Best Practice Training
			Behavioral Skills Training
			Making Skills Training More Efficient
			Programming Generalization
			Programming Maintenance
		Systems Issues
			Pyramidal Training
			Training Systems
		Recommendations for Practitioners and Researchers
			Recommendations for Practitioners
			Recommendations for Researchers
		Summary
		References
	Organizational Behavior Management in Autism
		History of OBM
			History of OBM in Autism
		Common OBM Interventions in Settings Serving Individuals with ASD
		Sub-Disciplines of OBM
		Recent Research on OBM Sub-Disciplines in ASD
			Performance Management
			Behavioral Safety
			Behavioral Systems Analysis (BSA)
		Conclusion
		References
	Restrictive Behavior Management Practices
		Introduction
		Types of Restrictive Behavior Management Practices
			Restraint and Restriction of Movement
			Psychotropic Medication
			Seclusion and Isolation
		Implications for Using Restrictive Behavior Management Practices
		Considerations for Using Restrictive Behavior Management Practices
		Alternatives to Restrictive Behavior Management Practices
			Organizational Policy and Practices
			Staff Training
			Assessing Challenging Behaviour
			Treatment Alternatives
			Focused Restraint Reduction Procedures
		Conclusion
		References
Part VII: Psychopharmacology for ASD and Pervasive Developmental Disabilities
	Evaluating the Effectiveness of Psychotropic Medications: Principles, Experimental Designs, and Outcome Measures
		Ethical Principles
		Phases of Clinical Trials
		Principles of Study Design
			Study Population
				Inclusion and Exclusion Criteria
			Comparison Group
			Outcome
				CGeneral Psychometric Principles
				Issues in ASD Clinical Trials
			Timeframe
			Structural Design
		Statistical Issues in Clinical Trials
			Statistical Power and Sample Size
			Analytic Models
				Estimates of Drug Effect
				Baseline Covariates
				Subgroup Analysis
				Missing Data
			Statistical Significance
		Summary and Conclusions
		References
	Rational Prescription of Psychotropic Medications
		Excessive Use of Psychoactive Medications
		Lack of Research and High Quality Evidence
		Indications for Psychotropic Medications
			Diagnostic Difficulties and the Phenomenology of Psychiatric Disorders
			Prevalence of Psychiatric Disorders
			Problem Behaviors
		Off-Label Prescribing
		As Required Medication
		Safety and Tolerability
		Outcome Measures
		Ethical Aspects
		References
	Antidepressants
		Antidepressants
			Cochrane Review of Tricyclic Antidepressants
			Cochrane Review of SSRIs
			Fluvoxamine
			Fluoxetine
			Sertraline
			Paroxetine
			Citalopram
			Escitalopram
			Mirtazapine
			Venlafaxine
			Duloxetine
			Vortioxetine
			Agomelatine
		Conclusion
		References
	Anti-Anxiety Medications and Novel Treatments for Autism
		Anti-Anxiety Medication
			Buspirone
		Beta-Blockers
			Effect of a Single Dose of Propranolol on ASD Symptoms
			Effect of Long-Term Administration of Propranolol on Challenging Behavior in ASD
		Benzodiazepines
		Antianxiety Medication: Summary of Evidence
		Novel Pharmacological Treatments
		Conclusion
		References
	Antipsychotic Medications
		Antipsychotic Medications
			Antipsychotic Medications
			Use and Prescribing Issues for Children with ASD
			Side Effects
			Issues in Prescribing and Managing Atypical Antipsychotics
		Conclusions
		References
	Psychotropic Medications for Sleep Disorders in Autism Spectrum Disorders
		Methods
			Search Strategy
			Study Selection
			Level of Evidence Ratings
		Results
			Nutritional Supplements for Sleep Problems in ASD
				Melatonin (GOR A)
				Effects of Exogenous Melatonin Treatment on Daytime Behavior in ASD
				Adverse Effects of Melatonin in ASD
				Ubiquinol (GOR B)
				Carnosine (GOR B)
				Cannabidiol (CBD) (GOR B)
				Multivitamin (GOR C)
				Iron (GOR D)
			Medications for Sleep Problems in ASD
				Quetiapine (GOR B)
				Agomelatine (GOR C)
				Clonazepam (GOR C)
				Clonidine (GOR C)
				Donepezil (GOR C)
				Niaprazine (GOR C)
				Nicotine (GOR C)
				Ramelteon (GOR C)
				Fluvoxamine (GOR D)
				Guanfacine (GOR D)
		Discussion
		References
	Integration of Psychopharmacology and Behavior Analysis for Autism Spectrum Disorder
		Measuring the Efficacy of Treatments
		Using a Functional Analysis Paradigm to Evaluate Medication Effects
		Using Functional Analysis to Evaluate Medication Side Effects
		Integration of Pharmacotherapy and Behavior Intervention
			Effectiveness of Risperidone as Monotherapy
			Combination of Risperidone and Behavior Intervention
