Index [rd.springer.com]978-1-4419-0088-3/1.pdfAdaptive and self-help skills assessment ... PECS, 73–75 PRT, 72 TEACCH, 75 ... questionnaire methods, 47–48 rating scales, 48

259

BookID 158893_ChapID 14_Proof# 1 - 28 / 08 / 2009

Index

AABA. See Applied behavioral analysisABC. See Antecedent-behaviour-consequenceAbernathy, W.B., 227Ackerman, L.J., 190Acquisto, J., 20Adaptive and self-help skills

assessmentABS-RC:2, 192mental health disorders, 190–191SIB-R, 192–193VABS, 191VABS-II, 191–192

chainingforward and backward, 200–201response sequence, 200task analysis, 201

deficitsenvironmental manipulations, 195intellectual functioning, 190types, 190

developmental disabilities, 189errorless learning, 201–202maintenance and generalization, 202–203naturalistic observation, 193physical environment, adaptation, 196prompting procedures

fading, 199graduated guidance, 197–198least-to-most prompting, 198modeling, 197new skill, 196physical, 197

selectionage and developmental appropriateness, 194caregivers, 194ultimate functioning, 193

shaping, 200task analysis

creation, 199personal hygiene training, 199–200visual support, 195–196

training methodsABA literature, 194prompting procedures, 195

visual supports, pictorial/word cues, 195Adelinis, J.D., 180

Aggressionfrequency, 176topographies, 175

Aggression and noncomplianceautomatic reinforcement

behavior-contingent sensory consequences, 181stereotypy and self-injury, 181

EOs, 182interventions

evidence based, 178recommendations and integrity, 182–183skill building, 184

restrictive proceduresantecedent conditions, 183–184behavior-specific criterion, 184physical restraint, 183

social negative reinforcementFCT, 181FT schedule, 180–181guided compliance, 180HPR and LPR sequencing, 180

social positive reinforcementattention, 178extinction, 179NCR and, 179

social validity, 183Ahearn, W.H., 40Aiken, J.M., 147Akmanoglu, N., 197Alber, S.R., 213Almond, P., 90Amari, A., 149American association of mental retardation(AAMR),

189, 192American association of mental retardation’s

adaptive behavior scale-residential and community, second edition (ABS-RC:2), 192

Amorosa, H., 87, 91Amygdala–fusiform system, 130Anderson, C.M., 59Anderson, S.R., 193, 194Anglesea, M.M., 27Antecedent-behaviour-consequence (ABC) recording, 177

checklists, 61hypothesis-testing, 53limitations, 54target behaviour, 49

260 Index


Apolito, P.M., 23Applied behavior analysis (ABA), 109, 189, 194, 195, 197,

202, 203antecedent treatment approaches

operation establishment, 25–26prompt procedures, 27–28stimulus control, 26–27variables, 28

autism treatment approachesPRT, 29–30TEACCH, 30UCLA Young Autism Project, 29

basis and foundationcharacteristics, 15JABA, 15principles, 16single-subject research design, 16

codifying and popularizing, 2communicating with children, 115–118consequence-based components and, 28data based approach, 1–2dimensions, 114EIBI interventions, 10features, 114functional analysis

antecedents and consequences, 68punishment procedures, 69

functional assessment and EFA, 11generic techniques, 122interventions and principles, 109intervention strategies

DTT, 70–71IT, 71–72PECS, 73–75PRT, 72TEACCH, 75VB, 72–73

journals, 5–6, 9methods and procedures, 2origins and applications, 1, 3pivotal responses, 7principles, 67–68psychological process, 1punishment procedures

negative, 18positive, 17–18

reinforcement proceduresdifferential reinforcement, 20–25extinction, 19–20shaping and chaining, 25token economy, 19

reinforcement types, 68researchers, 10symptoms, 15target behaviors selection, 69teaching procedures, 69–70timing factor, 3token economy systems, 9treatment, 3, 10, 113, 121, 122

Arick, J., 90Arthur-Kelly, M., 120

Arthur, M., 122Asperger’s disorder, 85Asperger’s syndrome, 5Assessment methods

approaches, 46behavioural, phases, 33behaviour change targets identification, 34–35direct observation, 49–56functional assessment (FA)

convergent and predictive validity, 59–60questionnaire methods, 47–48rating scales, 48semi-structured interviews, 47

goals, 45–46potential reinforcers, 62preassessment

adaptive and problematic behaviours, 33–34behaviour change, 33developmental disabilities, 33

semi-structured interviews, 47target behaviours

baseline levels, 36–43and context sampling approaches, 59definition, 36vs. environmental conditions, 36

testing treatment hypotheses, 62–63Athens, E.S., 18Attention deficit/hyperactivity disorder (ADHD), 87, 88Augmentative and alternative communication (AAC), 116Ault, M.H., 177Austin, J., 228Autism behavior checklist (ABC)

