Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice

The Second Edition of this handbook provides significantly updated and expanded content and coverage, including new chapters on the changing epidemiology of autism spectrum disorder (ASD), measurement and assessment of problem behaviors, value-based care for ASD, conceptual foundations of evidence-based practices, the use of technology, and functional behavior assessment in ASD treatment. This unique volume addresses basic questions in salient detail, from epidemiology and diagnosis to guiding treatment decisions. In addition, it examines treatment delivery systems and new technologies to support individuals with ASD. Key areas of coverage include: History of the evolving diagnostic criteria for ASD. Early screening and diagnostic measures and practices. Ethics and economics of early intervention. Detailed descriptions of evidence-based practices in treating the behavioral deficits and excesses associated withASD. Interdisciplinary collaboration to address co-occurring conditions and treat the whole patient. Caregiver collaboration to foster treatment integrity and consistency to improve outcomes. The Second Edition of the Handbook of Early Intervention for Autism Spectrum Disorders is a must-have comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child, developmental, and school psychology, child and adolescent psychiatry, social work, public health, pediatric medicine, rehabilitation, and special education. Preface References Contents About the Authors About the Editors An Overview of Recent Developments in Treatment for Children with Autism Spectrum Disorder 1 Changing Epidemiology and Its Implications 2 COVID-19 and Its Impact 3 Treatment Trends 3.1 Current Practices 3.2 Applied Behavior Analysis 3.3 Increasing Parental Involvement 3.4 Dietary Interventions 3.5 Sensory Treatments 3.6 Miscellaneous New Therapies 3.6.1 Robotics 3.6.2 Transcranial Stimulation 3.6.3 Scalp Acupuncture 3.6.4 Qigong 3.6.5 Psychopharmacology 4 The Challenge of Dissemination and Quality Assurance of Evidence-Based Practices 5 Conclusions References From Kanner to DSM-V 1 Kanner’s Autism 1.1 Schizophrenia and Autism: Related But Unique Disorders 1.2 Initial Diagnostic Criteria for Autistic Disorder 1.2.1 Profound Autistic Withdrawal 1.2.2 Need for Sameness 1.2.3 Excellent Rote Memory 1.2.4 Mutism or Language That Lacks Communicative Purpose 1.2.5 Tendency to Be Overstimulated 1.2.6 Skillful Relationship with Objects 1.2.7 Appearance of Intelligence 1.3 Kanner’s Revised Diagnostic Criteria for Autism 1.4 Kanner’s Disproved Assumptions 1.5 Diagnostic Progress Beyond Kanner 1.5.1 Delay in Speech 1.5.2 Failure to Develop Interpersonal Relationships 1.5.3 Ritualistic and Compulsive Phenomena 1.5.4 Onset Before 30 Months 2 Standardized Diagnosis Within The Diagnostic and Statistical Manual of Mental Disorders 2.1 DSM-IV-TR Criteria for Autistic Disorder 2.2 DSM-IV-TR Diagnostic Criteria for Pervasive Developmental Disorder-Not Otherwise Specified 2.3 DSM-IV-TR Diagnostic Criteria for Asperger’s Disorder 2.4 Differential Diagnosis 2.5 Changes in DSM-5 2.6 Autism Spectrum Disorder (American Psychiatric Association, 2013) 3 The “Autism Epidemic” and the Evolving Diagnosis of Autism 3.1 Impact of the Changes in Diagnostic Criteria 3.2 The Challenge and Importance of Early and Accurate Diagnosis 4 Conclusions References Several Disorders on a Continuum or One? 1 Categorical Versus Dimensional Approaches