Clinical Guide to Early Interventions for Children with Autism (Best Practices in Child and Adolescent Behavioral Health Care)

This book examines early interventions for children with autism spectrum disorder (ASD) with the goal to enable primary care physicians as well as other clinicians, therapists, and practitioners to assist parents in making informed decisions based on current research. It provides a map for successfully navigating the maze of early interventions for ASD, focusing on evidence. Chapters review the similarities and differences between current evidence-based treatments, how these treatments work, the factors that facilitate their effectiveness, and the pros and cons of their use for different children and different needs. In addition, chapters discuss the services, laws, policies, and societal issues related to early intervention in ASD. Featured topics include: * Criteria to evaluate evidence in ASD interventions. * Effective approaches for Social communication difficulties in ASD. * Effective approaches for Restricted and repetitive behaviors (RRBs) in ASD. * Naturalistic, developmental approaches to early intervention for children with ASD * The TEACCH approach and other visually based approaches for children with ASD. * Applied Behavior Analysis (ABA) approaches to early intervention for children with ASD. * What works for whom in ASD early intervention __Clinical Guide to Early Interventions for Children with Autism__ is an essential resource for clinicians, primary care providers, and other practitioners as well as researchers, professors, and graduate students in the fields of child, school, and developmental psychology, pediatrics, social work, child and adolescent psychiatry, primary care medicine, and related disciplines. Series Editor Preface 6 Acknowledgments 8 Contents 9 Contributors 11 About the Editors 12 Chapter 1: Autism and Autism Treatment: Evolution of Concepts and Practices from Kanner to Contemporary Approaches 13 From Kanner to the DSM-5: Evolution of the Diagnostic Concept of Autism and Current Diagnostic Issues 14 Epidemiology 16 Clinical Characteristics 16 Social Communication and Social Interaction 16 Restricted, Repetitive Patterns of Behavior, Interests, or Activities 18 Gender Differences in Clinical Presentation 19 Co-Occurring Conditions 20 Etiology 21 Neurocognitive Models of ASD 21 Treatment for Autism Spectrum Disorder: Evolution of Concepts and Principles 22 Influences from Psychodynamic Theory 23 Influences from Applied Behavior Analysis 23 Influences from Developmental Psychology 24 Influences from Neuroscience 25 Influences from Implementation Science 26 Influences from the Neurodiversity Framework 26 Conclusions 27 References 27 Chapter 2: Criteria to Evaluate Evidence in Interventions for Children with Autism 37 Introduction 37 Evaluating Research 37 Factors of Experimental Rigor 41 Research Design 43 Measurement 43 Participants 44 Targeted Outcomes 45 Individualization and Implementation Factors 46 Unsupported Treatments 48 Conclusion 49 References 49 Chapter 3: Understanding and Addressing Social Communication Difficulties in Children with Autism 52 Characterizing the Social–Communication Domain in ASD 53 Social Communication Development in Typical Development and ASD 54 Prelinguistic Development in TD Children 54 Prelinguistic Development in Children with ASD 55 Language and Conversational Development in Typically Developing Children 57 Language and Conversational Development in Children with ASD 57 Peer Interactions and Friendships 59 Heterogeneity in Social Communication Development in Children with ASD 59 Bilingualism and Social Communication Development 60 Addressing Social Communication in ASD 60 Supporting Joint Engagement Routines 60 Supporting Later Social Communication Development 62 Supporting Children Who Are Nonverbal 63 Interventions that Target Developmentally Distal Outcomes 64 Future Directions for Research 64 Conclusion 65 References 65 Chapter 4: Understanding and Addressing Restricted and Repetitive Behaviors in Children with Autism 71 Introduction 71 Characterizing RRB Symptoms 72 Repetitive Movements, Use of Objects, or Speech 72 Insistence on Sameness, Inflexible Adherence to Routines, or Ritualistic Behavior 73 Restricted Interests 73 Hyper- or Hyporeactivity to Sensory Input or Unusual Interests 74 Correlates of RRBs 74 Ability 74 Age 75 Sleep 75 Gender 75 Family Well-Being 76 Why Do Children Engage in RRBs? 76 Effects of Early Intervention on RRBs 77 Comprehensive Treatment Models 77 Focused Intervention Practices 78 Preventing RRB 79 Changing Consequences to RRB 80 Parent Training 81 Incorporating Child RRBs in Learning Activities 82 Pharmacotherapies 82 Conclusion 82 References 83 Chapter 5: Applied Behavior Analytic Approaches to Early Intervention for Children with Autism 88 Treatment Techniques in Applied Behavior Analytic Approaches to ASD Early Intervention 91 Prompts and Prompt Fading 93 Chaining 93 Task Analysis 93 Differential Reinforcement 93 Shaping 94 Noncontingent Reinforcement (NCR) 94 Functional Communication Training 94 Extinction 94 High P Procedure/Behavioral Momentum 95 Evidence Supporting Applied Behavior Analytic Approaches to ASD Early Interventions 95 Who Can Deliver Applied Behavior Analytic Interventions? 