ASIEP, 89TS reliability, 89validity

criterion-related, 89discriminant, 89–90

Autism diagnostic interview-revised (ADI-R)diagnosis stability, 91–92psychometric properties, 91reliability and validity psychometric data, 90–91uses, 90

Autism diagnostic observation schedule–generic (ADOS-G), 91, 92, 101

Autism screening instrument for educational planning (ASIEP), 89

Autism spectrum disorders–diagnostic (ASD-D), 93Azrin, N.H., 9, 10

BBaer, D.M., 3, 15, 16, 35, 202, 203, 207–209, 211, 212,

214, 217, 218Ballaban-Gil, K., 190Balla, D.A., 189, 191Bamburg, J.W., 60Baron-Cohen, S., 97, 98Barrera, F., 169Barrett, S., 86, 87Barry, L.M., 133Batu, S., 197

261Index


Bauman, K.E., 11, 56, 177Baum, W.M., 167Beers, C., 2Behavioral skills training (BST), 227Behavior Analyst Certification Board (BACB), 12Berberich, J.P., 113Berkowitz, S., 117Berkson, G., 86, 148Bigelow, K.M., 200Bijou, S.W., 177Binet, A., 3Bishop, D.V.M., 87, 91, 101Bishop, S.L., 86, 145Blakely-Smith, A., 150Bodfish, J.W., 157Boisjoli, J.A., 85, 93Bondy, A., 7Boring, E.G., 1Borrero, J.C., 161Bosch, S., 3Bourret, J.C., 40, 198Bowman, L.G., 18, 149Brannigan, K.L., 197Brithwaite, K.L., 21Brookman-Frazee, L., 248Brown, L., 193Bruinsma, Y., 137Bruzek, J.L., 18Buckley, S.D., 24Building confidence FCBT

implications, 247–248participants, 246–247procedures and results, 247PT component, 242

Burberry, J., 117Burchard, J.D., 169Burke, R.V., 134Burlew, S.B., 133Butler, L.R., 180Butterfield, N., 120

CCamare, M., 25Cameron, M.J., 199Campbell, H.A., 90Campbell, J.M., 60Campbell, M., 145Cantwell, C., 85Carr, E.G., 11, 57–59, 139, 179, 180, 183, 213Casey, F.G., 21Cataldo, M.F., 179Catania, A.C., 19Cathcart, K., 9Cauchon, M., 197CDD. See Childhood disintegrative disorderChalfant, A.M., 246Chambers, D., 90Charlop-Christy, M.H., 135, 136Charlop, M.H., 21Charman, T., 8, 74, 91

Checklist for autism in toddlers (CHAT)modified CHAT (M-CHAT), 98–99psychometric properties, 97quantitative CHAT (Q-CHAT), 99sensitivity and specificity, 97–98

Chen, L.Y., 115Cherry, K.E., 60Childhood autism rating scale (CARS)

classification, 94factor structure, 95reliability and stability, 94–95TEACCH, 93–94

Childhood disintegrative disorder (CDD), 84Churchill, R.M., 164Cicchetti, D.V., 189, 191Clangy, H.G., 89Client centered therapy, 3Cognitive behavioral therapy (CBT), 246–248Cohen, I.L., 99, 100Cole, P., 216Collier, D., 197Collings, N.M., 251Communication

assessment approaches, 112deficits and excesses, 110evidence-based practice

definition, 121educational and clinical expertise, 123empirically supported procedures, 122–123stakeholder perspectives, 121–122

flexibly structured teaching arrangementsdiscrete-trial training, 120–121naturalistic/incidental approach, 120one-to-one training sessions, 119–120

functional curriculumskills, 118teaching operant functions, 119verbal behavior, 117–119

multimodalAAC, 116mode categories, 115–116nonspeech communication systems, 116–117

perspectivecontemporary, 114–115history, 113–114

procedures, 111replacement-based treatment, 111symptoms, 111–112training, 112–113types, 111