to Classification 1.1 Categorical Approaches 1.2 Dimensional Approaches to Diagnosis 1.3 Screening Instruments 1.4 Problems for Categorical and Dimensional Approaches 1.5 Machine Learning and Biomarker Approaches to Early Diagnosis 2 Current Controversies in Classification 2.1 Autism in Infants and Young Children 3 The Future of Autism Spectrum Disorder(s): DSM-5 and Beyond References Related Disorders (Intellectual, Attention, and Language Disorders) and ASD 1 Autism and Intellectual Disability (ID) 1.1 Criteria for Intellectual Disability (ID) 1.2 Overlapping Symptomatology 1.2.1 Intellectual Disabilities in Individuals with ASD 1.2.2 Autistic Symptomatology in Individuals with Intellectual Disabilities (IDs) 1.3 Differential Diagnosis 1.3.1 ASD Only Versus Comorbid ASD and ID 1.3.2 ID Only Versus ASD (Either With or Without Comorbid ID) 1.3.3 ID Only Versus Comorbid ID and ASD 1.4 Genetic Studies 1.5 Theories About the Relationship Between ASD and Intellectual Disability 1.6 Conclusions 2 Autism and Attention-Deficit/Hyperactivity Disorder (ADHD) 2.1 Criteria for Attention-Deficit/Hyperactivity Disorder (ADHD) 2.2 Overlapping Symptomatology and Differential Diagnosis 2.2.1 ASD Symptoms in Individuals with ADHD Problems with Social Interaction Problems with Communication Restricted and Repetitive Behaviors and Interests 2.3 ADHD Symptoms in Individuals with ASD 2.3.1 Attentional Processes in Autism 2.4 Executive Functioning Deficits in ASD and ADHD 2.5 Genetic and Neuroanatomy Studies 2.6 Difficulty of Differential Diagnosis 2.6.1 Limitations of Behavioral Measures 2.6.2 Fluidity of Symptoms with Age 2.7 Theories About the Relationship Between ASD and ADHD 2.8 Conclusions 3 Autism and Language Disorders 3.1 Criteria for Communication Disorders 3.2 Types of Language Disabilities in Children with ASD and Children with Communication Disorders 3.3 Overlapping Symptomatology and Differential Diagnosis 3.3.1 Differential Diagnosis 3.3.2 Difficulty of Differential Diagnosis: Overlapping Symptomatology and Change in Clinical Presentation of Disorders 3.4 Limitations of Behavioral Measures 3.5 Genetic Studies 3.6 Theories About the Relationship Between ASD and Communication Disorders 3.6.1 Language Disability in ASD: Subsumed Under the ASD Diagnosis or a Comorbid Condition? 3.7 Conclusions 4 Treatment Implications 5 Implications for Outcomes References Measures Used to Screen and Diagnose Autism Spectrum Disorders in Young Children 1 Methods of Assessment 2 Screening Instruments 3 Measures of ASDs in Young Children 4 Screening Instruments 4.1 Level 1 Screeners 4.2 Level 2 Screeners 5 Diagnostic Measures 5.1 Observational Measures 5.2 Parent/Caregiver Structured Interviews 5.3 Informant-Based Behavior Checklists 6 Conclusions and Recommendations References Screening and Identification of Treatment Targets 1 Skill-Based and Adaptive Assessments 2 Externalizing Behaviors 3 Standardized Skill Screeners and Assessments 4 Function-Based Screeners and Assessments 4.1 Indirect Functional Assessments 4.2 Direct Functional Assessments 5 Conclusions References Psychological Theories of Autism 1 Primary Cognitive Deficit Accounts of Autism 1.1 Theory of Mind Theory of Autism 1.2 Weak Central Coherence 1.3 Executive Dysfunction Theory 1.4 The Extreme Male Brain Theory 1.5 Social Motivation Theory 2 From Primary Deficit Accounts to Multiple Processes Accounts 3 Broader Theoretical Influences on Autism Conceptualizations 3.1 Psychoanalysis 3.2 