Main description:

To work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. This textbook and casebook bundle gives professionals the foundation they need to evaluate and compare today's widely used interventions-and determine which ones will promote the best outcomes for the people they serve.

Treatment of Autism Spectrum Disorder: Evidence-Based Intervention Strategies for Communication & Social Interactions, Second Edition. Readers will get a thorough introduction to 14 evidence-based interventions, complete with key details on each intervention's theoretical and empirical basis, components, practical requirements, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Twelve video clips (available for streaming) illustrate the interventions in action, and highly relevant learning activities prepare SLPs and other practitioners to make sound decisions in scenarios they're likely to encounter in the field.

Case Studies for the Treatment of Autism Spectrum Disorder. Through 14 realistic cases, readers will explore the types of clinical challenges they may face, see what the experts would recommend, and get exercises to help them practice their decision-making skills.

COVERS 14 INTERVENTIONS: Augmentative and Alternative Communication Strategies * The Early Start Denver Model (ESDM) * Discrete Trial Instruction * The Developmental, Individual-Difference, Relationship-Based (DIR) Model * Functional Communication Training * The JASPER Model * Enhanced Milieu Teaching * Early Social Interaction * Peer-Mediated Support Interventions * Pivotal Response Treatment * The SCERTS (R) Model * Social Skills Interventions * Social Stories (TM) * Video Modeling

Contents:

TEXTBOOK TABLE OF CONTENTS
About the Videos Series Preface
Editorial Advisory Board
About the Editors
About the Contributors
Foreward - Tony Charman
Acknowledgements
Chapter 1 - Introduction to the Treatment of Autism Spectrum Disorder (ASD)
Patricia A. Prelock and Rebecca J. McCauley
Chapter 2 - Assessment for Treatment Planning and Progress Monitoring
Rebecca J. McCauley, Allison Bean, and Patricia A. Prelock
Chapter 3 - Language and Communication in ASD: Implications for Intervention
Ashley R. Brien and Patricia A. Prelock
Chapter 4 - Augmentative Alternative Communication Strategies: Manual Signs, Picture Communication, And Speech-Generating Devices
Jane R. Wegner
Chapter 5 - The Early Start Denver Model (ESDM): Promoting Social Communication in Young Children With ASD
Jill Howard and Geraldine Dawson
Chapter 6 - Discrete Trial Instruction
Amanda Kazee, Susan M. Wilczynski, Maria Martino, Shawnna Sundberg, Molly Quinn, and Nicholas L. Mundell
Chapter 7 - The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with ASD
Sima Gerber
Chapter 8 - Functional Communication Training: Treating Challenging Behavior
V. Mark Durand and Lauren J. Moskowitz
Chapter 9 - The JASPER Model for Children with Autism: Improving Play, Social Communication, and Engagement
Connie Kasari and Kyle Thomas Sterrett
Chapter 10 - Enhanced Milieu Teaching
Ann P. Kaiser and Jodi K. Heidlage
Chapter 11 - Early Social Interaction
Juliann J. Woods, Amy Wetherby, Abigail Delehanty, Shubha Kashinath, and Renee Daly Holland
Chapter 12 - Peer-Mediated Support Interventions for Students with ASD
Erik W. Carter
Chapter 13 - Pivotal Response Treatment
Lynn Kern Koegel, Kristen Strong, and Elizabeth Ponder
Chapter 14 - The SCERTS (R) Model: Social Communication, Emotional Regulation, and Transactional Supports
Amy C. Laurent, Emily Rubin, and Barry M. Prizant
Chapter 15 - Social Skills Interventions
Patricia A. Prelock and Ashley Brien
Chapter 16 - Social Stories
Tiffany L. Hutchins
Chapter 17 - Video Modeling for Persons with ASD
Tom Buggey
Chapter 18 - Future Directions
Rebecca J. McCauley and Patricia A. Prelock
Glossary
Index

CASEBOOK TABLE OF CONTENTS
Series Preface
Editorial Advisory Board
About the Editors
About the Contributors
Acknowledgements
Introduction
Case 1--Finding a Voice: An Elementary Schooler with Autism Spectrum Disorder (ASD) and Down Syndrome
Stephanie Meehan and Jane R. Wegner
Case 2-&ndashPromoting Early Social Communication Skills: A Preschooler with ASD
Jill Howard and Geraldine Dawson
Case 3-&ndashTeaching Social Skills and Self-Regulation to Decrease Problem Behavior and Improve Quality of Life: A Preschooler with ASD
Susan M. Wilczynski and Shawnna Sundberg
Case 4-&ndashUnderstanding Foundational Developmental Capacities Related to Language: A Toddler with ASD
Sima Gerber
Case 5-&ndashReplacing Challenging Behavior with a Better Way to Communicate: A Fourth Grader with ASD
Lauren J. Moskowitz
Case 6-&ndashImplementing the Joint Attention, Symbolic Play, Engagement and Regulation (JASPER) Intervention: A Toddler with ASD
Kyle Sterrett and Connie Kasari
Case 7-&ndashUsing Enhanced Milieu Teaching with an Emerging Verbal Communicator: A Young Child with ASD
Ann Kaiser and Jodi K. Heidlage
Case 8-&ndashCoaching in Early Childhood Intervention: A Toddler with ASD
Kathleen D. Ross
Case 9-&ndashSupporting Relationships and Learning in Secondary School: A Teenager with ASD and Intellectual Disability
Erik W. Carter
Case 10-&ndashUsing Pivotal Response Treatment to Improve Social Communication and Behavior Skills: A Young Child with ASD
Lynn Kern Koegel, Brittany Lynn Koegel, Elizabeth Ponder, Kristen Strong
Case 11-&ndashFacilitating Social Communicative and Social Emotional Competence: A Third Grader with ASD
Amy C. Laurent, Emily Rubin, and Barry M. Prizant
Case 12-&ndashMaking Friends and Maintaining Relationships: A Preteen with ASD
Ashley Brien
Case 13-&ndashUnderstanding the Causes and Consequences of One's Own Challenging Behaviors: An Elementary Schooler with ASD and Attention deficit hyperactivity disorder (ADHD)
Tiffany Hutchins and Patricia A. Prelock
Case 14-&ndashLearning to Approach and Vocalize with Peers During Playground Time Using Self-Modeling: A Preschooler with Moderate to Severe Autism
Tom Buggey
Index