Index. L Level one ASD screeners, 22, 24 Level two ASD screeners, 25, 26

Transcription

1 A Acceptance and Commitment Therapy (ACT), 232, 233 ADOS-2 Toddler validation sample, 33 Alternative and augmentative communication (AAC) systems, 94 American Psychiatric Association (APA), 1 Anecdotal evidence, 269 Applied behavior analysis (ABA) programs, 29, 85, 239 Auditory integration training (AIT), 278 Authority fallacy, 271 Autism Diagnostic Interview-Revised (ADI-R), 25, 29 Autism Diagnostic Observation Scale (ADOS), 31, 32, 137 Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), 31 Autism diagnostic tools adaptive functioning, 35 developmental assessment, 34 diagnostic algorithms, 29 motor skills and maladaptive behavior, 35 sensitivity and specificity (ADI-R), 30 toddler algorithms, 30 Autism Observation Scale for Infants (AOSI), 35 Autism Specific Early Learning and Care Centre, (ASELCC), 143 Autism spectrum disorder (ASD) adaptive behavior, 29 affective synchrony, 115 aggressive, routine screening, 37 assessment practices, 21 atypical behaviors, 29 clinical diagnosis, 29 cognitive, 29, 114 developmental screening, 20 diagnosis, 16, 17, DSM-5, 2 EIBI biological and nature-based etiological theories, 2 3 challenging behavior, 8 child characteristics, 1, 5 developmental trajectory, 5, 7 Discrete Trial Training, 9 Early Start Denver Model, 9 Enhanced Milieu Teaching, 9 environmental and nurture-based etiological theories, 3 4 evidenced-based practice, 8 intellectual disability, 8 intervention intensity, 7 language acquisition, 6 learning new skills, 5 meta-analyses, 8 observable and measureable skills, 8 Pivotal Response Training, 9 Prelinguistic Milieu Teaching, 9 RCT, 9 SCD, 9 social deficits, 8 stereotypy, 8 treatment intensity, 7 variations, 9 emotion sharing, 115 fine and gross motor, 114 Springer International Publishing Switzerland 2016 R. Lang et al. (eds.), Early Intervention for Young Children with Autism Spectrum Disorder, Evidence-Based Practices in Behavioral Health, DOI /

2 296 Autism spectrum disorder (ASD) (cont.) focused intervention programs, 245 ICD-10, 2 intensive parent training, 245 language and social communication, 114 motor skills, 29 nonverbal communication, 29 play skills, 114 prevalence autism-related care, 20 cognitive impairment, 19 community level factors, 20 diagnosis, 19 environmental and biological risk factors, 19 external classification and awareness factors, 18 extrinsic identification, 18 intrinsic identification, 18 pediatrician training, 21 primary barriers, 20 race/ethnicity, 19 screening practices, 21 socioeconomic status, 19 public health efforts, 37 relationship- and play-based approaches, 115 screening, 22, 23 self-care, 114 social behavior, 29 social-communicative exchanges, 115 B Behavioral parent training (BPT), 227 Behavioral skills training (BST) computer-based instruction, 63 modeling, 61 rehearsal, 61 staff and caregiver training, 63 training efficiency, 62 video instruction, 63 written instructions, 62 Berard s method, 278 Biomedical treatments CAM treatments, 284 chelation therapy, 286 gastrointestinal treatments, 285 GCF diet, HBOT, neurological and physiological processes, 284 probiotics, 285 secretin, 285 vitamins, 284 Brain Gym, C Chelation therapy (CT), 286 Childhood Autism Rating Scale, Second Edition (CARS2), 25 Cognitive Behavioral Therapy (CBT), 232 Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP), 24 Complementary and alternative medical treatments (CAM), 284 Computer-aided diagnosis, 36 Confirmation bias, D Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Diagnostic assessment biological underpinnings, 36 biomarkers, 35 computer-aided diagnosis, 35 gene expression profiles, 36 high-risk siblings, 35 Diagnostic Interview for Social and Communication Disorders (DISCO), 31 Differential Ability Scales, Second Edition (DAS-II), 34 Discrete trial training (DTT) BST computer-based instruction, 63 modeling, 61 rehearsal, 61 staff and caregiver training, 63 training efficiency, 62 video instruction, 63 written instructions, 62 child acquires skills, 59 comprehensive program, 58 conditional discriminations, 53 discriminative stimulus, 48 distraction free environment, 55 error correction methods, 50 flexible prompting, 49 generalization, guidelines, 48 individual vs. group instruction format, 52 intensity of intervention, 56 ITI, 52 large-scale outcomes EIBI, 64 factors, 77 meta analyses, 73 74, 76

