Treatment of Autism Spectrum Disorder Bundle

Patricia Prelock, Ph.D., CCC-SLP, BCS-CL, is Provost and Senior Vice President, University of Vermont. Formerly the Dean of the College of Nursing and Health Sciences at the University of Vermont for 10 years, she is also Professor of Communication Sciences & Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock studies the nature and treatment of autism spectrum disorder with a specific focus on theory of mind and the development of interventions to support social cognition by using a family-centered approach. She is a board certified specialist in child language, a University of Vermont Scholar, an ASHA fellow and honoree, and a fellow in the National Academies of Practice in speech-language pathology. Rebecca J. McCauley, Ph.D. is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology. Ashley R. Brien, M.S., CCC-SLP, is a speech language pathologist in Vermont. She is pursuing her Ph.D. in Interprofessional Health Sciences at the University of Vermont under the mentorship of Dr. Tiffany Hutchins and Dr. Patricia Prelock. Her research focuses on episodic memory and its relationship to theory of mind. She is currently designing interventions and treatment materials to support episodic memory and social cognition in children with autism spectrum disorders (ASDs). Erik Carter, Ph.D. is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities. Geraldine Dawson, Ph.D., Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience, Duke University, Durham, NC. Dr. Dawson is Professor in the Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience at Duke University. She is Past-President of the International Society for Autism Research and a member of the Interagency Autism Coordinating Committee. She is Director of the Duke Center for Autism and Brain Development, an interdisciplinary autism research and treatment center, and Chair of the Faculty Governance Committee for the Duke Institute for Brain Sciences. Dr. Dawson is Director of a National Institutes of Health Autism Center of Excellence Award at Duke focused on understanding early detection, neural bases, and treat-ment of autism and attention-deficit/hyperactivity disorder. Dr. Dawson has published extensively on early detection, brain function, and treatment of autism. With Sally Rogers, she developed the Early Start Denver Model, a comprehensive early behavioral intervention for young children with autism. She completed a Ph.D. in developmental/child clinical psychology from University of Washington and clinical internship at the University of California, Los Angeles. V. Mark Durand, Ph.D., is known worldwide as an authority in the area of autism spectrum disorders. He is a professor of psychology at the University of South Florida St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. He has received more than $4 million in federal funding since the beginning of his career to study the nature, assessment, and treatment of behavior problems in children with autism spectrum disorders. Before moving to Florida, he served in a variety of leadership positions at the University at Albany-State University of New York (SUNY-Albany), including Associate Director for Clinical Training for the doctoral psychology program from 1987 to 1990, Chair of the Psychology Department from 1995 to 1998, and Interim Dean of Arts and Sciences from 2001 to 2002. There he established the Center for Autism and Related Disabilities at SUNY-Albany. He received his B.A., M.A., and Ph.D. degrees — all in psychology—at Stony Brook University. Dr. Durand was awarded the University Award for Excellence in Teaching at SUNY-Albany in 1991 and in 2007 received the Chancellor's Award for Excellence in Research and Creative Scholarship at the University of South Florida St. Petersburg. Dr. Durand is currently Co-editor of the Journal of Positive Behavior Interventions, is a member of the Professional Advisory Board for the Autism Society of America, and is on the Board of Directors of the international Association of Positive Behavioral Support. He serves on a number of editorial boards, has reviewed for dozens of journals, and has more than 100 publications on functional communication, educational programming, and behavior therapy. His books include several best-selling textbooks on abnormal psychology, Severe Behavior Problems: A Functional Communication Training Approach (Guilford Press, 1990), Sleep Better! A Guide to Improving Sleep for Children with Special Needs (Paul H. Brookes Publishing Co., 1998), and When Children Don't Sleep Well: Interventions for Pediatric Sleep Disorders, Therapist Guide (Oxford University Press, 2008). In his leisure time, he enjoys long-distance running and just completed his third marathon. Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions. Connie Kasari, Ph.D., is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally. Lynn Kern Koegel, Ph.D., CCC-SLP, is a clinical professor at the Stanford School of Medicine. She has been active in the development of programs to improve communication in children with autism, including the development of first words, grammatical structures, pragmatics, and social conversation. In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts and by parents throughout the United States and have been translated in other major languages. Dr. Lynn Koegel is the author of Overcoming Autism and Growing Up on the Spectrum with parent Claire LaZebnik, published by Viking/Penguin and available in most bookstores. In addition, she appeared on ABC's hit show “Supernanny” working with a child with autism. Amy C. Laurent is a pediatric occupational therapist who holds a master's degree in special education. Currently in private practice, she is a New England affiliate of Communication Crossroads and of Childhood Communication Services. Ms. Laurent specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. Through her practice, she provides comprehensive evaluations, direct therapeutic services, and consultations to educational programs for children with ASD. She also provides extensive educational and emotional support for families of children with ASD. Ms. Laurent has co-authored several journal articles and frequently lectures throughout the United States on topics related to therapeutic and educational intervention for children with ASD. Her areas of clinical interest include therapeutic intervention as it relates to the development of self-regulation and social-adaptive functioning across contexts (e.g. school, home, and community settings). Barry M. Prizant, Ph.D., has more than 25 years experience as a clinical scholar, researcher, and consultant to young children with autism spectrum disorders (ASD) and related communication disabilities and their families. He is an American Speech-Language-Hearing Association fellow and is a member of the Interdisciplinary Council on Developmental and Learning Disabilities. Formerly, he was Associate Professor of Psychiatry in the Brown University Program in Medicine, Professor in the School of Communication Sciences and Disorders at Emerson College, and Advanced Post-Doctoral Fellow in Early Intervention at University of North Carolina at Chapel Hill. He has developed family-centered programs for newly diagnosed toddlers with ASD and their families in hospital and university clinic environments. He has been an invited presenter at two State of the Science Conferences on ASD at the National Institutes of Health (NIH) and has contributed to the NIH Clinical Practice Guidelines for early identification and diagnosis of ASD. Dr. Prizant's current research and clinical interests include identification and family-centered treatment of infants, toddlers, and young children who have or are at risk for sociocommunicative difficulties, including ASD. Emily Rubin is Director of Communication Crossroads, a private practice in Carmel, California. She is a speech-language pathologist specializing in autism, Asperger syndrome, and related social learning disabilities. As an adjunct faculty member and lecturer at Yale University, she has served as a member of its Autism and Developmental Disabilities Clinic. She has also served as an instructor for the Communication Sciences and Disorders Department of Emerson College in Boston, Massachusetts, where she has developed courses to prepare graduate-level students to address the needs of children with autism and their families. Her publications have focused on early identification of autism, contemporary intervention models, and programming guidelines for high-functioning autism and Asperger syndrome. She has participated as a member of the American Speech-Language-Hearing Association's Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She lectures internationally and provides consultation to educational programs serving children and adolescents with autism and related developmental disorders. Amy M. Wetherby, Ph.D., is Professor and former Chair of the Department of Communication Disorders at Florida State University. She received her doctorate from the University of California-San Francisco/Santa Barbara in 1982. She has had more than 20 years of clinical experience in the design and implementation of communication programs for children with autism and severe communication impairments and is an American Speech-Language-Hearing Association fellow. Dr. Wetherby's research has focused on communicative and social-cognitive aspects of language difficulties in children with autism and, more recently, on the early identification of children with communicative impairments. She has published extensively on these topics and presents regularly at national conventions. She is a co-author of the Communication and Symbolic Behavior Scales (with Barry M. Prizant [Applied Symbolix, 1993]). She is the Executive Director of the Florida State University Center for Autism and Related Disabilities and is Project Director of U.S. Department of Education Model Demonstration Grant No. H324M980173 on early identification of communication disorders in infants and toddlers and Personnel Preparation Training Grant No. H029A10066 specializing in autism.

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® 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