Applied Behavior Analysis for Children with Autism Spectrum Disorders (eBook)

Johnny L. Matson, Ph.D., is a Distinguished Research Master and Director of the Ph.D. program in clinical psychology in the Department of Psychology at Louisiana State University in Baton Rouge, LA. He is the author of more than 450 publications, including 34 books. In addition, he is the editor-in-chief of two research journals, Research in Developmental Disabilities and Research in Autism Spectrum Disorders. He has served as an expert for the United States Department of Justice, Civil Right Division, and is past president of the Mental Retardation and Developmental Disabilities Division of the American Psychological Association. His research and clinical interests are in autism spectrum disorders and intellectual disabilities.

Matson_FM_O.pdf 1
Chapter 1 1
History and Overview 1
Beginning 1
Watson 1
Skinner 1
Timing Is Everything 1
Child Treatment 1
Autism and the Spectrum 1
Heller 1
Kanner 1
Asperger 1
ABA and ASD 1
JEAB 1
Ferster and DeMeyer 1
BRAT 1
Wolf, Risley, and Mees 1
Costello 1
Eysenck 1
JABA 1
Azrin 1
Lovaas 1
EIBI 1
FA and EFA 1
Certification 1
Overview 1
References 1
Matson_Ch02_O.pdf 21
Chapter 2 21
Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders 21
Introduction 21
Conceptual Basis and Foundation of Applied Behavior Analysis 21
Concepts and Application 23
Consequence: Punishment and Punishment-Based Procedures 23
Positive Punishment 23
Negative Punishment 24
Consequence: Reinforcement and Reinforcement-Based Procedures 24
Token Economy 25
Extinction 25
Differential Reinforcement 26
Differential Reinforcement of Alternative Behavior 26
Differential Reinforcement of Incompatible Behavior 28
Differential Reinforcement of Low Rates 28
Differential Reinforcement of Other Behavior 29
Thinning Differential Reinforcement Schedules 30
Shaping and Chaining 31
Antecedent Approaches to Treatment 31
Establishing Operations 31
Stimulus Control 32
Prompt Procedures 33
Choice 34
Combining Antecedent and Consequence-Based Components 34
ABA-Based Comprehensive Approaches to Autism Treatment: Intervention Programs that Utilize Applied Behavior Analysis Procedures 35
UCLA Young Autism Project 35
Pivotal Response Training 35
Treatment and Education of Autistic and related Communication-Handicapped Children 36
Future Directions and Summary 36
References 37
Matson_Ch03_O.pdf 39
Chapter 3 39
Assessment Methods 39
Phases of Behavioural Assessment 39
Preassessment 39
Identification of Priority Targets for Behaviour Change 40
Definition and Measurement of Baseline Levels of Target Behaviours 41
Defining Target Behaviours 42
Measuring Baseline Levels of the Target Behaviour 42
General Considerations 42
Measures of Behaviour 43
Observation and Recording Methods 44
Continuous Recording Methods 44
Sampling Methods 45
Comparison of Sampling Methods 46
Evaluating the Accuracy and Reliability of Data Collected by Direct Observation 49
Evaluating Functional Relationships Between environmental Conditions and Target Behaviours 51
Goals of Functional Assessment 51
Methods of Indirect Functional Assessment 52
Semi-structured Interviews 53
Reliability of Questionnaire Methods of Functional Assessment 53
Rating Scales 54
Reliability and Subscale Internal Consistency of Rating Scales for Functional Assessment 54
Direct Observation (Descriptive) Methods 55
Experimental Functional Assessment (Functional Analysis) 62
Structured Descriptive and Context Sampling Approaches 65
Convergent and Predictive (Treatment) Validity of Functional Assessment Methods 65
Functional Assessment: A Clinical Approach 67
Functional Assessment: Concluding Comments 67
Assessing Stimulus Preferences and Effectiveness of Potential Reinforcers 68
Testing the Behaviour Change Hypotheses Developed 68
Assessment Methods: Concluding Comments 69
References 69
Matson_Ch04_O.pdf 73
Chapter 4 73
Intervention and Treatment Methods for Children with Autism Spectrum Disorders 73
Introduction 73
Applied Behavioral Analysis (ABA) 73
Method 74
Functional Analysis 74
Selecting Target Behaviors 75
Teaching Procedures 75
Intervention Strategies Based on Applied Behavior Analysis 76
Discrete Trial Training (DTT) 76
Evidence Base 76
Incidental Teaching (IT) 77
Evidence Base 77
