
Handbook of Autism and Pervasive Developmental Disorders, Volume 2
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The definitive guide to autism and related conditions, with in-depth multidisciplinary coverage spanning clinical, developmental, biological, social, and public health perspectives
The Handbook of Autism and Pervasive Developmental Disorders is the most influential reference work in the field of autism and related conditions. This Fifth Edition reflects updated diagnostic frameworks in the DSM-5 and ICD-11, as well as evolving societal perspectives on autism. Across two volumes, it addresses evolving and emerging topics such as gene-environment interactions, theoretical frameworks, developmental neurobiology, mental health care, clinical assessment, gender and minority issues, naturalistic developmental behavioral interventions, new learning technologies, economic aspects, and interactions with the law.
Inside Volume Two: Assessment, Interventions, and Policy, readers will find the most authoritative information on screening, assessment, interventions, services and supports, as well as cultural and policy ramifications. Volume One (available separately), covers diagnostic, developmental, and neurobiological aspects of autism, alongside its genetic, environmental, biochemical, social, medical and theoretical dimensions.
Students and practitioners in psychology, special education, and related fields will appreciate this thorough update for the authoritative guide to autism spectrum disorder. It is a must-read resource discussing scientifically validated approaches to understanding and supporting individuals on the autism spectrum.
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Persons
FRED R. VOLKMAR, MD, is the Irving B Harris Professor Emeritus of Child Psychiatry at Yale University and the Dorothy B. Goodwin Family Chair in Special Education at Southern Connecticut State University. The author of several hundred articles on autism, Dr. Volkmar was the main author of the DSM-IV autism section and served as editor of the Journal of Autism for 15 years.
KEVIN A. PELPHREY, PhD, is Harrison Wood Jefferson Scholars Foundation Distinguished Professor at the University of Virginia. He also leads the NIH Autism Center for Excellence.
GIACOMO VIVANTI, PhD, is an Associate Professor at the A.J. Drexel Autism Institute, where he leads the Early Detection and Intervention research program. He is also an Associate Editor of the Journal of Autism and Developmental Disorders.
Content
- Cover
- Title Page
- Copyright Page
- Contents
- Preface
- SECTION IV Assessment
- CHAPTER 25 Screening for Autism in Young Children
- CHARACTERISTICS OF AUTISM IN YOUNG CHILDREN
- IMPORTANCE OF EARLY SCREENING FOR AUTISM
- THE SCREENING PROCESS
- Dimensions of Screening Measures
- Evaluating Screening Measures
- Psychometric Properties of Screening Measures
- Implementation Properties of Screening Measures
- REVIEW OF LEVEL 1 AUTISM SCREENING MEASURES
- Autism-Specific Screening Measures
- Broad-Based Screening Measures
- Level 1 Summary
- REVIEW OF LEVEL 2 SCREENING MEASURES
- Screening Tool for Autism in Toddlers (STAT)
- Childhood Autism Rating Scale (CARS/CARS2)
- Gilliam Autism Rating Scale (GARS/GARS-2)
- Social-Communication Questionnaire (SCQ)
- Other Promising Measures
- Level 2 Summary
- CONCLUSION AND FUTURE DIRECTIONS
- REFERENCES
- CHAPTER 26 Diagnostic Instruments in Autism
- GENERAL ISSUES IN DIAGNOSIS OF AUTISM SPECTRUM DISORDER
- ISSUES IN SELECTING THE APPROPRIATE FOCUS AND LEVEL OF ANALYSIS
- IMPLICATIONS OF INFORMATION FROM OTHER AREAS OF RESEARCH FOR DIAGNOSTIC INSTRUMENTS
