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Applied Behavior Analysis for Children with Autism Spectrum Disorders
of: Johnny L. Matson
Springer-Verlag, 2009
ISBN: 9781441900883 , 270 Pages
Format: PDF
Copy protection: DRM
Matson_FM_O.pdf
1
Chapter 1
1
History and Overview
1
Beginning
1
Watson
1
Skinner
1
Timing Is Everything
1
Child Treatment
1
Autism and the Spectrum
1
Heller
1
Kanner
1
Asperger
1
ABA and ASD
1
JEAB
1
Ferster and DeMeyer
1
BRAT
1
Wolf, Risley, and Mees
1
Costello
1
Eysenck
1
JABA
1
Azrin
1
Lovaas
1
EIBI
1
FA and EFA
1
Certification
1
Overview
1
References
1
Matson_Ch02_O.pdf
21
Chapter 2
21
Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders
21
Introduction
21
Conceptual Basis and Foundation of Applied Behavior Analysis
21
Concepts and Application
23
Consequence: Punishment and Punishment-Based Procedures
23
Positive Punishment
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Negative Punishment
24
Consequence: Reinforcement and Reinforcement-Based Procedures
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Token Economy
25
Extinction
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Differential Reinforcement
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Differential Reinforcement of Alternative Behavior
26
Differential Reinforcement of Incompatible Behavior
28
Differential Reinforcement of Low Rates
28
Differential Reinforcement of Other Behavior
29
Thinning Differential Reinforcement Schedules
30
Shaping and Chaining
31
Antecedent Approaches to Treatment
31
Establishing Operations
31
Stimulus Control
32
Prompt Procedures
33
Choice
34
Combining Antecedent and Consequence-Based Components
34
ABA-Based Comprehensive Approaches to Autism Treatment: Intervention Programs that Utilize Applied Behavior Analysis Procedures
35
UCLA Young Autism Project
35
Pivotal Response Training
35
Treatment and Education of Autistic and related Communication-Handicapped Children
36
Future Directions and Summary
36
References
37
Matson_Ch03_O.pdf
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Chapter 3
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Assessment Methods
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Phases of Behavioural Assessment
39
Preassessment
39
Identification of Priority Targets for Behaviour Change
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Definition and Measurement of Baseline Levels of Target Behaviours
41
Defining Target Behaviours
42
Measuring Baseline Levels of the Target Behaviour
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General Considerations
42
Measures of Behaviour
43
Observation and Recording Methods
44
Continuous Recording Methods
44
Sampling Methods
45
Comparison of Sampling Methods
46
Evaluating the Accuracy and Reliability of Data Collected by Direct Observation
49
Evaluating Functional Relationships Between environmental Conditions and Target Behaviours
51
Goals of Functional Assessment
51
Methods of Indirect Functional Assessment
52
Semi-structured Interviews
53
Reliability of Questionnaire Methods of Functional Assessment
53
Rating Scales
54
Reliability and Subscale Internal Consistency of Rating Scales for Functional Assessment
54
Direct Observation (Descriptive) Methods
55
Experimental Functional Assessment (Functional Analysis)
62
Structured Descriptive and Context Sampling Approaches
65
Convergent and Predictive (Treatment) Validity of Functional Assessment Methods
65
Functional Assessment: A Clinical Approach
67
Functional Assessment: Concluding Comments
67
Assessing Stimulus Preferences and Effectiveness of Potential Reinforcers
68
Testing the Behaviour Change Hypotheses Developed
68
Assessment Methods: Concluding Comments
69
References
69
Matson_Ch04_O.pdf
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Chapter 4
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Intervention and Treatment Methods for Children with Autism Spectrum Disorders
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Introduction
73
Applied Behavioral Analysis (ABA)
73
Method
74
Functional Analysis
74
Selecting Target Behaviors
75
Teaching Procedures
75
Intervention Strategies Based on Applied Behavior Analysis
76
Discrete Trial Training (DTT)
76
Evidence Base
76
Incidental Teaching (IT)
77
Evidence Base
77
Pivotal Response Training (PRT)
78
Evidence Base
78
Verbal Behavior (VB)
78
Evidence Base
79
Picture Exchange Communication System (PECS)
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Evidence Base
80
TEACCH
81
Evidence Base
81
Future Research Agenda
82
References
83
Matson_Ch05_O.pdf
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Chapter 5
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Differential Diagnosis in Autism Spectrum Disorders
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Differential Diagnosis and Autism