Pivotal Response Training (PRT) 78
Evidence Base 78
Verbal Behavior (VB) 78
Evidence Base 79
Picture Exchange Communication System (PECS) 79
Evidence Base 80
TEACCH 81
Evidence Base 81
Future Research Agenda 82
References 83
Matson_Ch05_O.pdf 88
Chapter 5 88
Differential Diagnosis in Autism Spectrum Disorders 88
Differential Diagnosis and Autism 88
A Spectrum of Symptoms 89
Definition and Diagnostic Criteria 89
Autism 89
Asperger’s Disorder 90
PDD-NOS 90
Core Symptoms 90
Communication Skills 90
Social Skills 91
Stereotypy 91
Comorbid Diagnoses 91
Intellectual Disability 92
Language Disorder 92
Attention Deficit/Hyperactivity Disorder 93
Assessing ASD Spectrum 93
Assessment Tools 94
Autism Behavior Checklist 94
Autism Diagnostic Interview – Revised 95
Autism Diagnostic Observation Schedule – Generic 97
Autism Spectrum Disorders – Diagnostic 98
The Childhood Autism Rating Scale 98
Gilliam Autism Rating Scale 100
Checklist for Autism in Toddlers 102
PDD Behavior Inventory 104
Social Responsiveness Scale 105
General Assessment Discussion 106
Conclusion and Future Directions 107
Prescriptive Function of Diagnosis 108
Funding for Treatment 109
References 109
Matson_Ch06_O.pdf 114
Chapter 6 114
Communication 114
Introduction 114
Communication Impairment in Children with ASD 115
Historical Perspective 118
Contemporary Perspective 119
Multimodal Communication 120
Functional Curriculum 122
Flexibly Structured Teaching Arrangements 124
Evidence–Based Practice 126
Stakeholder Perspectives 126
Use of Empirically Supported Procedures 127
Educational and Clinical Expertise 128
Summary 128
References 129
Matson_Ch07_O.pdf 133
Chapter 7 133
Social Skills and Autism: Understanding and Addressing the Deficits 133
Introduction 133
Origin of Deficit: Theory of Mind 133
The Physiology of Social Deficits 134
Amygdala–Fusiform System 134
Vagal Nerve Dysfunction 134
The Challenges of Learning and Teaching Social Skills 134
Basic Components of Social Skills 135
Qualitative Aspects of Social Behaviors 135
Social Comprehension 135
Video Modeling 135
Social Stories 136
Rule Cards 138
Summary of Strategies to Build Social Comprehension 139
New Directions 139
Perspective Taking 139
Problem Solving 140
Joint Attention 141
Importance of Joint Attention 141
Teaching Joint Attention 141
Peers: Building Social Bridges to Other Children 142
Peers as Agents of Change 142
Other Methods 143
Benefits to Participants 144
Summary of Historical Peer Training Approaches 144
Peers as Agents of Change: Current Trends 144
Generality and Social Validity 144
Summary 145
References 145
Matson_Ch08_O.pdf 149
Chapter 8 149
Rituals and Stereotypies 149
What Are Stereotypies and Rituals? 149
Why Do Children with Autism Engage in Stereotypies and Rituals? 150
Developing Interventions for Stereotypy and Other Repetitive Behaviors 151
Eliminating or Attenuating the Sensory Consequences of Stereotypy 151
Developing Alternative Skill Repertoires 152
Reinforcement for the Non-occurrence of Stereotypy 155
Punishment 156
Conclusions and Recommendations 156
References 157
Matson_Ch09_O.pdf 160
Chapter 9 160
Self–injury 160
Self–injury 160
The Operant Functions of SIB 160
Behavioral Assessment of SIB 161
Indirect Assessment 161
Descriptive Analysis 163
Functional Analyses 165
Behavioral Treatment 167
Extinction 168
Differential Reinforcement of Other Behavior 169
Differential Reinforcement of Alternative Behavior 170
Noncontingent Reinforcement 171
Skill Acquisition of Replacement Behavior 172
Punishment 172
Conclusion 173
References 173
Matson_Ch10_O.pdf 177
Chapter 10 177
Aggression and Noncompliance 177
Measurement 177
Aggression 177
Noncompliance 178
Functional Behavioral Assessment and Functional Analysis 178
Functional Behavioral Assessment 178
Functional Analysis 179
Evidence-Based and Empirically Supported Intervention 180
Social Positive Reinforcement 180
Social Negative Reinforcement 182
Automatic Reinforcement 183
Intervention Recommendations 184
Establishing Operations 184
Intervention Integrity 184
Social Validity 185
Restrictive Procedures 185
Skill Building Intervention 186
Summary 186
References 187
Matson_Ch11_O.pdf 190
Chapter 11 190
Adaptive and Self-Help Skills 190
Introduction 190
Adaptive Skills Deficits in ASD 191
Assessment of Adaptive Skills 191
