Early Intervention for Young Children with Autism Spectrum Disorder (eBook)

Russell Lang, PhD, BCBA-D, is an associate professor of Special Education at Texas State University and a Board Certified Behavior Analyst. Dr. Lang is also the Executive Director of Texas State University’s Autism Treatment Clinic. He earned a doctoral degree in Special Education with an emphasis in Autism and Developmental Disabilities from the University of Texas at Austin and completed a post-doctoral researcher position at the University of California in Santa Barbara. His primary research interests include teaching play and leisure skills, assistive technology, and the treatment of problematic behaviors in individuals with autism spectrum disorders. He is a Co-Editor-in-Chief of Developmental Neurorehabilitation and Associate Editor of the Journal of Child and Family Studies.Terry Hancock, PhD, BCBA-D, is a professor of Clinical Practice in Special Education at Texas State University, a Board Certified Behavior Analyst and a licensed psychologist.  Dr. Hancock is also the Research Director at the Clinic for Autism Research, Evaluation and Support. She earned a doctoral degree in Education and Human Development with an emphasis in Early Childhood Special Education from Vanderbilt University. She has been an investigator on 12 federally funded grants related to communication and behavior interventions for young children. She was on the special education faculty at Vanderbilt University for 20 years and was the co-developer of Enhanced Milieu Teaching.Nirbhay N. Singh, PhD, BCBA-D, is Clinical Professor of Psychiatry and Health Behavior at the Medical College of Georgia, Augusta University, Augusta, GA, CEO of MacTavish Behavioral Health, in Raleigh, NC, and a Board Certified Behavior Analyst. Prior to his current appointments, he was a Professor of Psychiatry, Pediatrics and Psychology at the Virginia Commonwealth University School of Medicine and Director of the Commonwealth Institute for Child and Family Studies, Richmond, Virginia. His research interests include mindfulness, behavioral and psychopharmacological treatments of individuals with disabilities, and assistive technology for supporting individuals with diverse abilities. He is the Editor-in-Chief of two journals: Journal of Child and Family Studies and Mindfulness, and Editor of three book series: Mindfulness in Behavioral Health, Evidence-Based Practice in Behavioral Health, and Springer Series on Children and Families.

Dedication 6
Preface 8
Contents 10
About the Editors 12
About the Contributors 14
Contributors 20
Chapter 1: Overview of Early Intensive Behavioral Intervention for Children with Autism 22
Introduction 22
Why Are Interventions for Autism Not Based on Etiology? 23
Biological and Nature-Based Etiological Theories 23
Environmental and Nurture-Based Etiological Theories 24
Early Intervention 25
Intensive Intervention 28
Behavioral Intervention 29
References 31
Chapter 2: Early Diagnostic Assessment 36
Introduction 36
DSM-5 Diagnostic Criteria for ASD 36
Prevalence of ASD 38
Obstacles to Obtaining ASD Diagnostic Assessment and/or Accurate Diagnosis 40
Assessment Practices 42
Screening for ASD 43
Level One 43
Level Two 46
Diagnosing ASD 47
Autism Diagnostic Tools 50
Developmental Assessment 55
Considerations for High-Risk Siblings 56
Novel Approaches to Diagnostic Assessment 56
Future Research 57
Implications for Practitioners and/or Families 58
References 59
Chapter 3: Discrete Trial Training 68
Introduction 68
DTT: Teaching Procedures and Variations 69
Prompt Fading and Error Correction 69
Reinforcement 71
Task Interspersal 72
Intertrial Interval (ITI) 73
Individual Versus Group Format 73
Conditional Discriminations 74
Generalization 74
Measurement 75
The DTT Programming Model 75
Distraction Free Environment 76
Structured Curriculum 76
Trials and Intensity of Intervention 77
Guidelines for Implementing the DTT Programming Model 77
Starting the DTT Program and Services 78
Programs and Targets 79
Components of the Specific Instructional Program 80
Analysis of Progress and Program Modification 80
Facilitating and Evaluating Progress Towards Socially Meaningful Outcomes 80
Teaching Others to Implement DTT 81
Behavioral Skills Training 82
Alternative Modalities 83
DTT Intervention Research: Large-Scale Outcomes 85
Summary of the DTT Outcome Study Literature 96
Summary of Meta-analyses/Systematic Reviews 97
Suggestions for Future Research 97
References 99
Chapter 4: Pivotal Response Treatment 105
Introduction 105
Theoretical Basis in Learned Helplessness 106
Deficits Resulting from Learned Helplessness 107
Learned Helplessness and Autism 108
Increasing Motivation to Overcome Learned Helplessness 109
Instructions for Implementing PRT Procedures 110
Child Choice 111
Reinforcing Attempts 111
Direct and Natural Reinforcers 112
Interspersing Maintenance and Acquisition Tasks 113
Task Variation 113
The Motivational Package of PRT 114
Pivotal Areas 114