- DIAGNOSTIC INSTRUMENTS AND MORE INTELLECTUALLY ABLE INDIVIDUALS WITH ASD (SOME OF WHOM WOULD HAVE FORMERLY BEEN DIAGNOSED AS HAVING DSM-IV ASPERGER'S DISORDER)
- Psychometric Issues
- Reliability
- VALIDITY
- DIAGNOSTIC INSTRUMENTS FOR AUTISM
- The First Empirically Developed Rating Scales and Questionnaires
- GENERAL BEHAVIORAL MEASURES THAT INCLUDE CORE FEATURES OF ASD
- Achenbach System of Empirically Based Assessment
- The Children's Communication Checklist
- Children's Social Behavior Questionnaire
- The Communication and Symbolic Behavior Scales, Developmental Profile
- Pervasive Developmental Disorders Rating Scale
- Social Responsiveness Scale
- RATING SCALES
- Autism Behavior Checklist
- Autism Spectrum Rating Scales
- Childhood Autism Rating Scale (CARS)
- The Gilliam Autism Rating Scale
- Revised Behavior Summarized Evaluation
- Autism Observation Scale for Infants
- First Year Inventory (Version 3.1)
- DIAGNOSTIC INTERVIEWS
- Autism Diagnostic Interview-Revised
- The Diagnostic Interview for Social and Communication Disorders
- DIRECT OBSERVATION SCALES
- Autism Diagnostic Observation Schedule-Second Edition
- The Psychoeducational Profile-Third Edition
- The TEACCH Transition Assessment Profile
- INSTRUMENTS FOR MORE COGNITIVELY ABLE AUTISM
- The Asperger's Syndrome (and High-Functioning Autism) Diagnostic Interview
- The Australian Scale for Asperger's Syndrome
- The Autism-Spectrum Quotient
- TELEHEALTH-BASED MEASURES
- Brief Observation of Symptoms of Autism
- TELE-ASD-PEDS
- The Canvas Dx (COGNOA)
- Telehealth Evaluation of Development for Infants (TEDI)
- Other Telehealth Measures
- CURRENT ISSUES IN DIAGNOSTIC ASSESSMENT
- Timing of the First-Time ASD Diagnosis
- Use of Medical Records
- The Influence of Caregiver Concerns on Caregiver-Report Measures
- Assessment of Females
- First-Time Diagnosis of Autism in Adulthood
- Measuring Change in Core Behaviors
- CONCLUSIONS
- REFERENCES
- CHAPTER 27 Clinical Evaluation in Multidisciplinary Settings
- THE ROLE OF THE PEDIATRICIAN
- DIAGNOSTIC ASSESSMENT
- Young Children
- School-related Services
- Adolescents and Adults
- SPECIALIZED ASSESSMENTS FOR AUTISM AND RELATED CONDITIONS
- PSYCHOLOGICAL ASSESSMENT
- SPEECH-COMMUNICATION ASSESSMENT
- MEDICAL ASSESSMENTS
- OCCUPATIONAL AND PHYSICAL THERAPY ASSESSMENTS
- INTEGRATION OF FINDINGS
- AFTER THE ASSESSMENT
- SUMMARY
- REFERENCES
- APPENDIX 27.1: REFERENCES FOR SELECTED ASSESSMENT INSTRUMENTS
- CHAPTER 28 Assessing Communication in Autism
- CREATING COMMUNICATION PROFILES
- ASSESSING PRELINGUISTIC COMMUNICATION
- Communication Assessment in Toddlers
- Communication Assessment in Older Nonspeaking Children
- ASSESSING EARLY LINGUISTIC COMMUNICATION
- ASSESSING COMMUNICATION IN CHILDREN AND ADOLESCENTS WITH ADVANCED LANGUAGE
- Standard Assessments
- Inventories and Rating Scales
- Narrative Discourse Analysis
- Assessing Communication Skills in Dual Language Learners on the Autism Spectrum
- CONCLUSION
- REFERENCES
- CHAPTER 29 Behavioral Assessment of Individuals with Autism: Current Practice and Future Directions
- CHARACTERISTICS OF BEHAVIORAL ASSESSMENT: A FUNCTIONAL ECOLOGICAL APPROACH
- Developmental Sensitivity
- Emphasis on the Criterion of Ultimate Functioning
- Attention to Molar and Molecular Levels of Analysis
- Emphasis on Multidimensional Assessment
- Assessment Across Multiple Systems of Interaction
- Interdisciplinary Collaboration is Essential
- Functional Assessment Models
- Skill Assessments
- ASSESSMENT-DRIVEN TREATMENT PLANNING
- FUTURE DIRECTIONS
- REFERENCES
- CHAPTER 30 Neurodevelopmental Assessment in Autism
- INTRODUCTION
- THE FOUNDATIONS OF AN NDA
- ARE THERE NEURODEVELOPMENTAL DIFFERENCES IN ASD?
