Includes bibliographical references and index.

Preface

1 Quality of Life (Laura C. Chezan and Erik Drasgow)

Introduction and Overview

Defining Quality of Life

Historical Perspectives on Quality of Life

Promoting Quality of Life in Learners with ASD

Targeting Quality-of-Life Outcomes

Using Effective Quality-of-Life Planning

Assessing Quality-of-Life Outcomes

Quality of Life at Organizational and System Level

Summary

Application Activities

Additional Resources

2 Characteristics of Learners with Autism Spectrum Disorder (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)

Introduction and Overview

Historical Context

Prevalence

Etiology

Genetic Influences

Environmental Influences

What About Vaccines?

Neurological Differences in Learners with ASD

Diagnostic Characteristics

Social Communication and Social Interaction

Restricted, Repetitive Patterns of Behavior, Interests, or Activities

Severity Level

Presence of Intellectual Disability

The Diagnostic Process

Surveillance

Screening

Diagnosis

Medical and Educational Diagnoses

Common Co-Occurring Conditions

Summary

Application Activities

Additional Resources

3 Assessment for Instructional Planning (Laura C. Chezan and Erik Drasgow)

Introduction and Overview

Assessment and Instructional Planning

Program Development

Progress Monitoring

Evaluation of Instructional Effectiveness

Characteristics of Assessment for Learners with ASD

Focus on Meaningful Behaviors

Focus on Natural Environments

Focus on Cultural Responsiveness

Multiple Sources of Information

Comprehensive Assessment

Assessment Methods

Indirect Methods: Interviews and Rating Scales

Direct Methods: Naturalistic Observation

Types of Assessment to Inform Program Development

Task-Analytic Assessment

Ecological Inventory

Preference Assessments

Curriculum-Based Assessment

Curriculum-Based Measurement

Linking Assessment to Intervention

Prioritizing Behaviors from Assessment

Writing Measurable and Observable Instructional Objectives

Summary

Application Activities

Additional Resources

4 Evidence-Based Practice: Finding the Right Treatment that Works (Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert)

Introduction and Overview

Finding Evidence-Based Practices

Core Elements and Evidence-Based Practices

Core Element: Reinforcement

Core Element: Prompting

Task Analysis

EBP—Combining Core Elements: Chaining

EBP—Combining Core Elements: Modeling and Video Modeling

EBP—Individual and Group Applications: Token Economy

EBP—Individual and Group Applications: Visual Supports

The Evidence-Based Intervention Selection Model: Reminder and Application

Background

Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process

Step 2—Part 1: Best Available Evidence

Step 2—Part 2: Person-Related Variables

Step 2—Part 3: Contextual Variables

Step 3: Professional Judgment

Step 4: Intervention Selection

Step 5: Intervention Implementation and Data Collection

Step 6: Reevaluation

Summary

Application Activities

Additional Resources

Notes

5 Implementation of Evidence-Based Practices (Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley)

Introduction and Overview

Effective Professional Development

Coaching

Collaborative Partnership

Needs Assessment

Developing Shared Goals

The Action Plan

Focused Observation

Reflection and Feedback

Behavior Skills Training

Preparing to Implement Behavior Skills Training

Implementing Behavior Skills Training

Additional Training Procedures

Self-Monitoring

In Vivo Coaching

Technology to Enhance Delivery of Training

Telepractice

Considerations for Training Other Practitioners

Teachers

Paraeducators

Related-Service Providers

Parents

Summary

Application Activities

Additional Resources

6 Progress Monitoring and Data-Based Decision Making (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)

Introduction and Overview

Collecting Data

Identifying the Behavior or Skill

Operationally Defining the Behavior or Skill

Selecting a Data-Collection Method to Record Real-Time Data

Determining When to Collect Data

Developing a Data Collection Sheet

Training Others Who May Collect Data

Collecting Baseline Data

Developing an Objective

Graphing Data

Parts of a Line Graph

Creating Line Graphs

Analyzing Data

Making Data-Based Decisions

Patterns of Performance and Corresponding Decisions

Implementing Data-Based Decision Making

Case Study

Summary

Application Activities

Additional Resources

7 Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes (Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny)

Introduction and Overview

Brief History of Ethics

Professional Ethics

Evidence-Based Practices

Effectiveness in the Moment

Intersectionality

Basic Ethical Considerations

Competency

Confidentiality

Accountability

An Ethical Decision-Making Model

Step 1. Clarify the Problem

Step 2. Brainstorm Possible Solutions

Step 3. Evaluate Possible Solutions

Step 4. Propose an Acceptable Solution

Step 5. Implement the Solution and Document All Actions Taken

Step 6. Reflect Upon the Results of the Decision

Summary

Application Activities

Additional Resources

Note

8 Evidence-Based Practices to Enhance Social Competence (Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni)

Introduction and Overview

Defining Social Competence

Social Skills

Foundational Social-Communication Skills

Requesting and Rejecting

Teaching Attention-Gaining Skills

Teaching Greeting Skills

Teaching Conversational Skills

Teaching Joint Attention and Peer Interactions Skills

Summary

Case Study

Background

Step 1: Questions to Initiate the Data-Based Treatment Selection Process

Step 2—Part 1: Best Available Evidence

Step 2—Part 2: Person-Related Variables

Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)