Comorbid psychiatric disorder, 86Constantino, J.N., 100, 101Context sampling descriptive assessment (CSDA), 59Contrucci Kuhn, S.A., 24Contrucci, S.A., 28Cook, R., 147Cooper, J.O., 16, 19, 27, 34, 37, 43, 197, 198Costello, C.G., 7, 8Cowdery, G.E., 151, 165Cox, A., 91Coyle, C., 216

262 Index


Creak, M., 89, 94Crimmins, D.B., 48, 160Crockett, J.L., 239Crozier, S.M., 133, 134Cunningham, A.B., 86Cushing, P.J., 179Cuskelly, M., 197

DDaly, K., 94Daneshvar, S., 135, 136Daniels, A.C., 228Daniels, J.D., 228Darcy, M., 139Davis, P.A., 147Delano, M., 133DeLeon, I.G., 152Dementia infantilis, 4DeMeyer, M.K., 6, 7Dempsey, T., 87DeQuinzio, J.A., 27Derby, K.M., 164Detrich, R., 178DeVellis, R.F., 94Developmental social-pragmatic (DSP) curriculum, 241Dews, P., 6Diagnostic and statistical manual of mental disorders

(DSM-IV-TR), 189Didden, R., 60Differential diagnosis

ADHD, 88assessment tools, 101–102

ABC, 90–91ADI-R, 90–92ADOS-G, 92ASD-D, 93CARS, 93–95CHAT, 97–99GARS, 95–97PDDBI, 99–100SRS, 100–101

comorbid diagnoses, 86–87core symptoms, 84

communication skills, 85social skills and stereotypy, 86

definition, 84functions, 103intellectual disability, 87language disorder, 87nosologies, 83spectrum assesment, 88symptoms, 84treatment funding, 104

Differential reinforcement of alternative behavior (DRA), 167–169, 179

components and procedure, 20–21disruptive behaviors, 21–22FCT, 20negative reinforcement, 22problem behaviors, 21

Differential reinforcement of incompatible behavior (DRI), 22Differential reinforcement of low rates of behavior

(DRL), 22–23, 179Differential reinforcement of other behavior (DRO),

166–169, 179disruptive, 23–24schedules and interventions, 24schedule thinning procedure and treatments, 23

Differential reinforcement of the non-occurrence of stereotypyprocedure, 151resetting and non-resetting, 151–152

DiLavore, P., 92 Direct observation methods, behaviour analysis

ABC recordingchecklist-type, 52descriptive, 49hypothesis-testing, 53limitations, 54narrative, 51uses, 50

hypotheses development, 54sampling observation, 55scatterplots, 49–50target behaviour, 49task engagement, child, 54, 56

Discrete trial training (DTT), 70–72, 76, 239Disintegrative childhood disorder (CDD), 4Disruptive behavior disorders (DBD)

operant conditioning procedures, 238parenting interventions, 237

Doepke, K.J., 239Dorsey, M.F., 11, 56, 147, 162, 177, 199Dover, R., 101Drabman, R.S., 218Drasgow, E., 119, 120Dratmann, M.L., 89Dritschel, B., 136DRO. See Differential reinforcement of the non-occurrence

of stereotypyDuker, P.C., 48, 49, 60, 111, 122Durand, V.M., 48, 59, 160, 177, 179, 213Dvortcsak, A., 241, 243, 244Dysthymic disorder, 83

EEarly and intensive behavioral intervention (EIBI), 10–11

instructor, 228models, 225programs, 226

Early start Denver model (ESDM)implications, 246intervention goals, 241participants and procedures, 245results, 245–246

Eaves, R.C., 90, 96Ebin, E.A., 113EIBI treatments, 11Eikeseth, S., 209Erbas, D., 197Ergenekon, Y.N., 197

263Index


Errorless learningfading and shaping, 202response prevention, 201–202stimulus shaping, 201techniques, 195

Escape extinction procedure, 180Establishing operations (EOs), 182, 184Etzel, B.C., 202Experimental functional assessment (EFA), 11Eysenck, H., 8, 9