- ASD AND PAIGETIAN THEORY
- EVALUATING ABILITY, KNOWLEDGE, AND SKILL
- A LURIAN-VYGOTSKY APPROACH FOR NEURODEVELOPMENTAL ASSESSMENT: PASS THEORY
- GUIDELINES FOR A NEURODEVELOPMENTAL ASSESSMENT (NDA)
- ASSESSMENT MEASURES
- CASE STUDY
- CONCLUSION
- REFERENCES
- SECTION V Interventions
- CHAPTER 31 Comprehensive Programs for Autistic Children and Youth
- CURRENT STATUS OF AUTISM AND COMPREHENSIVE PROGRAMS
- COMPREHENSIVE PROGRAMS FOR AUTISTIC CHILDREN AND YOUTH
- HISTORY OF THEORETICAL AND CONCEPTUAL FRAMEWORKS
- Behavioral
- Developmental Interventions
- Naturalistic Developmental Behavioral Interventions
- Structured Teaching
- School-based Comprehensive Programs
- Transition and Employment-Based Programs
- EFFICACY OF COMPREHENSIVE PROGRAMS
- Applied Behavior Analysis Programs
- Developmental Programs
- NDBI
- Structured Teaching (TEACCH)
- School-based Program
- Transition Programs
- COMPREHENSIVE PROGRAMS AND IMPLEMENTATION
- Service Context
- Organizational Factors
- Provider Factors
- Recipient Factors
- Implementation Outcomes
- Fidelity
- Feasibility
- Judgment of Socially Valued Outcomes
- Sustainment
- RACE, ETHNICITY, CULTURAL RESPONSIVENESS, AND COMPREHENSIVE PROGRAMS
- Reporting Race, Ethnicity, Cultural Diversity of Participants
- Cultural and Linguistic Diversity and Adaptations
- CONCLUSION AND FUTURE DIRECTIONS
- REFERENCES
- CHAPTER 32 Early Intensive Behavioral Intervention for Individuals with Autism: An Overview and Future Directions
- COMPONENTS OF EIBI
- Age at Onset (Early)
- Dosage and Duration (Intensive)
- Behavioral
- Comprehensive and Individualized
- Caregiver Involvement
- Implemented by Trained Professionals
- HISTORICAL CONTEXT
- A Foundation in Behavior Analysis
- Establishing a Precedent for the Effectiveness of EIBI
- Expanding and Replicating Lovaas' (1987) Effects
- Legislative Changes Affecting the Provision of EIBI Services
- ASSOCIATED METHODOLOGIES
- Applicable Philosophies
- Procedures Utilized with EIBI
- DEFINING FAVORABLE OUTCOMES
- PREDICTORS OF SUCCESS
- Individual Variables
- Treatment Variables
- Environmental Variables
- BARRIERS AND POTENTIAL REMEDIES
- Limited Access to Services
- Non-Evidence-Based and Pseudoscientific Approaches
- Criticisms Regarding Research Methodology
- Poor Social Validity
- Clinical Discoordination and Poor Collaboration
- ADDITIONAL CLINICAL RECOMMENDATIONS
- Compassionate Care
- Toward the Progressive Application of Behavior Analytic Service Delivery
- FUTURE RESEARCH DIRECTIONS
- Treatment Dosage Recommendations
- Effective and Efficient Teaching Methodologies
- Maintenance of Results
- Staff Training
- CONCLUSION
- REFERENCES
- CHAPTER 33 Naturalistic Developmental Behavioral Interventions
- A BRIEF HISTORY
- ADVANCEMENT TO NATURALISTIC BEHAVIORAL INTERVENTIONS
- FROM NATURALISTIC BEHAVIORAL INTERVENTION TO NATURALISTIC DEVELOPMENTAL BEHAVIORAL INTERVENTIONS
- SPECIFIC NDBI INTERVENTIONS
- ESSENTIAL FEATURES OF NDBI
- COMMON FEATURES OF NDBI INTERVENTIONS
- NDBI INSTRUCTIONAL STRATEGIES
- RESEARCH SUPPORTING NDBI
- NDBI ACROSS CONTEXTS
- Early Intervention
- Parent Training/Coaching
- Telehealth and the Integration of Technology
- Education and Learning
- NDBI AND THE NEURODIVERSITY MOVEMENT
- FUTURE DIRECTIONS AND CONCLUSION
- REFERENCES
- CHAPTER 34 Developmental Interventions for Autism