3 297 non-behavioral intervention, 64 outcome studies, 75 measurement, 54 MTL prompting, 49 no-no prompt, 49 participation, 60 pre-academic skills, 241 progress and program modification, 59 reinforcement, services, simultaneous prompting, 49 specific instructional program, 59 structured curriculum, 55 targets, 58 task interspersal, 51 teaching skills, 77 three-term contingency, 54 transition, 60 UCLA programming model, 47 Distraction free environment, 55 Doman-Delacato technique, 280 DTkid, 63 E Early intensive behavioral intervention (EIBI) biological and nature-based etiological theories, 2 3 challenging behavior, 8 child characteristics, 5 developmental trajectory, 5, 7 Discrete Trial Training, 9 Early Start Denver Model, 9 Enhanced Milieu Teaching, 9 environmental and nurture-based etiological theories, 3 4 evidenced-based practice, 8 intellectual disability, 8 intervention intensity, 7 language acquisition, 6 learning new skills, 5 meta-analyses, 8 observable and measureable skills, 8 Pivotal Response Training, 9 Prelinguistic Milieu Teaching, 9 RCT, 9 SCD, 9 social deficits, 8 stereotypy, 8 treatment intensity, 7 variations, 9 Early intervention (EI) child s teacher, 220 desired outcomes, 223 IFSPs, 219 in life diagnosis, 15 myriad studies, 220 parental self-efficacy, 219 parent education and training methods BPT, 227 challenging behaviors, child outcomes, 244, 245 coaching, 229 components, 224 conduct multi-component analyses, 243 cultural and socioeconomic variables, 244 early childhood, 245 ESDM, 229, 230 functional analysis, 229 functional life skills, group-based behavioral, individualization and intensity, 243 Internet, JASPER, 230 learning sessions, 234 logic model, 243 maintenance, 245 manualized parent training, 228 parent skill acquisition, 224 PECS, 228 performance feedback protocols, 224 pre-academic skills, 241 PRT, 229 RRBIs, skills, 223 social communication, telecommunication technology, 246 young children, parent involvement, parent-mediated intervention, 221 parent stress and depression, 220 pre-service and in-service training programs, 245 psychological intervention, Early Start Denver model (ESDM) applied behavior analysis, 116 ASD (see Autism spectrum disorder (ASD) ) behavioral and pharmacological, empirical support, 113 child characteristics, 140 children s motivation, 115 cognitive gains, 114, 133 curriculum checklist, 117 directed vocalization, 116 dissemination science parent coaching, 144, 145 therapist training,

4 298 Early Start Denver model (ESDM) ( cont. ) efficacy and training procedures, empirically based teaching strategies, 113 for high risk Infant, initial symptom severity, 141 multi-site randomized controlled trial, 145 outcomes, 113, 114, 117, 138, , 145 parent-implemented ESDM trials, 145 positive behavior support strategies, 116 relationship-based behavioral treatment, 113 research, 122, 124, 127, 137, 140, 145, 146 skill-building process, 116 Teaching Fidelity Rating System, 123 teaching strategies, training and certification procedures, 122 treatment approach antecedents, 118 autism-specific services, 136 autism symptoms, 137 child engagement, 139 child initial skill evaluation, 117 children s individualized learning objectives, 118 children s maladaptive behaviors, 137 children s progress data and monitoring, 120 chronological ages, 116 didactic instruction, 123 DQ and VABS-II scores, 137 educational needs, 117 expressive language and adaptive functioning, 138 generalization criterion, 119 group- and individual-intensive delivery formats, 139 in group-based settings, 137 mastery criterion, 119 naturalistic behavioral paradigm, 124 neurophysiological responses, 138 non-spectrum emotional/behavioral disorders, 136 planned teaching interactions, 125 randomized controlled trial, 138 randomized design, 138 in social communicative ability, 140 specialized autism services, 124 targeted behaviors, 119 training workshop, 123 videotaped exercises, 123 Emotional effect, 88 Empathy, 100 Enhanced milieu teaching (EMT) adults and child turns, blended approach behavior intervention, JASPER, child s lead, clinical use, 212 connect strategies, 191, cross-fertilizes, 178 definitions, 211 delivery models, diverse families, 213 expansions, 208 functional play skills, 212 implemention, 177 language responsiveness, MLU, 193 parent implementation clinic and home settings, 195 expressive vocabulary skills, 196 language complexity and word diversity, 195 probe design, 193 vs. Responsive Interaction strategies, 193 vs. therapist, 194 social communication, 237 supporting strategies, 191 teaching strategies, 191 environmental arrangement, language modeling, 209 prompting strategies, therapist implementation in children, 196 goal of, 194 limitations, 195 observational time series, 195 vs. parent, 194 randomized group design, 196 variations high-risk families, 197 VOCA, 198 Evidenced-based approaches, 4, 8 F Facilitated communication (FC), Fad, controversial, and pseudoscientific interventions anti-science, 264 baffling contradiction, 259 biomedical treatments CAM, 284 chelation therapy, 286 gastrointestinal treatments, 285 GCF diet,

