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220613 ||| eng |
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|a 9783030964788
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| 100 |
1 |
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|a Leaf, Justin B.
|e [editor]
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| 245 |
0 |
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|a Handbook of Applied Behavior Analysis Interventions for Autism
|h Elektronische Ressource
|b Integrating Research into Practice
|c edited by Justin B. Leaf, Joseph H. Cihon, Julia L. Ferguson, Mary Jane Weiss
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2022, 2022
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| 300 |
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|a XI, 634 p. 20 illus
|b online resource
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| 505 |
0 |
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|a Part 1. General Overview -- Chapter 1. Introduction to ABA Treatments for Autism Spectrum Disorder -- Chapter 2. What Are Evidence-Based Practices in ABA -- Chapter 3. A History of Non-Evidence-Based Procedures for Individuals Diagnosed with ASD -- Chapter 4. Ethical Decision Making and Evidence Based Practices -- Chapter 5. Evidence Based Practices and the Law -- Chapter 6. Evidence-Based Practices in Schools -- Chapter 7. Factors Influencing to Implement or Not Implement Evidence-Based Procedures -- Chapter 8. A Collaborative Approach to Using ABA Interventions for Autism -- Chapter 9. Evidence-Based Practices as They Relates to Culture -- Part 2. The Procedures of ABA Interventions for Autism -- Chapter 10. Discrete Trial Teaching -- Chapter 11. Incidental Teaching -- Chapter 12. Pivotal Response Treatment -- Chapter 13. Video Modeling -- Chapter 14. The Teaching Interaction Procedure and Behavioral Skills Training -- Chapter 15. Social Skills Groups -- Chapter 16. Parent-Mediated Interventions -- Chapter 17. Early Start Denver Model -- Chapter 18. PEAK Relational Training System -- Chapter 19. The Picture Exchange Communication System -- Chapter 20. Augmentative and Alternative Communication -- Chapter 21. Shaping -- Chapter 22. Traditional Functional Behavior Assessment and Functional Analysis -- Chapter 23. Practical Functional Assessment -- Chapter 24. Functional Communication Training -- Chapter 25. Time-Out and Response Cost -- Chapter 26. Token Economies -- Chapter 27. Script Fading and Activity Schedules -- Chapter 28. Differential Reinforcement and Extinction -- Chapter 29. Response Interruption and Redirection -- Chapter 30. Self-Management and Self-Monitoring -- Chapter 31. Future Directions in Research and Clinical Practice
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| 653 |
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|a Educational Psychology
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| 653 |
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|a Public health
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| 653 |
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|a Clinical Social Work
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| 653 |
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|a Developmental Disabilities
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| 653 |
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|a Social psychiatry
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| 653 |
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|a Educational psychology
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| 653 |
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|a Child and Adolescence Psychology
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| 653 |
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|a Public Health
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| 653 |
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|a Developmental psychology
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| 653 |
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|a Developmental Psychology
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| 700 |
1 |
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|a Cihon, Joseph H.
|e [editor]
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| 700 |
1 |
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|a Ferguson, Julia L.
|e [editor]
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| 700 |
1 |
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|a Weiss, Mary Jane
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a Autism and Child Psychopathology Series
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| 028 |
5 |
0 |
|a 10.1007/978-3-030-96478-8
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-030-96478-8?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 155
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| 520 |
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|a This handbook addresses evidence-based practices in Applied Behavior Analysis (ABA) for individuals diagnosed with autism spectrum disorder (ASD). It provides an overview of the history of evidence-based practices and their importance as applied to the law, school settings, and factors that influence the use for treatment of ASD. Additional areas of coverage include evidence-based and non-evidence-based ABA interventions for autism as well as decision-making ethics related to these treatments. In addition, the book addresses cultural considerations as they relate to these treatments and examines procedural aspects of ABA interventions for autism. Key ABA treatments addressed include: Discrete trial teaching. Pivotal response training. Video modeling. Parent-mediated intervention. Early Start Denver Model, PEAK, PECS, and AAC. Script fading/activity schedules and differential reinforcement/extinction. Response interruption and redirection. Self-management and self-monitoring. The Handbook of Applied Behavior Analysis Interventions for Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, social work, rehabilitation medicine/therapy, pediatrics, and special education
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