Step 3: Professional Judgment

Step 4: Intervention Selection

Step 5: Intervention Implementation and Data Collection

Step 6: Reevaluation

Application Activities

Additional Resources

9 Evidence-Based Practices to Teach Academic Skills (Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams)

Introduction and Overview

Considerations for Teaching Academic Skills

Description of Academic Achievement

Reading Achievement

Mathematics Achievement

Considerations for Designing Instruction

Determining What to Teach

Follow the 3 P’s

Address Stages of Learning

Evidence-Based Practices to Teach Reading and Mathematics Skills

Prompting

Time Delay

Visual Supports

Task Analysis

Explicit Instruction

Summary

Case Study

Background

Step 1: Questions to Initiate the Data-Based Treatment Selection Process

Step 2—Part 1: Best Available Evidence

Step 2—Part 2: Person-Related Variables

Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)

Step 3: Professional Judgment

Step 4: Intervention Selection

Step 5: Intervention Implementation and Data Collection

Step 6: Reevaluation

Application Activities

Additional Resources

10 Evidence-Based Practices to Address Problem Behavior (Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis)

Introduction and Overview

Functional Behavior Assessment

Identifying Target Behavior

Operationalizing Target Behavior

Indirect Assessment

Descriptive Assessment

Functional Analysis of Problem Behavior

Interpreting FBA Results and Developing a Summary Statement

Function-Based Intervention

Social Positive Reinforcement

Antecedent Strategies

Teaching Strategies

Consequence Strategies

Social Negative Reinforcement

Antecedent Strategies

Teaching Strategies

Consequence Strategies

Automatic Reinforcement

Antecedent Strategies

Teaching Strategies

Consequence Strategies

Multiply Maintained Problem Behavior

Evaluating Intervention Effectiveness

Fading Interventions

Summary

Case Study

Background

Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process

Step 2—Part 1: Best Available Evidence

Step 2—Part 2: Person-Related Variables

Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)

Step 3: Professional Judgment

Step 4: Intervention Selection

Step 5: Intervention Implementation and Data Collection

Step 6: Reevaluation

Application Activities

Additional Resources

11 Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum Disorder (Anthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron R. Check, Abigail Mojica, and Charles Walters)

Introduction and Overview

Legislation Supporting Transition-Aged Youth with Disabilities

Secondary Transition and Working with Learners with Autism Spectrum Disorder

Secondary Transition Frameworks and Practices

Description of Secondary Transition Evidence-Based Practices and Predictors for Learners with ASD

Considerations for Practical Application of Secondary EBPs, RBPs, and Predictors

Summary

Case Study

Background

Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process

Step 2—Part 1: Best Available Evidence

Step 2—Part 2: Person-Related Variables

Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)

Step 3: Professional Judgment

Step 4: Intervention Selection

Step 5: Intervention Implementation and Data Collection

Step 6: Reevaluation

Application Activities

Additional Resources

12 Collaborative Partnerships: Parents and Families (Hedda Meadan and Jamie N. Pearson)

Introduction and Overview

Family Involvement and Engagement

Parents, Caregivers, and Families

Parents and Families from Diverse Backgrounds

Grounding Family Involvement and Engagement in Theory

Families with Children with Autism

Strategies for Building Effective Family-Practitioner Partnerships

Strategies to Enhance Family Involvement and Engagement

Implementing Evidence-Based Practices with Families

Evaluating Partnerships with Families

Summary

Application Activities

Additional Resources

13 Collaborative Partnerships: How and Why to Foster Professional Collaborations (Jennifer M. Asmus, Lindsay M. McCary, and Taylor P. Dorlack)

Introduction and Overview

The Professional as an Expert for Problem Solving in the School Setting

Perspectives on the Role the Professional Plays in Service Provision Outside of the School Setting

Historical Perspective on Professionals as Supports for Learners with ASD

Emergence and Evolution of a Problem-Solving Framework of EBP

PSTs and a Problem-Solving Model of EBP

Expanding Adoption and Implementation of a Problem-Solving Model

Setting the Course for Effective Professional Collaboration

Planning for Meaningful Collaboration in Schools

Evaluating Impact and Acceptability of Collaboration

Summary

Case Study

Application Activities

Additional Resources

Note

14 Final Remarks (Katie Wolfe, Laura C. Chezan, and Erik Drasgow)

Focusing on Quality of Life

Connecting Assessment and Intervention

Targeting Socially Valid and Functional Behaviors

Engaging in Ethical Practice

Collaborating with Others

Summary

References

Index

About the Editors and Contributors

"This book provides pre- and in-service educators and other practitioners working with learners with autism spectrum disorder with a user-friendly resource to assist them with the identification, selection, implementation, and evaluation of evidence-based practices. Throughout, the book highlights aspects related to training, ethical decision-making, ongoing assessment, data-based decision making, and collaboration with families and other professionals"-- Provided by publisher.