FFA. See Functional analysis; Functional assessment Falcomata, T.S., 24Fall, A., 96Family cognitive-behavioral therapy (FCBT), 242, 246–248Fechner, G., 1, 4Ferrante, L., 9Ferster, C.B., 6, 7, 19Fetal alcohol spectrum disorder (FASD), 86Fiorile, C.A., 214Fischer, S.M., 168Fisher, W.W., 20, 23, 24, 28, 40, 148, 149, 179, 181Fixedtime (FT) schedule, 179–182Flannery, K.B., 229Fleming, E., 199Fleming, R.K., 239Foxx, R.M., 17Fraknoi, J., 89Frantino, E.C., 201Frantino, E.P., 25Frazier, T.E., 2Freedman, A.M., 113Freeman, B.J., 94Freeman, K.A., 48Freeman, S., 137, 138Freitag, G., 89French, R., 19Freud, 1, 2 Friman, P.C., 182Frost, L., 7Fuller, P.R., 113Functional analysis (FA)

advantages, 178aggression and noncompliance, 177behaviour

adaptive vs. problem, 62clinical approach, 61developmental disabilities, 58effective interventions, 58goals, 61hypotheses, 57–58multielement design, 58outline, 57PND approach, 60reliability and validity, 59robust hypotheses, 61target behaviour, 56, 61

functional behavioral assessment and, 176Functional analysis screening tool (FAST), 159, 177

Functional assessment (FA)in ABA, 11in autism spectrum disorder, 12

Functional assessment interview (FAI), 177Functional behavioral assessment (FBA)

advantages, 177behavior–environment relationships, 176and functional analysis, 175, 176, 178indirect methods, 176–177interview, 177

Functional communication training (FCT), 20–22, 24, 167, 168, 179–182, 184, 216, 218

Fuqua, R., 3Furniss, F., 9, 39, 87Fusilier, I., 179

GGahagan, S., 86Gardenier, M.C., 40Garfin, D.G., 94Gast, D., 111Generalization

basic forms, 209behavior

assessment, 220change desirability, 210

common stimuli programmingsignificant stimuli, 216social interactions, 215–216training environment, 215

discrimination, 208exemplar training, 214indiscriminable contingencies, 215intervention, 220–221limitations, 211loosely training

stimulus control, 214untrained setting, 215

and maintenancebehavior traps, 212–213change in behavior, 207gain attention, 213–214interventions, 214reinforcement, 213target behavior, 212

mediatephotographic activity, 217self-management, 216stimulus, 216

motivation lack, 210–211as passive phenomenon, 208planning for outcomes

disruptive behavior, 222maps, 218observations, 220planner, 218–219, 221

practices, 211promoting strategies

categories, 211–212desired outcome, 211

264 Index


Generalization (cont.)sequential modification, 212stimulus

equivalence, 209–210overselectivity, 210

trainingextinction, 218lag schedules, 217response variability, 217

Gestalt therapy, 3Gestural prompts, 197Geurts, H.M., 84Ghezzi, P.M., 19Gilliam autism rating scale (GARS)

GARS-2, 96–97psychometric data, 95, 96validity, 95–96

Gilliam, J.E., 95Gladstone, A., 2Goddard, L., 136Goff, G.A., 150Goh, H.L., 166, 168Goldstein, H., 133, 139, 216Gold, V.J., 89Goldwin, M., 101Goodson, S., 91Gordon, R., 8, 74Gray, C.A., 132Green, C.W., 227Green, G., 29, 40Green, V.A., 112Greer, R.D., 214Griffin, J.C., 169Grow, L.L., 218Gruber, C.P., 100Gutierrez, A., 26Guyer, A.E., 101

HHagberg, B., 5Hagopian, L.P., 18, 20, 24, 179, 180Halle, J.W., 111, 119, 120Hall, S., 1, 59Hammer, D., 218Hamre-Nietupski, S., 193Hancock, T.B., 244Handen, B.L., 23Hanley, G.P., 150Harchik, A.E., 212, 213Harchik, A.J., 212Hartwig, L., 47Hawkins, R.O., 182Haynes, R.B., 122Heathfield, L.T., 47Heflin, J., 139Heflin, L.J., 214Heller, T., 4Helmholtz, 4 Henderson, H., 19Heron, T.E., 16, 34

Herzinger, C.V., 60Heward, W.L., 16, 34, 213Hide-and-seek task, 135High functioning autism (HFA), 5, 84High-probability requests (HPR), 180Hill, J., 87Hoch, H., 27Hodge, K., 59Hoover, K., 115Horner, K., 215Horner, R.H., 229Howley, M., 30Howlin, P., 8, 9, 74, 85, 136, 190Hung, D.W., 151Huynen, K.B., 200

IIncidental teaching (IT), 72, 76Ingersoll, B., 241, 243, 244Initiating behavior regulation/requests (IBR), 137Initiating joint attention (IJA), 137Intellectual disabilities (ID), 3–5, 11, 83, 86, 87, 89, 90, 93, 96,

189, 190, 199, 201Interobserver agreement (IOA), 16Intervention and treatment methods