Initiations 114
Self-Management 117
Response to Multiple Cues 119
Empathy 120
Review of Research on PRT Procedures 121
Suggestions for Future Research 121
Implications for Families and Practitioners 126
References 128
Chapter 5: Early Start Denver Model 133
Introduction 133
The Early Start Denver Model: Origins and Implementation 134
Background and Theory 134
Practice and Implementation 136
Child Initial Skill Evaluation 137
Development of Children’s Individualized Learning Objectives 138
Antecedents 138
Specifying the Target Behavior 139
Specifying the Mastery Criterion 139
Specifying the Generalization Criterion 139
Taking Data and Monitoring Children’s Progress 140
Altering Teaching Strategies: Addressing Individual Children’s Response to Intervention 141
Training and Certification Procedures 142
Fidelity of Direct Implementation 143
Delivering ESDM in a Group Format 144
Parent Coaching and Procedures for Involving Parents 145
Review of Existing Literature 147
Evidence for ESDM Efficacy in Promoting Child Change 156
Child Characteristics Associated with Positive Outcomes 160
ESDM for High Risk Infants 161
ESDM Dissemination Science 162
Therapist Training 162
Parent Coaching 164
Recommendations for Future Research 165
Considerations for Practitioners and Families Interested in the ESDM 166
References 167
Chapter 6: Prelinguistic Milieu Teaching 170
Introduction 170
Theoretical Background of PMT 171
Implementation of PMT 173
Review of Intervention Research 175
Participants 187
Treatment 187
Outcomes 188
Summary 189
Suggestions for Future Research 190
Implications for Practitioners and Families 191
References 191
Chapter 7: Enhanced Milieu Teaching 195
Introduction 195
Theoretical Support for EMT 196
Theoretical Basis for EMT Strategies That Connect 209
Theoretical Basis for Supporting EMT Strategies 209
Theoretical Basis for Teaching 209
Review of Empirical Support for EMT 210
Seminal Parent-Implemented EMT Study 211
Seminal Therapist-Implemented EMT Study 212
Therapist and Parent-Implemented EMT 212
Therapist-Implemented EMT 213
Parent-Implemented EMT 213
Parent Plus Therapist Compared to Therapist-Only EMT 214
EMT Variations 215
EMT with High-Risk Families 215
EMT Using a VOCA 216
Blended EMT Interventions 216
Blended EMT and Behavior Intervention 217
Blended EMT and JASPER with Toddlers with Down Syndrome 218
Blended EMT and JASPER with School-Aged Children with Autism 218
Implementing EMT 219
EMT Strategies That Connect 220
Environmental Arrangement to Connect 221
Following the Child’s Lead 221
Matched Turns 223
EMT Strategies That Support Language 224
Language Responsiveness 225
Expansions 226
EMT Strategies That Teach Language 227
Language Modeling 227
Environmental Arrangement for Requests 227
Prompting Strategies 228
Considerations When Implementing EMT 229
Future Research Directions for EMT 231
Diverse Families 231
More Efficient Delivery Models 232
References 234
Chapter 8: Training Parents to Implement Early Interventions for Children with Autism Spectrum Disorders 237
Introduction 237
Overview of Parent Involvement in Early Intervention 240
Targeted Parent Skills and Desired Outcomes 241
Parent Education and Training Delivery Methods to Increase Parent Skills 242
Group-Based Parent Education and Training 242
Individualized Parent Education and Coaching 245
Internet-Based Parent Training 248
Psychosocial Interventions to Decrease Parent Mental Health Symptoms 250
Training Parents Acros Autism Symptomology 251
Social Communication 252
Restricted and Repetitive Behaviors and Interests (RRBIs) 255
Challenging Behaviors 257
Pre-Academic Skills 259
Functional Life Skills 259
Discussion and Future Research 260
Suggestions for Practice 263
Conclusion 264
References 264
Chapter 9: Fad, Pseudoscientific, and Controversial Interventions 275
Introduction 275
The Rise in Popularity of Fad, Pseudoscientific, and Controversial Treatment 276
Characteristics of Fad, Pseudoscientific, and Controversial Interventions 278
Science, Anti-Science, and Pseudoscience 280
Pseudoscience 283
Skepticism and Credulity 285
Errors in Reason and Psychological Explanations Related to Unsupported Interventions 287
Fallacious Logic and Argument 287
Confirmation Bias 289
Magical Thinking 290
Specific Fad, Controversial, and Pseudoscientific Interventions in ASD 292
Communication-Based Interventions 292
Facilitated Communication 292
Rapid Prompting Method™ 294
Sensory-Based and Neurological Interventions 295
Sensory Integration 295
Auditory Integration Training 296
Irlen Lenses 297
Brain Gym 297
Psychomotor Patterning 298
Neurofeedback and Mirror Neurons 298
Developmental Treatment Models and ASD 299
Gentle Teaching 300
Holding Therapy 300
Son-Rise Program™ 300
Floortime 301
Biomedical Treatments of ASD 302
Vitamin Supplements 302
Secretin 303
Probiotics and Other Gastrointestinal Treatments 303
Gluten-Casein-Free Diet 303
Chelation Therapy 304
Hyperbaric Oxygen Therapy 304
Conclusion 305
References 305
Index 312