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A Spectrum of Symptoms
89
Definition and Diagnostic Criteria
89
Autism
89
Asperger’s Disorder
90
PDD-NOS
90
Core Symptoms
90
Communication Skills
90
Social Skills
91
Stereotypy
91
Comorbid Diagnoses
91
Intellectual Disability
92
Language Disorder
92
Attention Deficit/Hyperactivity Disorder
93
Assessing ASD Spectrum
93
Assessment Tools
94
Autism Behavior Checklist
94
Autism Diagnostic Interview – Revised
95
Autism Diagnostic Observation Schedule – Generic
97
Autism Spectrum Disorders – Diagnostic
98
The Childhood Autism Rating Scale
98
Gilliam Autism Rating Scale
100
Checklist for Autism in Toddlers
102
PDD Behavior Inventory
104
Social Responsiveness Scale
105
General Assessment Discussion
106
Conclusion and Future Directions
107
Prescriptive Function of Diagnosis
108
Funding for Treatment
109
References
109
Matson_Ch06_O.pdf
114
Chapter 6
114
Communication
114
Introduction
114
Communication Impairment in Children with ASD
115
Historical Perspective
118
Contemporary Perspective
119
Multimodal Communication
120
Functional Curriculum
122
Flexibly Structured Teaching Arrangements
124
Evidence–Based Practice
126
Stakeholder Perspectives
126
Use of Empirically Supported Procedures
127
Educational and Clinical Expertise
128
Summary
128
References
129
Matson_Ch07_O.pdf
133
Chapter 7
133
Social Skills and Autism: Understanding and Addressing the Deficits
133
Introduction
133
Origin of Deficit: Theory of Mind
133
The Physiology of Social Deficits
134
Amygdala–Fusiform System
134
Vagal Nerve Dysfunction
134
The Challenges of Learning and Teaching Social Skills
134
Basic Components of Social Skills
135
Qualitative Aspects of Social Behaviors
135
Social Comprehension
135
Video Modeling
135
Social Stories
136
Rule Cards
138
Summary of Strategies to Build Social Comprehension
139
New Directions
139
Perspective Taking
139
Problem Solving
140
Joint Attention
141
Importance of Joint Attention
141
Teaching Joint Attention
141
Peers: Building Social Bridges to Other Children
142
Peers as Agents of Change
142
Other Methods
143
Benefits to Participants
144
Summary of Historical Peer Training Approaches
144
Peers as Agents of Change: Current Trends
144
Generality and Social Validity
144
Summary
145
References
145
Matson_Ch08_O.pdf
149
Chapter 8
149
Rituals and Stereotypies
149
What Are Stereotypies and Rituals?
149
Why Do Children with Autism Engage in Stereotypies and Rituals?
150
Developing Interventions for Stereotypy and Other Repetitive Behaviors
151
Eliminating or Attenuating the Sensory Consequences of Stereotypy
151
Developing Alternative Skill Repertoires
152
Reinforcement for the Non-occurrence of Stereotypy
155
Punishment
156
Conclusions and Recommendations
156
References
157
Matson_Ch09_O.pdf
160
Chapter 9
160
Self–injury
160
Self–injury
160
The Operant Functions of SIB
160
Behavioral Assessment of SIB
161
Indirect Assessment
161
Descriptive Analysis
163
Functional Analyses
165
Behavioral Treatment
167
Extinction
168
Differential Reinforcement of Other Behavior
169
Differential Reinforcement of Alternative Behavior
170
Noncontingent Reinforcement
171
Skill Acquisition of Replacement Behavior
172
Punishment
172
Conclusion
173
References
173
Matson_Ch10_O.pdf
177
Chapter 10
177
Aggression and Noncompliance
177
Measurement
177
Aggression
177
Noncompliance
178
Functional Behavioral Assessment and Functional Analysis
178
Functional Behavioral Assessment
178
Functional Analysis
179
Evidence-Based and Empirically Supported Intervention
180
Social Positive Reinforcement
180
Social Negative Reinforcement
182
Automatic Reinforcement
183
Intervention Recommendations
184
Establishing Operations
184
Intervention Integrity
184
Social Validity
185
Restrictive Procedures
185
Skill Building Intervention
186
Summary
186
References
187
Matson_Ch11_O.pdf
190
Chapter 11
190
Adaptive and Self-Help Skills
190
Introduction
190
Adaptive Skills Deficits in ASD
191
Assessment of Adaptive Skills
191
Standardized Assessments
192
Vineland Adaptive Behavior Scales
192
Vineland Adaptive Behavior Scales-II (VABS-II)
192
The American Association of Mental Retardation’s Adaptive Behavior Scale – Residential and Community, Second Edition
193
Scales of Independent Behavior-Revised
193
Naturalistic Observation
194
Selection of Skills to Train
194
Methods for Training Adaptive Skills
195
Environmental Manipulations
196
Visual Supports
196
Adaptation of Physical Environment
197
Prompting Procedures
197
Graduated Guidance
198
Least-to-most Prompting
199
Prompt Fading
200
Task Analysis
200
Shaping
201
Chaining
201
Errorless Learning
202
Maintenance and Generalization
203
Conclusion
204
References
204
Matson_Ch12_O.pdf
208
Chapter 12
208
Generalization and Maintenance
208
Introduction
208
What is Generalization and Maintenance?