ABADTT, 70functional analysis, 68–69IT, 71methods, 68PECS, 73–75PRT, 72target behaviors selection, 69TEACCH, 75teaching procedures, 69–70VB, 72–73

Iwata, B.A., 11, 56–59, 147, 150–152, 161, 162, 165, 166, 168, 169, 177, 178

JJablonski, A.L., 193Jacobson, J.W., 190Jahromi, L.B., 138James, W., 2Jedrysek, E., 190Jennett, H.K., 18Jenson, W.R., 47Jerome, J., 25, 201Johnson, L., 181Jordan, S.S., 230Jung, 2

KKaczmarek, L., 139Kahng, S., 49, 152Kahng, S.W., 160, 161Kaiser, A.P., 244Kamps, D.M., 212

265Index


Kane, A., 183Kanner, L., 4, 5, 85, 88, 89, 94, 113, 129Kasari, C., 137, 138Kassorla, I.C., 89Kaufman, J., 48Keeling, K., 134Keen, D., 197Keeney, K.M., 150Kelley, M.E., 40, 218Kemmerer, K., 212Kennedy, C.H., 183Kern, L., 179Kinsman, A., 150Kleinke, J.R., 145Knapp, V.M., 193Koegel, L.K., 29, 35Koegel, R.L., 10, 35, 89, 215, 244Kokina, A., 179Korzilius, H., 60Koyama, T., 88Kraeplinian model, 83Krantz, P.J., 135Kravits, T., 212Krug, D.A., 89, 90Kuhn, D.E., 181Kurita, H., 88Kurtz, R.F., 21

LLabrador, F.J., 3Lalli, J.S., 161Lancioni, G.E., 39, 112, 116–118Langer, S.N., 160, 177Language disorder, 87Laushey, K.M., 139, 214LeBlanc, J.M., 202LeBlanc, L.A., 20, 136Lecavalier, L., 95, 96Le Couteur, A., 90Lee, R., 217Legacy, S.M., 179Leibenluft, E., 101Lerman, D.C., 20, 161, 166Levin, L., 27Lewis, M.H., 157Lindauer, S.E., 181Lindberg, J.S., 152Linscheid, T.R., 169Littlewood, R., 120Locke, J., 1Lomas, J.E., 40Long, E.S., 24, 59Long, J.S., 10, 89Lopez, A.G., 212Lord, C., 86, 90–92, 101, 145Lotter, V., 89Lovaas, I.O., 4, 5, 10, 11, 29, 89, 113, 210LoVullo, S.V., 87Low-probability requests (LPR), 180Luce, S.C., 29, 212

Luiselli, J.K., 25, 180, 183, 184Luteijn, E.F., 88Lutzker, J.R., 200

MMacDonald, R.F., 40, 160, 177MacDuff, G.S., 217Machalicek, W., 184Mager, R.F., 227Magnsson, P., 101Magyar, E.R., 95Mangus, B., 19Mann, J., 157Marcus, B.A., 167Mason, W.A., 148Matson, J.L., 48, 49, 60, 85–88, 93, 102, 112Matson, M.L., 88, 102Maurice, C., 29Mawhood, L., 190Mayer, G.R., 26Mazaleski, J.K., 147Mazaleski, J.L., 151, 168McCallon, D., 94McClannahan, L.E., 135McComas, J., 181, 215McDermott, S., 157McEachin, J., 4McGill, P., 182McMaster, K., 215McNerney, E.K., 35Meany-Daboul, M.G., 40Mees, H.L., 7Mesibov, G.B., 30Meyer, A., 2Michael, J., 118Mildenberger, K., 87, 91Minshawi, N.F., 112Mittenberger, R.G., 165M&M’s task, 135Modified checklist for autism in toddlers (M-CHAT), 98–99Modified incidental teaching (MIT), 71Moore, J.W., 179Moore, V., 91Motivation assessment scale (MAS), 160, 177Mueller, M.M., 179Mundy, P., 137Murzynski, N.T., 198

NNational Database for Autism Research (NDAR), 91Natural language paradigm (NLP), 240Nebel-Schwalm, M.S., 88, 102Newchok, D.K., 24Newman, B., 23Newton, J.T., 48Nietupski, J., 193Noncompliance, 176. See also Aggression and

noncomplianceNoncontingent escape (NCE), 180–181, 184

266 Index


Noncontingent reinforcement (NCR), 148, 151, 168–169, 179, 180, 184

Norbury, C.F., 87, 91, 101Noterdaeme, M., 87, 91, 92

OOgletree, B.T., 120Oliver, C., 59O’Neill, R.E., 216Openden, D., 249O’Reilly, M.F., 112, 114, 117, 118, 122Osada, H., 88Osnes, P.G., 202, 203Ozonoff, S., 9