			D-Cycloserine for Anxiety and Social Communication
			Other combination treatment studies
		Medical Versus Non-Medical Models
		Conclusion and Recommendations
		References
	Caregiver Education and Treatment Adherence
		Correlates of Psychotropic Medication Use
			Age
			Demographic Variables
			Comorbid Conditions
			Type of Insurance Plan
		Medication Adherence
		Prevalence of Non-Adherence
		Factors Contributing to Poor Medication Adherence
		Factors Related to Non-Adherence
			Child Related
			Caregiver and Family Related
			Physician Related
		Attitudes Toward Psychotropic Medication
		Caregiver Treatment Preferences
		Improving Medication Adherence
			Caregiver Education
			Identifying Barriers to Medication Adherence
			Improving Relationships between Families and Providers
			Involving Educators
		State Initiatives
		References
	Medication Reduction Programs
		Background
			Surveys of Psychotropic Medication Use
			Factors Associated with the Prescribing of Psychotropic Medication
			Medication Review Programs
		Legal and National Requirements
			Psychotropic Medication Scrutiny as a Part of Inspections
			National Guidance
			A Social Movement: STOMP
			Mental Health and Autism Diagnoses as an Exclusion
		Financial Incentives
		Multidisciplinary Team Reviews
		Knowledge and Participation in Decision Making
		Behaviour and Other Monitoring Tools
		Availability of Alternatives
			Alternative Psychotropics
			Alternative Non-Medication Approaches
		Withdrawal Regimens
		Withdrawal Problems and Relapse
		References
Part VIII: Psychosocial Treatments for Autism and PDDs
	Mindfulness: Therapeutic Applications for Individuals with Autism Spectrum Disorder
		Mindfulness
		Qualities of Mindfulness
		Process of Mindfulness
		Mindfulness-Based Programs
			Mindfulness-Based Stress Reduction
			Mindfulness-Based Cognitive Therapy
			MYmind
			Cultivating Mind
			Be Mindful
		Mindfulness-Based Practices
			Soles of the Feet
			Surfing the Urge
			SOBER Breathing Space
		Conclusions
		References
	Cognitive Behavior Therapy for People with Autism Spectrum Disorder
		Modifications to Cognitive Behavioral Therapy for Autism Spectrum Disorder
		Research on Cognitive Behavioral Therapy for Autism Spectrum Disorder
			Comorbid Mental Health Symptoms
				Anxiety
				Obsessive Compulsive Disorder/Behavior
				Post-Traumatic Stress Disorder and Trauma
				Depression
			Comorbid Behavior Problems
				Sleep
				Emotion Regulation and Anger
			Core Symptoms of Autism Spectrum Disorder
			Affection
		Conclusion
		References
	Sensory Interventions
		Sensory Processing Disorder: Disputation and Consensus
		Sensory Interventions
			Sensory Integration: Theory and Description
			Sensory Integration: Evidence-Base
			Sensory Based Interventions: Theory and Description
			Auditory Integration Therapies: Theory and Description
			Auditory Integration Therapies: Evidence-Base
		Comparing Sensory Interventions to Other Interventions
		Conclusions
		References
	Special Education
		Special and Inclusive Education
		The Role of the Teacher
		Disability Rights
		Policy and Legal Context
		Individual Educational Plans
		Educational Technology
		Inclusive Educational Practice
			Case Study 1
			Case Study 2
			Comment
		Conclusion
		References
	Interventions for Family Members
		Interventions for Family Members
		Overview of Theoretical Orientations of Interventions for Family Members
		Interventions to Increase Parent Knowledge
		Behavioral Parent Training and Coaching to Address Autism Symptoms
		Mental Health Intervention for Parents
		Behavioral Skills Training and Coaching of Siblings
		Discussion
		Concluding Remarks
		References
	Animal-Assisted Therapy
		Human–Animal Interaction Effects
			Reduction of Stress and Anxiety
			Improved Health and Rehabilitation
			General Well-being
		Animal-Assisted Intervention
			Multidisciplinary Practice
			Lack of Standardized Approach
			Animal-assisted Therapy
			Animal-assisted Activities
			Animal-assisted Education
		Animal-assisted Intervention for Individuals with Autism Spectrum Disorder
		Horse-Assisted Intervention
		Canine-Assisted Intervention
		Guinea Pig-Assisted Intervention
		Dolphin-Assisted Intervention
		Additional Animals
		Scientific Investigation
		Conclusions
		References
	Music Therapy and Other Music-Based Interventions
		Historical Perspectives
		Music Therapy and Music Practitioners
		Theoretical Accounts
		Why Music-Based Interventions May Work for Autistic People