- DELINEATING THE FIELD OF DEVELOPMENTAL INTERVENTIONS-TAXONOMIC ISSUES AND PRACTICAL IMPLICATIONS
- OVERARCHING THEORETICAL PRINCIPLES OF DEVELOPMENTAL INTERVENTIONS IN AUTISM
- PROCEDURES OF DEVELOPMENTAL INTERVENTIONS: TARGETS, METHODS, AND INTERVENTION STRATEGIES
- Developmentally Appropriate and Individualized Treatment Goals
- Sensitivity and Responsiveness
- Child Initiative
- Arrangement of the Environment
- Affect Regulation
- Scaffolding
- Imitation
- Promoting Receptive and Expressive Communication
- Positive Reinforcement
- Supporting Caregiver's Self-reflection
- Additional Strategies
- EMPIRICAL EVIDENCE
- CONCLUSIONS AND FUTURE DIRECTIONS
- REFERENCES
- CHAPTER 35 University of North Carolina TEACCH Autism Program: Structured TEACCHing
- HISTORY OF THE UNIVERSITY OF NORTH CAROLINA TEACCH AUTISM PROGRAM
- Origins of the TEACCH Autism Program
- TEACCH Today
- Core Philosophies of the TEACCH Approach
- CONCEPTUALIZATION OF AUTISM FROM A TEACCH LENS
- Learning Differences
- Social Communication Differences
- Emotional Regulation and Sensory Processing Differences
- WHAT IS STRUCTURED TEACCHING?
- Physical Organization
- Visual Schedules
- Work or Activity Systems
- Material Structure and Visual Supports
- Summary
- CASE STUDIES ACROSS THE LIFESPAN
- Early Childhood: A Case study from TEACCH for Toddlers
- School-Age: A Case Study from the TEACCH Clinic
- School-Age: A Case Study from the Classroom
- Transition-Age: A Case Study from the T-STEP Program
- REFERENCES
- CHAPTER 36 Augmentative and Alternative Communication
- INTRODUCTION
- FOUNDATIONS OF AAC PRACTICE
- AAC is a System
- AAC Requires Individualization
- Assessment is Essential
- The Goal is Communicative Competence
- SUPPORTING LEARNING, PARTICIPATION, AND WELLBEING
- Focusing on the Individual
- Acquiring an Effective Communication Mode
- Acquiring a Range of Communicative Functions
- Addressing Challenging Behaviors
- Upskilling and Enabling Communication Partners
- Improving Communication Access in the Physical Environment
- Improving Communication Access in both Physical and Social Environments
- THE STATE OF THE EVIDENCE AND FUTURE DIRECTIONS
- Quantity, Quality, and Consistency of Evidence
- Relevance and Meaningfulness
- What Works for Whom, in What Contexts, and Why?
- Neurodiversity-Affirming Practice
- CONCLUSION
- REFERENCES
- CHAPTER 37 Challenging Behaviors in Autism
- STEREOTYPIES
- SELF-INJURIOUS BEHAVIORS
- ELOPEMENT
- AGGRESSION
- FEEDING AND EATING CONCERNS
- PICA
- CONCLUSION
- REFERENCES
- CHAPTER 38 Supporting Inclusive Education
- A CONCEPTUAL DIVIDE IN INCLUSIVE EDUCATION
- Redefining Inclusive Education
- Defining Inclusion as a Participatory Student Experience
- A BRIEF HISTORY OF INCLUSIVE EDUCATION
- CONCEPTUALIZATIONS OF DISABILITY AND AUTISM IN EDUCATION
- Medical Model of Disability
- Social Model of Disability
- Predicament Model of Disability
- Neurodiversity Model of Disability
- The Influences of Ableism on Conceptualizations of Disability
- A REVIEW OF AUTISTIC STUDENTS' SCHOOL EXPERIENCES
- Curriculum Demands
- School Environments
- Relationships with Teachers and Peers
- School-Related Bullying
- Speaking and Non-Speaking Communication
- Student Wellbeing
- POST-SECONDARY STUDENTS
- INTEGRATING STAKEHOLDER PERSPECTIVES WITH INCLUSIVE EDUCATION POLICY
- Teacher Perspectives