PPabico, R.R., 24Pace, G.M., 165Packard, D., 147Paclawskyj, T.R., 60Palinkas, L.A., 251Pandolfi, V., 95Panerai, S., 9Paparella, T., 137, 138Parent–professional partnership model

participant families, 248PT condition

clinician-directed, 248–249partnership, 248

results and implications, 249Parent training (PT) interventions

benefitschild improvements, 244parent–child interactions and family, 244–245services efficiency, 244

cognitive-behavioral methodsadolescents, 241FCBT, 242parent motivation, 242–243

community settingseffectiveness and transportability, 250–251limitations, 252PRT research, 251–252research-based interventions, 251social support, 252

deliveringeffective parent educators, 244group format, 243individual family format, 243parent participants, characteristics, 243–244

developmentDBD, 237including parents, 238operant conditioning, 237–238psychosocial functioning, 238research, 238–239

DTT, 239integrated developmental and behavioral methods

applied behavior analysis, 240–241

ESDM, 241infants and toddlers, 240

naturalistic behavioral methodsinterventions, 239NLP/PRT, 240pivotal responses, 240

pivotal response training (PRT)clinician-directed, 248–249partnership, 248

Parker, D.E., 157Parsons, M.B., 230Pasco, G., 8, 74Patel, T., 136PDD behavior inventory (PDDBI)

adaptive and maladaptive behaviors, 99criterion-related validity, 100interrater reliability, 99–100

PECS. See Picture exchange communication systemPeer buddy systems, 139Pennington, R., 139Peoples, A., 147Perloff, B.F., 113Pervasive developmental disorders (PDD), 84, 88, 96, 98Pervasive developmental disorder not otherwise specified

(PDD-NOS), 84–86, 95, 102, 110, 190and ADHD, 88ADOS-G, 92and Asperger, 93definition, 85ID level, 87

Pervasive developmental disorders rating scale (PDDRS), 96Peterson, R.F., 177Petursdottir, A., 215Peyton, R., 181Physical prompting, 197Piazza, C.C., 148–150, 181Pickles, A., 91Picture exchange communication system (PECS), 122

ABA approach, 74communication skills, 74single subject designs, 74teacher training, 75

Pierce, K.L., 139, 195Pilowsky, T., 101Pine, D.S., 101Pivotal response training (PRT), 72, 76, 139–140

behavior analytic procedures, 29community studies, 252developmental skills, 30group parent training

parent education workshop, 249–250participant families, 249results and implications, 250

intervention, 251parent training (PT)

content, 248model, 240

pivotal areas, 29–30Potucek, J., 212Poulson, C.L., 27Power card strategy. See Rule card

267Index


Pre-linguistic autism diagnostic observation schedule (PL-ADOS), 92, 102

Prior, M., 84Prompt procedures, ABA

behavioral treatments and types, 27most-to-least hierarchy, 27–28tactile prompting device, 27–28verbal initiations, 28

Punishment procedures, target behaviornegative, 18positive, 17–18

QQuestions about behavior function (QABF), 159, 177

RRapin, I., 190Rapp, J.T., 40, 86, 145, 150Ray, K.P., 27Reed, G.K., 22, 28Reese, R.M., 47Reichler, R.J., 94Reichow, B., 29Reid, D.H., 147, 227, 228, 230Reid, G., 197Reinecke, D., 23Reinforcement procedures, behavior

DRI, 22DRL, 22–23DRO, 23–24extinction, 19–20shaping and chaining, 25thinning schedules, 24–25token economy, 19

Reinforcer assessment for individuals with severe disabilities (RAISD), 149

Rendle-Short, J., 89Repetitive behavior, 145Response to behavior requests (RBR), 137Response to joint attention (RJA), 137Rett, R., 5Rett’s disorder, 84Rett syndrome, 4, 5Ricciardi, J.N., 25Richdale, A.L., 21Richler, J., 145Richman, D.M., 181Richman, G.S., 11, 56, 177, 181Ricketts, R.W., 169Rimland, B., 89, 94Rincover, A., 147, 215Ringdahl, J.E., 21Risley, T.R., 7, 15, 17, 202Rituals

environmental influences, 146functional analyses, 146–147repetitive behavior, 145SIB, 145–146