Behaviorism 3.3 Developmental Science and Constructivism 4 Theoretical Perspectives from Evolving Societal Views on Autism 5 Conclusions References Behaviour Analytic Theories of Autism Spectrum Disorder 1 Theoretical Developments in the Study of ASD, 1872–1960 2 Behavioural Approaches 2.1 Positive Reinforcement and Behavioural Deficits 2.2 Comprehensive Behavioural Theory of Autistic Children 2.3 Contingency-Shaped Disorder of Verbal Behaviour 2.4 Low-Level Deficit Theories 2.4.1 Behaviour Interference Theory 2.4.2 Stimulus Control Problems 2.4.3 Comparator Theory 3 Behaviour Analytic Theories and ASD 3.1 Comparisons Between Theories 3.2 Learning Theory and ASD Interventions 3.2.1 Historical Primacy for Effective Interventions 3.2.2 Environment and Learning 3.2.3 Perception and Attention 3.2.4 Language Learning 4 Summary References A Medical Neighborhood Model for Chronic Autism Care: A Compassionate Systems Perspective 1 The Impact of Health Disparities 2 Chronic Care Model for ASD 2.1 The Imbalance of Physician Supply and ASD Demand 2.2 Physician Knowledge 2.3 Logistics of Patient Care 3 The Solution 3.1 Agency for Healthcare Research and Quality and the Medical Neighborhood Model of Care 4 Toward the Future of a Medical Neighborhood for ASD: A Systems Approach 4.1 A Structured Interdisciplinary Assessment Framework 4.2 Care Navigation 4.3 Care Coordination 4.4 Anticipatory Guidance and Coproduction 4.4.1 The Role of Health Literacy and Family Training in Anticipatory Guidance Efficacy and Care Navigation 4.5 Clinical Decision Support Systems and Humanistic Artificial Intelligence 4.6 Measuring the Impact: A Multimethod Approach 4.6.1 Care Navigation and Care Coordination Accountability Measures 4.6.2 Advances in Assessment 4.6.3 Additional Clinical Measures 4.7 On the Philosophy of Autism Treatment 4.8 Payment Structure 5 Conclusion References Defining Evidence-Based Practice and Autism Spectrum Disorders 1 Behavioral Interventions 2 Naturalistic Developmental Behavioral Interventions 3 Pharmacological Treatment 4 Summary References A Structured Interdisciplinary Assessment Framework for Autism, Treatment, and Intervention 1 Assessment Purpose and Function Within Treatment 2 Challenges and Opportunities in the Current System 2.1 Limitations of the Current System 2.2 Assessments in Isolation 2.3 Lack of Availability or Consistency in Information from Other Areas of Concern 2.4 Assessment Overlap and Scope 2.5 Child Development 2.6 Assessment Tool Selection Bias and “Teaching to the Test” 2.7 Payer Requirements and Expectations Deviate from Clinical Practices or Best Practice Standards 3 The Solution: Seven Points of an Effective Assessment Process 3.1 Interdisciplinary and Holistic Assessment and Programming 3.2 Assessment Systems and Tools 3.2.1 Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) 3.2.2 The Assessment of Basic Language and Learning Skills–Revised (ABLLS-R®) 3.2.3 Promoting Emergence of Advanced Knowledge (PEAK) 3.2.4 Essential for Living (EFL) 3.2.5 Assessment of Functional Living Skills (AFLS) 3.2.6 Social Responsiveness Scale—2nd Edition (SRS-2) 3.2.7 Early Start Denver Model (ESDM) 3.2.8 Open-Ended Functional Assessment Interview (OEFAI) 3.2.9 Behavior Rating Inventory of Executive Function–2nd Edition (BRIEF-2) 3.2.10 Questions About Behavioral Function (QABF) 3.2.11 Clinical Assessment of Articulation and Phonology–2nd Edition (CAAP-2) 3.2.12 Bruinsky-Oseretsky Test of Motor Proficiency–2nd Edition (BOT-2) 3.2.13 Miller Function and Participation Scales (M-FUN) 3.2.14 Visual–Motor Integration Assessment (VMI) 3.2.15 Sensory Profile–2nd Edition (SP-2) 3.2.16 Peabody Picture Vocabulary Test–4th Edition (PPVT) 3.2.17 Expressive Vocabulary Test–3rd Edition (EVT) 3.2.18 Comprehensive Assessment of Spoken Language–2nd Edition (CASL) 3.2.19 Clinical Evaluation of Language Fundamentals–5th Edition (CELF-5) 3.2.20 Receptive One-Word Picture Vocabulary Test–4th Edition (ROWPVT-4) 3.2.21 Preschool Language Scales–5th Edition (PLS-5) 3.2.22 Goldman Fristoe Test of Articulation–3rd Edition (GFTA-3) 3.2.23 Pervasive Developmental Disorder Behavior Inventory (PDDBI) 3.2.24 Parenting Stress Index–4th Edition (PSI-4) 3.2.25 Vineland Adaptive Behavior Scales 3.2.26 Skills 3.2.27 Functional Communication Profile–Revised (FCP-R) 3.3 Contemporary Approach to Assessment: Technology and Tools 3.4 The Contextual and Functional Fit of Skill Development Within an Individual’s Life 3.5 Implementation Science 3.6 Treatment Intensity and Clinical Recommendations of Service Delivery 3.7 Oversight, Monitoring, Review, and Reassessment 3.8 Requisite Payment Structure for State-of-the-Science Assessment 4 Summary References Clinical Decision Modeling as an Effective Technology for Achieving Best Practice Standards for Treatment Intensity 1 Case Example: Marcelino 2 Introduction 3 Focus on Applied Behavior Analysis as a Treatment Modality for Autism Spectrum Disorder 4 History and Definitions of Decision-Making 5 Clinical Decision Support Systems 6 ABA as a Growing Field 7 Treatment Intensity Resources 8 Confirmation Bias Within Decision Making 9 A Call for CDSS Within Treatment Intensity Recommendations 10 Implementation of Clinical Decision Support Systems 11 Conclusions of CDSS Related to Treatment Intensity References Discrete Trial Teaching and Discrimination Learning 1 Discrete Trial Teaching and Discrimination Training 2 Discrete Trial Teaching 2.1 Background 2.2 Components of Discrete Trial Teaching 2.3 Other Teaching Procedures Often Used in Conjunction with DTT 2.4 Areas of Application and Scientific Support 2.5 Discrete Trial Teaching (DTT) and Telehealth 3 Discrimination Learning 3.1 Teaching Language Comprehension Using the Systematic Stimulus Presentation Procedure 3.2 Criticism of the Systematic Stimulus Presentation Procedure 4 What Constitutes the Optimal Procedure for Discrimination Training? 4.1 Other Strategies to Facilitate Discrimination Learning 4.2 Functional Reinforcement Procedures 4.3 Discrimination Learning: Teaching Expressive Language 4.4 Potential Problems with the Systematic Stimulus Presentation Procedure 4.5 Individualizing and Optimizing DTT and Discrimination Training 4.6 Probing 4.7 Learning by Elimination 5 Teaching Curriculum and Types of Stimulus Control: Toward a Functional Analysis of Stimulus Control 5.1 Simple Discriminations (SD-R-SR) 5.2 Conditional Discriminations 5.3 Simultaneous and Successive Discriminations 5.4 Delayed Response 5.5 Cross-Modal Relations 5.6 Arbitrary-Related Stimuli 5.7 Beginning Curriculum 6 Summary and Future Research References Naturalistic Intervention 1 Milieu Teaching 2 Pivotal Response Training 3 Reciprocal Imitation Training (RIT) 4 Implementation 4.1 Naturalistic Teaching in the Classroom 4.2 Caregiver-Implemented Intervention 4.3 Peer-Implemented Intervention 4.4 Sibling-Implemented Intervention 5 Current and Future Directions for Research References Naturalistic Developmental-Behavioral