- Parent Perspectives
- Researcher Perspectives
- Evidence-Based Practice to Support Autistic Students
- Evidence-Based Practice in Inclusive Settings
- FUTURE DIRECTIONS FOR MEANINGFUL SCHOOL INCLUSION
- Overcoming Barriers to Inclusion
- Re-framing Ideas of Normative Ability in Education
- Universal Design for Learning
- CONCLUSION
- REFERENCES
- CHAPTER 39 Recreational Engagement in Children on the Autism Spectrum
- PATTERNS OF RECREATIONAL PARTICIPATION
- Variety of Recreational Activities
- Recreational Intensity
- Context of Recreation
- Recreational Enjoyment
- DETERMINANTS OF RECREATIONAL PARTICIPATION
- Person-Based Factors
- Environment-based Factors
- Occupation-based Factors
- SUPPORTING RECREATIONAL ENGAGEMENT
- Starting with Goals
- Assessing Determinants of Recreational Participation to Support Goal Attainment
- Approaches to Support Goal Attainment
- CONCLUSION
- ACKNOWLEDGMENTS
- REFERENCES
- CHAPTER 40 Learning Technology for Individuals with Autism
- INTRODUCTION
- SETT Framework
- AT Implementation
- Diversity and Equity
- VISUAL SUPPORTS
- Social Stories
- Visual Schedules
- Video Modeling
- READING TOOLS
- Tools for Compensation
- Tools for Remediation
- WRITING TOOLS
- Planning/Pre-writing
- Drafting
- Editing and Revising
- Publishing
- NOTE-TAKING TOOLS
- Annotating Tools
- Audio Recording
- MATH TOOLS
- Fluency and Automaticity
- Visual and Spatial
- Math Concepts, Skills, and Problem Solving
- EXECUTIVE FUNCTION SKILLS
- Planning
- Sensory Issues
- BEHAVIOR TOOLS
- Classroom Supports
- Self-Monitoring and Wearables
- Data Collection
- EMERGING TECHNOLOGY
- Robot-Assisted Autism Therapy
- Virtual Reality
- Artificial Intelligence
- CONCLUSION
- REFERENCES
- CHAPTER 41 Social Skills Programs for Autistic People: Past, Present, and Future
- SOCIAL SKILLS PROGRAMMING
- SSP FOR YOUNG CHILDREN
- SSP FOR SCHOOL-AGED CHILDREN
- SSP FOR ADOLESCENTS
- SSP FOR ADULTS
- SOCIAL SKILLS PROGRAMMING AND NEURODIVERSITY
- Shedding Outdated Perspectives on Autistic Social Lives
- A Neurodiversity Perspective in Social Skills Programming
- FUTURE DIRECTIONS FOR SOCIAL SKILLS PROGRAMMING
- Expanded Intervention Targets
- Finetuning and Innovating SSP to Maximize Benefit
- Capturing Diversity
- CONCLUSION
- REFERENCES
- CHAPTER 42 Employment and Related Services for Adults on the Autism Spectrum
- INTRODUCTION
- Employment and Related Services
- Day Habilitation Programs
- Sheltered Employment
- Integrated Employment Models
- Challenges to Effective Employment Programming
- DISCUSSION
- REFERENCES
- CHAPTER 43 Supporting Autistic College Students
- SERVICE LANDSCAPE
- Federally Mandated Supports
- Traditional College Support Services
- ADDRESSING CHALLENGES IN COLLEGE
- Supporting Autistic Learning Styles
- Supporting Sensory Needs
- Supporting Social Understanding
- Supporting Mental and Physical Health
- AUTISM-SPECIFIC TRANSITION AND COLLEGE PROGRAMS
- Programs to Bridge High School and Postsecondary Experiences
- Autism-Specific College Support Programs (ASPs)
- Private Support
- COLLEGE COMMUNITY SUPPORT
- CONCLUSION
- REFERENCES
- CHAPTER 44 Supporting Parents, Siblings, and Grandparents of People with Autism
- SUPPORTING PARENTS, SIBLINGS, AND GRANDPARENTS OF PEOPLE WITH AUTISM SPECTRUM DISORDER
- PARENTS
- Parent-Child Relationship over Time
- Parent Social Support and Marriage