Ritvo, E.R., 94

Roane, H.S., 24, 218Robert, 29 Robins, D.L., 98Rodgers, T.A., 147Roeyers, H., 84Rogers, S.J., 241Rojahn, J., 48Romanczyk, R., 99Rosales-Ruiz, J., 3, 35Roscoe, E.M., 40, 168Rosenbaum, M.S., 218Rosseel, Y., 84Rotholz, D., 117Rule card, 134–135Rush, K.S., 24Russo, D.C., 179Ruttenberg, B., 89Rutter, M., 91, 92, 94, 190Ryan, C., 23

SSaemundsen, E., 101Sainato, D.M., 139Sally-Anne task, 135–136Salzberg, C.L., 147Scales of independent behavior-revised (SIB-R), 192–193Schaeffer, B., 113Schilmoeller, K.J., 202Schizophrenia, 2Schlosser, R.W., 112, 117, 118Schmidt-Lackner, S., 99Schoenfeld, N., 6Schopler, E., 30, 94Schreibman, L., 86, 137, 139, 195, 210Sciutto, M.J., 85Self-injurious behavior (SIB), 145, 149, 177–178

analysis, descriptiveABC assessments, 161data collection, 160in functional analyses and treatments, 162limitation, 161–162scatterplot, 160–161

behavioral treatment, 164–165description, 157DRA

advantages, 167disadvantage, 168FCT, 167

DROadvantage, 166–167nonresetting, 166treatments, 166

extinctiondisadvantage, 165–166side effects and advantages, 165

functional analysisdescription, 162limitations, 163–164procedures, 162–163test conditions, 163

268 Index


Self-injurious behavior (SIB) (cont.)indirect behavioral assessment

limitations, 159MAS, 160reinforcement sources, 158–159validity, 159–160

NCRadvantages, 169procedure and treatment, 168

operant functionscontrol, 157–158socially mediated reinforcements, 158

punishmentadvantage, 170positive and negative, 169

replacement behavior skill acquisition, 169Seltzer, G.B., 23Sgro, G.M., 24Shabani, D.B., 23, 28Shafer, K., 139Shea, V., 30Sherman, J.A., 212Shillingsburg, M.A., 218Shinnar, S., 190Shogren, K.A., 48Shook, G., 12Shulman, C., 101SIB. See Self-injurious behaviorSidman, M., 6, 209Sigafoos, J., 48, 49, 112, 113, 117–120, 122Sigurdardóttir, S., 101Simmons, J.Q., 10, 89Sitter, S., 87, 91Skinner, B.F., 1, 2, 4, 6–10, 12, 15, 19, 117–119, 122Skinner, C.H., 27Slifer, K.J., 11, 56, 177Sloman, K.N., 18Smári, J., 101Smith, K.R., 93Smith, M.D., 22Smith, R.G., 58, 151, 164, 168Smith, T., 209Snell, M.E., 111, 115, 133Social responsiveness scale (SRS)

autism symptoms, factor structure, 101continuous nature, 100–101use, 100

Social skills and autism, deficitsbasic components and ratio, 131–133behaviors and comprehension, 131challenging behaviors, 134comprehension strategies, 135implementation strategies, 133–134joint attention

description and importance, 137teaching, 137–138

learning and teaching challenges, 130–131participants benefits, 40peers

change agents, training and, 138–140generality and social validity, 140–141

social bridges and children, 138training approaches, 140

perspective takingfalse-belief tasks, 135–136ToM, 135

physiologyamygdala–fusiform system, 130vagal nerve dysfunction, 130

problem solving, 136–137PRT, 139–140rule cards

script-fading procedure, 135use, 134

sentence types, 132Theory of Mind (ToM)

development of, 129–130steps, 129

uses, 133video modeling, 131–132

Society for the Experimental Analysis of Behavior (SEAB), 6Sofronoff, K., 246Son, S.H., 117South, M., 95, 96Sparrow, S.S., 189–192Stahmer, A.C., 251Stella, M.E., 202Stereotypies

environmental influences, 146functional analysis, 146–147non-occurrence, reinforcement, 151–152punishments, 152repetitive behavior, 145sensory consequences

extinction uses, 147procedures, extinction, 148response blocking/interruption, 147–148

SIB, 145–146skill repertoires, development

environment, 149–150leisure materials, 148–149object manipulation, 150pica occurrence, 149RAISD, 149restricting access, 151sensory consequences, 150–151stimuli, matched and non-matched, 149–150