Standardized Assessments 192
Vineland Adaptive Behavior Scales 192
Vineland Adaptive Behavior Scales-II (VABS-II) 192
The American Association of Mental Retardation’s Adaptive Behavior Scale – Residential and Community, Second Edition 193
Scales of Independent Behavior-Revised 193
Naturalistic Observation 194
Selection of Skills to Train 194
Methods for Training Adaptive Skills 195
Environmental Manipulations 196
Visual Supports 196
Adaptation of Physical Environment 197
Prompting Procedures 197
Graduated Guidance 198
Least-to-most Prompting 199
Prompt Fading 200
Task Analysis 200
Shaping 201
Chaining 201
Errorless Learning 202
Maintenance and Generalization 203
Conclusion 204
References 204
Matson_Ch12_O.pdf 208
Chapter 12 208
Generalization and Maintenance 208
Introduction 208
What is Generalization and Maintenance? 208
Discrimination or Generalization? 209
Generalization 209
Desirability of Generalized Behavior Change 211
Generalization and ASD 211
Current Practices 212
Strategies to Promote Generalization 212
Sequential Modification 213
Introduce to Natural Maintaining Contingencies 213
Train Sufficient Exemplars 215
Train Loosely 215
Use Indiscriminable Contingencies 216
Program Common Stimuli 216
Mediate Generalization 217
Train to Generalize 218
Planning for Generalized Outcomes 219
Case Example 221
Client Information 221
Referral Question 221
Behavior Assessment 221
Intervention 221
Planning for Generalization 222
Results 222
Concluding Summary and Recommendations 222
References 224
Matson_Ch13_O.pdf 226
Chapter 13 226
Training Issues Unique to Autism Spectrum Disorders 226
Training Issues Unique to Autism Spectrum Disorders 226
Issue One: Workforce and Organizational Challenges 227
Designing Effective Training 227
Maintaining Staff Performance 228
Managing Performance Problems 228
Issue Two: Detection and Management of Subtle Behavioral Patterns 229
Issue Three: Promoting Consistency Across Providers and Environments 232
Consistency Across Caregivers and Environments 232
Consistency During Major Transition Periods 233
Summary and Conclusions 234
References 234
Matson_Ch14_O.pdf 237
Chapter 14 237
Parent Training Interventions for Children with Autism Spectrum Disorders 237
Background of Parent Training Interventions 237
Development of Parent Training Interventions 237
Roots in Operant Conditioning 237
Rationale for Including Parents 238
Role of Parent Psychosocial Functioning 238
Research Methodology 238
Overview of Current ASD Parent Training Research and Practice 239
Content of Parent Training Interventions 239
Discrete Trial Training (DTT) 239
Naturalistic Behavioral Methods 239
Integrated Developmental and Behavioral Methods 240
Cognitive-Behavioral Methods 241
Delivering Parent Training Interventions 243
Individual Family Format 243
Group Format 243
Characteristics of Parent Participants 243
Characteristics of Effective Parent Educators 244
Benefits of Parent Training 244
Efficiency of Services 244
Child Improvements 244
Parent–Child Interactions and Family Functioning 244
Examples of Recent Parent Training Research 245
PT Content Example #1: Early Start Denver Model 245
Participants 245
Procedures 245
Results 245
Implications 246
PT Content Example #2: Building Confidence – Family Cognitive-Behavioral Therapy 246
Participants 246
Procedures 247
Results 247
Implications 247
PT Delivery Format Example #1: Parent–Professional Partnership Model of PT in Pivotal Response Training 248
Participant Families 248
PT Content: Pivotal Response Training (PRT) 248
“Partnership” PT Condition 248
“Clinician-Directed” PT Condition 248
Results 249
Implications 249
PT Delivery Format Example #2: Group PT in Pivotal Response Training 249
Participant Families 249
Group Parent Education Workshop 249
Results 250
Implications 250
Current Parent Training Practices in Community Settings 250
Implications and Future Directions 252
References 253
Matson_Index_O.pdf 258
Chapter 1 8
History and Overview 8
Beginning 8
Watson 8
Skinner 9
Timing Is Everything 10
Child Treatment 10
Autism and the Spectrum 11
Heller 11
Kanner 11
Asperger 12
ABA and ASD 12
JEAB 13
Ferster and DeMeyer 13
BRAT 14
Wolf, Risley, and Mees 14
Costello 15
Eysenck 16
JABA 16
Azrin 16
Lovaas 17
EIBI 17
FA and EFA 18
Certification 18
Overview 19
References 19