Index [rd.springer.com]978-1-4419-0088-3/1.pdfAdaptive and self-help skills assessment ... PECS,...
Transcript of Index [rd.springer.com]978-1-4419-0088-3/1.pdfAdaptive and self-help skills assessment ... PECS,...
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
BookID 158893_ChapID 14_Proof# 1 - 28 / 08 / 2009
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
BookID 158893_ChapID 14_Proof# 1 - 28 / 08 / 2009
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