97 Conclusions 98 References 98 Chapter 6: Naturalistic Developmental Behavioral Interventions for Children with Autism 101 Key Features of Naturalistic Developmental Interventions 101 Naturalistic Principles 102 Developmental Principles 104 Early Start Denver Model (ESDM) 107 Theoretical Basis 107 Practice and Implementation 108 Empirical Support 108 Pivotal Response Treatment (PRT) 112 Theoretical Basis 112 Practice and Implementation 112 Empirical Support 113 JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) 114 Theoretical Basis 114 Practice and Implementation 114 Empirical Support 115 Early Social Interaction (ESI) 115 Theoretical Basis 115 Practice and Implementation 118 Empirical Support 118 Project ImPACT (Improving Parents as Communication Teachers) 120 Theoretical Basis 120 Practice and Implementation 120 Empirical Support 120 Incidental Teaching (IT) 122 Theoretical Basis 122 Practice and Implementation 122 Empirical Support 123 Enhanced Milieu Teaching (EMT) 123 Theoretical Basis 123 Practice and Implementation 123 Empirical Support 124 Reciprocal Imitation Training (RIT) 124 Theoretical Basis 124 Practice and Implementation 124 Empirical Support 126 Early Achievements (EA) 127 Theoretical Basis 127 Practice and Implementation 127 Empirical Support 127 Adapted Response Teaching 129 Theoretical Basis 129 Practice and Implementation 129 Empirical Support 130 Conclusions 131 References 132 Chapter 7: The TEACCH Approach and Other Visually Based Approaches for Children with Autism 139 Introduction 139 The TEACCH Approach 139 Structured TEACCHing Goals for Young Children 140 Structured TEACCHing Components 141 Physical Organization of the Environment 141 Schedules 143 Activity Systems 145 Visually Structuring Activities and Cues 145 Blending Structured TEACCHing with Other Approaches 146 TEACCH Summary 147 Other Visual and Augmentative Approaches 148 Picture Exchange Communication System 148 Speech-Generating Devices 148 Video Modeling 149 Summary 149 References 149 Chapter 8: Choosing the “Right” Program for Each Child in Autism Early Intervention 151 Selecting the Right Intervention 151 Selecting the Right Provider 154 Conclusions 156 References 156 Chapter 9: Beyond Monolithic Packages: Important Strategies Across Early Interventions for Children with Autism 158 Promoting Active Child Engagement 158 Caregiver Coaching 159 Incorporate Interaction Strategies into Everyday Routines 160 Thoughtful Environmental Arrangements 161 Arrangements to Support Sensory Differences 161 Supporting Transitions 161 Balancing Between Structure and Novelty 162 Developmental Sequencing of Intervention Goals 162 Data Collection to Guide Goal Selection and Inform Decision Making 163 Providing Meaningful, Natural Reinforcement 164 Task Analysis to Teach Functional Skills 165 Fading Intervention Supports Over Time 166 Conclusion 166 References 166 Chapter 10: Understanding Legislation, Health Insurance, and Disparities in Service Provision in Autism Early Intervention 169 Individuals with Disabilities Education Act 169 Early Intervention Services Under IDEA Part C 169 Transition to School Under IDEA Part B 170 Insurance Coverage for Diagnostic and Early Intervention Services 171 Regional Variation in Service Access and Utilization 172 Ethnic and Racial Disparities in Access to Diagnosis and Support Services 173 Implications 175 Conclusion 175 References 176 Index 178 "This book examines early interventions for children with autism spectrum disorder (ASD) with the goal to enable primary care physicians as well as other clinicians, therapists, and practitioners to assist parents in making informed decisions based on current research. It provides a map for successfully navigating the maze of early interventions for ASD, focusing on evidence. Chapters review the similarities and differences between current evidence-based treatments, how these treatments work, the factors that facilitate their effectiveness, and the pros and cons of their use for different children and different needs. In addition, chapters discuss the services, laws, policies, and societal issues related to early intervention in ASD. Featured topics include: Criteria to evaluate evidence in ASD interventions. Effective approaches for Social communication difficulties in ASD. Effective approaches for Restricted and repetitive behaviors (RRBs) in ASD. Naturalistic, developmental approaches to early intervention for children with ASD The TEACCH approach and other visually based approaches for children with ASD. Applied Behavior Analysis (ABA) approaches to early intervention for children with ASD. What works for whom in ASD early intervention Clinical Guide to Early Interventions for Children with Autism is an essential resource for clinicians, primary care providers, and other practitioners as well as researchers, professors, and graduate students in the fields of child, school, and developmental psychology, pediatrics, social work, child and adolescent psychiatry, primary care medicine, and related disciplines." -- Back cover Front Matter ....Pages i-xiii Autism and Autism Treatment: Evolution of Concepts and Practices from Kanner to Contemporary Approaches (Giacomo Vivanti)....Pages 1-24 Criteria to Evaluate Evidence in Interventions for Children with Autism (Lauren Turner-Brown, Rachel Sandercock)....Pages 25-39 Understanding and Addressing Social Communication Difficulties in Children with Autism (Kristen Bottema-Beutel, Mary Kate Frisch)....Pages 41-59 Understanding and Addressing Restricted and Repetitive Behaviors in Children with Autism (Lauren Turner-Brown)....Pages 61-77 Applied Behavior Analytic Approaches to Early Intervention for Children with Autism (Giacomo Vivanti, Melanie Pellecchia)....Pages 79-91 Naturalistic Developmental Behavioral Interventions for Children with Autism (Giacomo Vivanti, Hongxuan Nicole Zhong)....Pages 93-130 The TEACCH Approach and Other Visually Based Approaches for Children with Autism (Lauren Turner-Brown, Kara Hume)....Pages 131-142 Choosing the “Right” Program for Each Child in Autism Early Intervention (Giacomo Vivanti, Pamela Paragas)....Pages 143-149 Beyond Monolithic Packages: Important Strategies Across Early Interventions for Children with Autism (Kristen Bottema-Beutel, Shannon Crowley)....Pages 151-161 Understanding Legislation, Health Insurance, and Disparities in Service Provision in Autism Early Intervention (Kristen Bottema-Beutel, Josephine Cuda, So Yoon Kim)....Pages 163-171 Back Matter ....Pages 173-179