- Impact of Culture and Diversity
- Parent Coping
- Parent-Focused Interventions and Support
- SIBLINGS
- Relationship Quality
- Psychosocial Adjustment and Outcomes
- Sibling-Focused Interventions and Support
- GRANDPARENTS
- Grandparent Support for the Nuclear Family
- Identified Needs of Grandparents
- CONCLUSION
- REFERENCES
- CHAPTER 45 Adaptive Behavior in Autism
- PROFILES OF ADAPTIVE BEHAVIOR IN AUTISM
- THE ROLE OF ADAPTIVE BEHAVIOR IN DIAGNOSTIC AND CLINICAL EVALUATIONS
- Measures of Adaptive Behavior
- Interpreting Adaptive Behavior Assessment Results
- How Assessment Results Can Inform Intervention
- Assessing and Treating Co-Occurring Symptoms that Impact Adaptive Behavior
- THE ROLE OF ADAPTIVE BEHAVIOR ON ADULT OUTCOME
- TOWARD A BRIGHTER FUTURE
- CONCLUSIONS
- ACKNOWLEDGMENTS
- REFERENCES
- CHAPTER 46 Evidence-Based Psychosocial Interventions for Individuals with Autism
- COMPREHENSIVE PROGRAMS FOR CHILDREN WITH ASD
- Early and Intensive Behavioral Interventions (EIBIs)
- Treatment and Education of Autistic and Related Communication-Handicapped CHildren (TEACCH)
- Early Start Denver Model
- Pivotal Response Treatment
- Learning Experiences . . . An Alternative Program for Preschoolers and Parents (LEAP)
- Eclectic Models
- Summary
- FOCAL INTERVENTIONS
- Management of Challenging Behaviors
- Communication Skills
- Social Skills
- CONSIDERATIONS IN IMPLEMENTATION OF EBPS
- Individualized Goals Related to Core Skills
- Use of Planned Complementary Intervention Strategies
- Progress Monitoring
- Planned Promotion of Generalization
- Family Engagement
- SUMMARY AND CLOSING THOUGHTS
- REFERENCES
- SECTION VI Cultural and Policy Issues
- CHAPTER 47 Autism Across the World
- THE NATURE AND LOCATION OF AUTISM RESEARCH
- AUTISM DIAGNOSIS ACROSS THE WORLD
- The Prevalence of Autism in Different Countries
- The Diagnostic Process
- Screening
- EDUCATION AND THERAPEUTIC INTERVENTIONS
- PARENTAL EXPERIENCES IN THERAPEUTIC SPACES
- Identification and Seeking Support
- Unmet Needs of Parents
- Parent Professional Relationship
- Parent Mediated Therapy
- Role of Religious Beliefs and Traditional Approaches
- Parental Consideration of Alternative Therapeutic Approaches
- CULTURALLY SPECIFIC FRAMEWORKS OF UNDERSTANDING
- Cultural Differences in Consideration of the Social Model of Disability
- The Impact of Cultural Frameworks of Understanding on Clinical Practice
- Stigma Across Cultures
- Camouflage Across Cultures
- CONCLUSIONS
- REFERENCES
- CHAPTER 48 Racial and Ethnic Disparities in Autism Diagnoses and Services
- INTRODUCTION AND DEFINITIONS
- RACIAL AND ETHNIC DISPARITIES IN AUTISM IDENTIFICATION
- National Surveillance Studies
- Other Large-scale Prevalence Studies
- RACIAL AND ETHNIC DISPARITIES ALONG THE PATHWAY TO AUTISM DIAGNOSIS AND SERVICES
- Autism Diagnostic Disparities
- Disparities in Receipt of Autism Services and Supports
- UNDER-STUDIED GROUPS: ASIAN, AMERICAN INDIAN, AND NATIVE HAWAIIAN POPULATIONS
- THE ROLE OF STIGMA AND CULTURE IN AUTISM DISPARITIES
- PROMISING MODELS OF EQUITABLE ACCESS TO AUTISM CARE
- Early Identification and Intervention in Community Settings
- Expanded Screening Ages
- Family Navigation
- Integrated Care Coordination
- Parent Activation
- Provider Training
- Other Promising Approaches
- INTERNATIONAL (NON-U.S.) PERSPECTIVES ON THE ROLE OF RACE AND ETHNICITY IN AUTISM