5 299 HBOT, neurological and physiological processes, 284 probiotics, 285 secretin, 285 vitamins, 284 characteristics, communication FC method, progression, 274 RPM, confirmation bias, credulity, 268 developmental treatment models ABA, 281 early intervention, 281 fl oortime, 283 gentle teaching, 282 holding therapy, 282 SRP, 282 fallacious logic and argument, limited availability, 260 magical thinking, prevalence, 259 pseudoscience, science, 262, 263 sensory and neurological interventions AIT method, 278 Brain Gym, Irlen Lenses, 279 mirror neurons, neurofeedback, psychomotor patterning, 280 sensory integration, skepticism, 267, 268 Family distress, 227 Family Implemented Treatment for Behavioral Inflexibility (FITBI), 238 Functional communication training (FCT), 240 Functional life skills, G Gentle teaching (GT), 282 Gilliam Autism Rating Scale, Third Edition (GARS-3), 25 Gluten-and-casein-free (GCF) diet, Group-based parent education, H Holding therapy (HT), 282 Hyperbaric oxygen therapy (HBOT), I Ignorance fallacy, 269 Imitation ASD, 115 checklists, 118 ESDM, 114 Individualized Family Service Plans (IFSPs), 219 Infant ESDM (I-ESDM), 142 International Classification of Diseases and Related Health Problems (ICD-10), 1 Internet-based parent training, Intertrial interval (ITI), 52 Irlen Lenses, 279 J Joint Attention Symbolic Play Engagement and Regulation (JASPER) autism, with Down syndrome, 200 parent training, 230 school-aged children, with toddlers, 200 L Level one ASD screeners, 22, 24 Level two ASD screeners, 25, 26 M Magical thinking, Mean Length of Utterance (MLU), 193 Milieu language teaching (MT), 154 Mindfulness-based interventions, 233 Modified Checklist for Autism in Toddlers (M-CHAT), 22 Motivational deficit, 88 Motivational operation (MO), 51 MSEL Developmental Quotients (DQ), 140 Mullen Scales of Early Learning (MSEL), 137 N Neurofeedback training (NFT), 281 P Parental mental health, Parent coaching and procedures, Parent-delivered Early Start Denver Model (P-ESDM), 229 Parent-implemented intervention, 7, 9

6 300 Pervasive Developmental Disorder (PDD) Module, 31 Pervasive Developmental Disorders Screener Screening Test, Second Edition (PDDST-II), 24 Phenylketonuria (PKU), 3 Picture exchange communication system (PECS), 157, 170, 172, 227 Pivotal response training (PRT), 9, 115, 227 Pivotal response treatment (PRT) ABA interventions, 85 child displaying signs, 106 empathy, 100 employment outcomes, 106 families and practitioners, initiations retrospective videotape study, 95 verbal and nonverbal initiations, 95 vocabulary tests, 96 instructions acquisition tasks, 93 child choice, 91 direct and natural reinforcers, 92 effective treatment, 90 interspersing maintenance, 93 reinforcing attempts, task variation, 93 learned helplessness autism, cognition and emotion, 86 deficits, in dogs, motivation, 86, motivational package, 94 parent stress, 101 responding to multiple cues, self-management, Prelinguistic Milieu Teaching (PMT) communicative behaviors, 152 developmental disabilities, 153, 171 face-to-face interactions and communication, 152 implementation, intentional communication, 154 intervention research electronic databases, 156 follow-up study, 168 individualized intervention protocols, 171 longitudinal correlation design, 168 methodological limitations, 171 multiple baseline design, 157, 170 outcome variables, participants, 168 randomized group design, 157 reference and citation-tracking result, 157 responsivity education, 170 RPMT, 170 selection process, 157 treatment, language delays, 154 lexical learning, 152 non-responders, 171 non-verbal communication, 152, 154 old natural gestures, 152 other peoples gaze direction, 152 parent behavior, 153 parent responsiveness, 154 practitioners and families, implications for, 172 pre-treatment child variables, 171 responsivity education, 171 spoken word production, 151 symbolic communication, 153, 154 trials, 155 Prevent-teach-reinforce (PTR) model, 240 Prompt fading methods, Psychoeducational intervention (PEI), 230 Psychomotor patterning, 280 R Randomized clinical trials (RCT), 9 Rapid prompting method (RPM), Refrigerator mothers, 4 Response-reinforcement contingency, 90, 92, 93 Responsivity education (RE), 154, 155, 171, 172 Restricted and repetitive patterns of behavior and interests (RRBI) ABA program, 239 DRV, 238 FITBI, 238 higher order, 237 lower order, 237 minor activity changes, 237 non-social consequences, 239 stereotypy, 237 in young children, 237, 238 Rigid and repetitive behaviors and interests (RRBIs), 233 RMPT, 169 RPMT, 169, 170, 172 S Scale of Red Flags (SORF), 24 Screening Test for Autism, 26 Self-management, Sensory integration (SI), 8, Sensory intervention techniques, 278

7 301 Single-case designs (SCD), 9 Social competence, 99 Social initiations, ESDM, 114, 128, 141, 144 Social (Pragmatic) Communication Disorder, 17 Son Rise Program (SRP), 282 Speech-language pathologist (SLP), 154 Spontaneous language use, 114 T Telehealth program, 231, 232 Telemedicine technology, 139 Triple P-Positive Parenting Program, 226 U Unproven and disproven treatments, 257, 258 V Vineland Adaptive Behavior Scale (VABS II), 137 Voice output communication aid (VOCA), 198 W World Health Organization (WHO), 1