			Sensorimotor Integration Processes
			Attentional Processes and Rhythmic Entrainment
			Emotional Processes
			Social Processes
		Therapeutic Goals and Research Findings
		Musical Giftedness
		Conclusions
		References
Part IX: Other Biological Treatments for ASD and Pervasive Developmental Disabilities
	Complementary and Alternative Therapies
		Complementary and Alternative Medicine
			Definitions
			Classification of Complementary and Alternative Therapies
			Relevance of Complementary and Alternative Medicine
			Patterns of Use in Children with Autism
		Natural Product-Based Therapies
			Biomedical Foundations
			Evidence on Nutritional Therapies
		Acupuncture
			Principles of Traditional Chinese Medicine
			Acupuncture in Autism Spectrum Disorder
			Physiological Correlates of Acupuncture in Western Medicine
		Massage Therapy
			Sensory Processing in Autism Spectrum Disorders
			Efficacy of Massage Therapy
			Qigong Massage for Autism Spectrum Disorders
		Music therapy
		Mind-Body Therapies
		Conclusions
		References
Part X: Special Populations and Problems in Individuals with Autism and PDDs
	Gay, Lesbian, and Gender Nonconforming Individuals with Autism
		Language Considerations
		Sexuality in Autistic Boys and Men
			Sexual and Romantic Interest
			Sexual Attraction
			Solo- and Partnered Experiences
			Online Experiences
			Paraphilias
			Inappropriate Behaviors and Reasons for Concern
			Victimization and Offending
			Support Needs and Questions for Future Research
		Sexuality in Autistic Girls and Women
			Sexual and Romantic Interest
			Diversity in Gender and Sexual Attraction
			Solo and Partnered Experiences
			Online Experiences
			Paraphilias
			Inappropriate Behaviors and Reasons for Concern
			Victimization
			Support Needs and Questions for Future Research
		Gender Diversity and Autism
			Prevalence Rates of Co-occurring Autism and Gender Diversity
			Differences Between Transgender Males and Females
			Potential Underlying Explanations or Hypotheses
			Clinical Implications
			Gender Identity and Sexual Identity
		Support and Interventions
			Interventions Targeting Psycho-sexual Development
			Interventions Targeting Social Skills and Romantic Relationships
			Interventions to Support Gender Identity
		Conclusion
		References
	Offenders with Autism Spectrum Disorders
		Autism and Offending: Who, Where and How Many?
			Autism Diagnosis
		Autistic Offenders in the Criminal Justice System: Characteristics, Types of Crime and Vulnerabilities
		Current Research on Interventions for Autistic Offenders
			Cognitive Behavioral Programmes
			Other Treatments
			Evidence on Interventions Overall
		Future of Research and Practice for Autistic Offenders
		Useful Resources
		References
	Neurodiversity, Advocacy, Anti-Therapy
		The Medical and Social Models
		Autism Knowledge Production
		Opposition to Therapy: ABA Case Study
			Evidence and Efficacy
			Normalization
			Trauma and Wellbeing
			Autonomy and Identity
		Can ABA be Reformed?
		Implications for All Autism Therapies
		References
	Sleep Problems in Young People with Autism: Applied Behavior Analysis Approaches
		Sleep in Young People with ASD
		Etiology of Sleep Problems
			Biological and Medical Factors
			Psychological Factors
			Core Features of ASD
			A Behavioral Model of Sleep Disturbance
			Age-Related Change in Sleep
		Assessment of Sleep Problems
			Functional Behavioral Assessment (FBA) of Sleep Problems
		Treatment of Sleep Problems in Young People with ASD
			Sleep Scheduling and Antecedent Modifications
				Modification of Sleep/Wake Schedules
				Faded Bedtime
				Faded Bedtime with Response-Cost
				Sleep Restriction
				Sleep Hygiene
				Visual Supports
			Consequence-Based Modifications
				Extinction
				Modified Extinction
				Reinforcement
			Parent Education Programs
			Teaching Replacement Skills
				Self-Monitoring
				Relaxation Strategies
				Bedtime Pass
				Young Person Psychoeducation
		Conclusions
		References
	Teaching Employment Skills to People with Intellectual and Developmental Disability
		What Are Employment Skills?
		How Do We Teach Employment Skills?
		Recommendations for Practitioners
			Step 1: Identify the Skills that Fit in the Employment Context
			Step 2: Determine the Most Important Skills for the Student
			Step 3: Explore the Best Intervention Approach
			Step 4: Test the Intervention Approach for the Target Skills
			Step 5: Assess Student Progress and Modify as Necessary
		Future Directions and Summary
			Summary
		References
Index