- RACIAL AND ETHNIC MINORITY PARTICIPATION IN AUTISM RESEARCH
- CONCLUSIONS
- REFERENCES
- CHAPTER 49 Autism and Unlawful Behavior
- LITERATURE OVERVIEW
- PREVALENCE OF UNLAWFUL BEHAVIOR
- THE NATURE OF UNLAWFUL BEHAVIOR
- CAUSES OF UNLAWFUL BEHAVIOR
- The Socio-communicative Phenotype and Unlawful Behavior
- Circumscribed Interests
- Rigid Beliefs
- Vulnerability to Bullying
- Empathy and Theory of Mind
- MEETING THE NEEDS OF AUTISTIC OFFENDERS
- Assessment
- Treatment and Rehabilitation
- CONCLUSIONS
- REFERENCES
- CHAPTER 50 Autism and the Law
- OVERVIEW
- INTRODUCTION
- CRIMINAL LAW
- Autism Within the Criminal Justice System
- INCARCERATION
- ASD-POLICE INTERACTIONS
- LEGAL ISSUES, PROTECTIONS, AND ACCOMMODATIONS
- VICTIMS
- BULLYING
- EXTREMISM
- VIOLENCE
- STALKING
- AUTISM AND CYBERCRIME: THE DEVIL IS IN THE (ATTENTION TO) DETAIL
- ASPECTS OF TESTIMONY IN PERSONS WITH ASD
- POLICE INTERVIEWS
- IMPROVING POLICE TRAINING
- CIVIL LAW
- Securing Services-United States of America
- Securing Services-United Kingdom
- The Role of Neuroscience
- CONCLUSION
- REFERENCES
- CHAPTER 51 Complementary and Alternative Treatments in Autism
- HISTORICAL CONTEXT AND EVOLUTION OF CAM IN ASD
- DEFINING CAM IN THE CONTEXT OF ASD
- COMPLEMENTARY TREATMENTS
- ALTERNATIVE TREATMENTS
- EMERGING TREATMENTS
- VARIABILITY IN HARMFULNESS AND EFFICACY
- CATEGORIZATION OF ASD TREATMENTS
- SCOPE AND PREVALENCE OF CAM USAGE IN ASD
- PREVALENCE AND USE OF CAM IN ASD
- CONTROVERSIAL AND RISKY CAM PRACTICES IN ASD
- CHELATION THERAPY IN ASD
- FACILITATED COMMUNICATION: RISE, CONTROVERSY, AND RESURGENCE
- EARLY ADOPTION AND POPULARITY
- SCIENTIFIC SCRUTINY AND DISCREDITING
- RESURGENCE AND REBRANDING
- IMPLICATIONS AND CONTINUING CONTROVERSY
- NUTRITIONAL INTERVENTIONS IN AUTISM SPECTRUM DISORDERS: EVALUATING EFFICACY AND SAFETY
- Vitamin and Mineral Supplementation
- Dietary Interventions
- Use of Secretin
- Omega-3 Fatty Acids
- ETHICAL CONSIDERATIONS AND DECISION-MAKING IN CAM
- NONINVASIVE NEUROSTIMULATION AND NEUROFEEDBACK IN ASD
- Noninvasive Brain Stimulation (NIBS)
- Neurofeedback
- Music Therapy
- Exercise and Movement Interventions
- Emerging Medical CAM Treatments: Cannabis and Oxytocin Studies
- SUMMARY CONCLUSION
- REFERENCES
- CHAPTER 52 Preparing Teachers and Professionals
- INTRODUCTION
- GENERAL PERSPECTIVE OF TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT
- Pre-Service Level of Teacher Preparation
- Pre-Service Content
- Pre-Service Delivery
- In-Service (Professional Development) Level of Teacher Preparation
- In-Service (Professional Development) Content
- In-Service (Professional Development) Delivery
- ASSUMPTIONS
- Assumption 1: Common Motivations
- Assumption 2: Learner Readiness
- Assumption 3: A Single Teaching Strategy
- COMPONENTS FOR COMPREHENSIVE TEACHER PREPARATION AND CONTINUED DEVELOPMENT
- Teaming Skills
- Principles of Reinforcement
- Data-Based Decision Making
- Defining Behaviors and Interventions
- Measurement and Data Collection
- Data Interpretation
- Selection of Strategies
- Evidence-Based Practices
- Building on Student Strengths
- SUPERVISION OF PARAPROFESSIONALS
- ORGANIZATION OF SETTING AND VISUAL STRUCTURE
- TEACHING IN NATURAL CONTEXTS (NATURALISTIC TEACHING STRATEGIES)
- FUTURE DIRECTIONS FOR TEACHER PREPARATION FOR WORKING WITH INDIVIDUALS WITH ASD