Sterling-Turner, H.E., 230Stevens, J.S., 239Stevenson, C.L., 135Stokes, J.V., 199Stokes, T.F., 202, 207–209, 211, 212, 214, 217, 218Stone, W.L., 94Storoschuk, S., 91St. Peter, C.C., 161St. Peter Pipkin, C., 18Strain, P.S., 139Straus, S.E., 122Structured descriptive assessment (SDA), 59Sturmey, P., 25, 27, 48, 60, 201, 217Sudhalter, V., 99Sullivan, M.T., 20

269Index


Sulzer-Azaroff, B., 26Sundberg, M.L., 118Swaggart, B.L., 134Sweetland-Baker, M., 216Swiezy, N., 198Symons, F.J., 157, 181

TTachimori, H., 88Tailby, W., 209Tarbox, J., 213Tarbox, R.F., 19Target behaviours

baseline levelschild behaviour, 36continuous recording methods, 38–39measurement, 37–38momentary time sampling, 40–42partial-interval recording, 40preassessment process, 37sampling methods, 39–40

context sampling approaches, 59definition, 36direct observation

accuracy and reliability, 43interobserver agreement, 43–44

direct observation methods, 49–56functional analysis

control condition, 56–57convergent and predictive validity, 59–60description, 56experimental methods, 57–58

vs. environmental conditionsapproaches, 46goals, 45–46indirect methods, 46–49

Taylor, B.A., 26, 27Terlonge, C., 112Terman, L., 3Theory of Mind (ToM), 129–130, 135Thiemann, K.S., 133Thomeer, M.L., 193Thompson, A., 181Thompson, R.H., 28, 181Tincani, M., 133, 134Todd, R.D., 100, 101ToM. See Theory of MindTouchette, P.E., 160, 161, 177Towbin, K.A., 101Townsend, D.B., 27Trahant, D., 179Training issues

behavioral characteristics, 225consistency promotion

caregivers and environments, 231–232transition periods, 232–233

EIBI, 225–226program coordinator, 226staff, 225subtle behavioral patterns

environment-behavior relations, 230operant contingencies, 230ritual disruptions, 229structured reporting, 230–231transitions, 229–230

workforce and organizational challengesdirect-service providers, 226effective training design, 226–227staff performance, 227

Transition planning, 232Treatment and education of autistic and related communication

handicapped children (TEACCH), 30, 67, 75, 76Treml, T., 183Tuchman, R., 190Tuntigian, L., 23

UUCLA Young Autism Project, 29

VVagal nerve dysfunction, 130Van Bergen, I., 39Van Camp, C., 161van de Bercken, J., 122van den Pol, R.A., 216van Driel, S., 122Van Oorsouw, W., 60Variable-time (VT) schedule, 179Verbal behavior (VB)

ABA principles, 72definition, 117functional analysis and characteristics, 73Skinnerian analysis, 117–118

Verté, S., 84Vig, S., 190Vineland adaptive behavior scales (VABS), 191–192Vineland adaptive behavior scales-II (VABS-II)

domains, 191–192interview, 192

Vineland adaptive behavior scales, teacher rating form (VABS-TRF), 192

Volkmar, F.R., 85, 89, 90Vollmer, T.R., 18, 58, 86, 145, 147, 149–151, 161, 167, 168

WWacker, D.P., 58Wadden, N.P., 90Wade, G., 8, 74Walker, M., 48Watson, J.B., 1, 2, 4, 6, 12Watson, T.S., 27Wemar, C., 89Whalen, C., 137Wickstrom, S., 216Wilczynski, S.M., 179Wilder, D.A., 179, 180Wilkins, J., 86, 87, 93Williams, D.E., 169

270 Index


Williams, T.O., 96Wilson, E.A., 113Wilson, G., 19Witmer, L., 4, 12Wolery, M., 29, 111, 150Wolfe, M.W., 8, 11Wolf, M.M., 7, 8, 15, 121, 202, 212Woods-Groves, S., 96Woods, T.S., 111Worsdell, A.S., 150Wright, C.S., 161Wundt, W., 1, 4

YYates, A.J., 7Yirmiya, N., 101Young, N., 183

ZZarcone, J.R., 147, 151, 168Zhou, L., 150, 157Zingale, M., 9

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Index [rd.springer.com]978-1-4419-0088-3/1.pdfAdaptive and self-help skills assessment ... PECS, 73–75 PRT, 72 TEACCH, 75 ... questionnaire methods, 47–48 rating scales, 48