208
Discrimination or Generalization?
209
Generalization
209
Desirability of Generalized Behavior Change
211
Generalization and ASD
211
Current Practices
212
Strategies to Promote Generalization
212
Sequential Modification
213
Introduce to Natural Maintaining Contingencies
213
Train Sufficient Exemplars
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Train Loosely
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Use Indiscriminable Contingencies
216
Program Common Stimuli
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Mediate Generalization
217
Train to Generalize
218
Planning for Generalized Outcomes
219
Case Example
221
Client Information
221
Referral Question
221
Behavior Assessment
221
Intervention
221
Planning for Generalization
222
Results
222
Concluding Summary and Recommendations
222
References
224
Matson_Ch13_O.pdf
226
Chapter 13
226
Training Issues Unique to Autism Spectrum Disorders
226
Training Issues Unique to Autism Spectrum Disorders
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Issue One: Workforce and Organizational Challenges
227
Designing Effective Training
227
Maintaining Staff Performance
228
Managing Performance Problems
228
Issue Two: Detection and Management of Subtle Behavioral Patterns
229
Issue Three: Promoting Consistency Across Providers and Environments
232
Consistency Across Caregivers and Environments
232
Consistency During Major Transition Periods
233
Summary and Conclusions
234
References
234
Matson_Ch14_O.pdf
237
Chapter 14
237
Parent Training Interventions for Children with Autism Spectrum Disorders
237
Background of Parent Training Interventions
237
Development of Parent Training Interventions
237
Roots in Operant Conditioning
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Rationale for Including Parents
238
Role of Parent Psychosocial Functioning
238
Research Methodology
238
Overview of Current ASD Parent Training Research and Practice
239
Content of Parent Training Interventions
239
Discrete Trial Training (DTT)
239
Naturalistic Behavioral Methods
239
Integrated Developmental and Behavioral Methods
240
Cognitive-Behavioral Methods
241
Delivering Parent Training Interventions
243
Individual Family Format
243
Group Format
243
Characteristics of Parent Participants
243
Characteristics of Effective Parent Educators
244
Benefits of Parent Training
244
Efficiency of Services
244
Child Improvements
244
Parent–Child Interactions and Family Functioning
244
Examples of Recent Parent Training Research
245
PT Content Example #1: Early Start Denver Model
245
Participants
245
Procedures
245
Results
245
Implications
246
PT Content Example #2: Building Confidence – Family Cognitive-Behavioral Therapy
246
Participants
246
Procedures
247
Results
247
Implications
247
PT Delivery Format Example #1: Parent–Professional Partnership Model of PT in Pivotal Response Training
248
Participant Families
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PT Content: Pivotal Response Training (PRT)
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“Partnership” PT Condition
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“Clinician-Directed” PT Condition
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Results
249
Implications
249
PT Delivery Format Example #2: Group PT in Pivotal Response Training
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Participant Families
249
Group Parent Education Workshop
249
Results
250
Implications
250
Current Parent Training Practices in Community Settings
250
Implications and Future Directions
252
References
253
Matson_Index_O.pdf
258
Chapter 1
8
History and Overview
8
Beginning
8
Watson
8
Skinner
9
Timing Is Everything
10
Child Treatment
10
Autism and the Spectrum
11
Heller
11
Kanner
11
Asperger
12
ABA and ASD
12
JEAB
13
Ferster and DeMeyer
13
BRAT
14
Wolf, Risley, and Mees
14
Costello
15
Eysenck
16
JABA
16
Azrin
16
Lovaas
17
EIBI
17
FA and EFA
18
Certification
18
Overview
19
References
19
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