- REFERENCES
- CHAPTER 53 Prices and Policy: Economic Aspects of Decision-making in Autism
- INTRODUCTION
- EFFICIENCY AND EQUITY
- ECONOMIC EVALUATION
- Cost-effectiveness Analysis
- Measuring Costs
- Measuring Effectiveness
- Trade-offs
- EVIDENCE ON COSTS
- Cost components
- Total Costs
- EVIDENCE ON COST-EFFECTIVENESS
- LINKS TO POLICY AND PRACTICE
- Lobbying
- Marketing
- Policy Development and Monitoring
- Evidence Appraisal and Guideline Development
- Commissioning
- CHALLENGES IN TRANSLATING EVIDENCE INTO ACTION
- RESPONSES
- CONCLUSION
- REFERENCES
- CHAPTER 54 Not Just a Walk in the Park: A Case Study of Research and Policy to Promote Healthy Hikes in Nature in a Young Adult with Profound Disabilities
- BACKGROUND
- The Relationship Between Research, Practice, Services, and Outcomes
- Margot's Story
- DESIRED VERSUS ACTUAL OUTCOMES
- The Services Cliff for Young Adults with ASD and/or I/DD in the United States
- Margot's Outcomes
- Lessons Learned: Beyond Planning to Implementation
- APPLIED RESEARCH: OUTCOMES INVOLVING PHYSICAL ACTIVITY
- Population Outcomes
- Outcomes Involving Margot's PA
- EVIDENCE-BASED PRACTICES TO INCREASE PHYSICAL ACTIVITY
- EBPs for Adults with Profound Disabilities
- Integrating EBPS into a more Comprehensive Plan to Increase PA in Margot
- SERVICES, TRAINING, POLICY, AND ADVOCACY TO INCREASE PHYSICAL ACTIVITY
- The Service Needs of Adults with Profound Disabilities: The Role of DSPs and Self-directed Programs
- Training to Support DSPs Working in Self-directed Programs Increase PA
- Policies and Advocacy to Increase Access to Services, Training, and Infrastructure
- CONCLUSIONS
- REFERENCES
- CHAPTER 55 Developing and Implementing Practice Guidelines
- INTRODUCTION
- Embracing the Neurodiversity Paradigm
- The Stages of Guideline Development
- HISTORICAL BACKGROUND
- CURRENT KNOWLEDGE
- Key Recommendations
- Definitions and Concepts
- Recognition, Assessment, and Diagnosis
- Methods of Assessment
- Components of Specialist Assessment
- NON-PHARMACOLOGICAL INTERVENTIONS
- Communication Interventions
- Behavioral/Psychological Interventions
- Leisure Programs and Social Learning Interventions
- Supported Employment Programs (SEPs)
- Biomedical and Nutritional Interventions
- PHARMACOLOGICAL INTERVENTIONS
- Antipsychotics
- Anticonvulsants
- Stimulants and Drugs Affecting Cognition for Behavior Management
- Antidepressants and Anxiolytics
- Hormonal interventions: Secretin, Oxytocin, and Adrenocorticotrophic Hormone (ACTH)
- Melatonin
- Other Treatments
- SERVICE PROVISION
- Training and Support for Parents
- Information for Discussion with Children, Young People, Parents, and Carers
- RECOMMENDATIONS FOR RESEARCH
- FUTURE DIRECTIONS
- REFERENCES
- Name Index
- Subject Index
- EULA
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- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (only limited: Kindle).
The file format PDF always displays a book page identically on any hardware. This makes PDF suitable for complex layouts such as those used in textbooks and reference books (images, tables, columns, footnotes). Unfortunately, on the small screens of e-readers or smartphones, PDFs are rather annoying, requiring too much scrolling.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our eBook Help page.