Interventions for Early Autism: Characteristics and Effects 1 Introduction 2 Defining Naturalistic- Developmental Behavior Interventions 3 Methods for Conducting the Systematic Review Identification 4 Discussion 4.1 Review of Meta-analyses 4.2 Areas of Needed Improvement 5 Early Intervention and Neurodiversity Values References Teaching Independence and Complex Social Behavior to Young Learners on the Autism Spectrum Using Activity Schedules 1 Introduction 2 Activity Schedule Teaching Procedures 2.1 Basic Independent Activity Schedules 2.2 Prerequisite Skills 2.3 Preparing the Environment 2.4 Schedule Teaching and Prompting 2.5 Data Collection 2.6 Generalization and Natural Environment Implementers 3 Increasing Activity Schedule Complexity 3.1 Incorporating Choice 3.2 Open-Ended Activities 3.3 Embedded Social Interactions 4 Social Activity Schedules 4.1 Joint and Group Activity Schedules 4.2 Linked Activity Schedules 5 Activity Schedule Modalities 6 Summary References Use of Visual Supports with Young Children with Autism 1 Use of Visual Supports with Young Children with Autism 1.1 Definition of Visual Supports 1.2 Application of Visual Supports to Young Children 1.3 Application of Visual Supports to Young Children with Autism 1.3.1 Enhanced Perceptual Functioning 1.3.2 Bias Toward Local Processing 1.3.3 Executive Function 2 Research Base 2.1 Considerations Around Developmentally Appropriate Practice 3 Specific Visual Supports 3.1 Visual Supports to Organize Learning Environments 3.2 Visual Supports to Establish Expectations 3.2.1 Visual Schedules 3.2.2 Visual Instructions 3.2.3 Structured Work Systems 3.2.4 Scripts 3.2.5 Social Narratives 3.2.6 Power Cards 3.3 Visual Cues 3.3.1 Conversation and Initiation Cues 3.3.2 Visual Supports for Choice Making 3.3.3 Visual Timers 3.3.4 Finished Box 3.4 Electronic Visual Supports 3.4.1 Video-Based Visual Supports Video Modeling Video Self-modeling Video Prompting & Point-of-View Modeling 4 Conclusions and Future Directions 4.1 Use of Technology 4.2 Application to Young Children 4.3 Intervention Components and Implementation References Teaching Verbal Behavior to Children with Autism Spectrum Disorders 1 Diagnosis 2 Treatment 3 Verbal Behavior 3.1 Verbal Units (Operants) 4 Developing Basic Communication Skills 4.1 Assessment 4.2 Teaching Mands 4.3 Teaching Echoics 4.4 Teaching Tacts 4.5 Teaching Intraverbals 4.6 Textual Behavior and Comprehension 4.7 Bidirectional Naming and Symbolic Behavior 4.8 Programming for Generativity 5 Conclusion References Interventions to Improve Social and Play Skills for Autistic Children 1 Introduction 2 Development of Social Skills in Autism 3 Value in Targeting Social Skills 4 Promoting Child Self-Advocacy During Treatment 5 Considerations in Selecting Social Skills Interventions 5.1 Visual Supports 5.2 Video Modeling 5.3 Self-Management 5.4 Social Skills Training Groups 5.5 Parent-Implemented Intervention 5.6 Peer-Based Instruction 5.7 Technology-Aided Intervention 5.8 Social Narratives 6 Conclusion References Teaching Independent Living Skills to Children with Autism Spectrum Disorder 1 Why Address Independent Living Skills with Young Children with Autism? 2 Barriers to Independence 3 What Research Tells Us 3.1 Toileting and Feeding Research 3.2 Research on Other Self-Care Skills 4 Targeting Independent Living Skills in Young Children with Autism 4.1 Assessment and Use of Developmental Norms to Identify Target Skills 4.2 Foundation Skills and How They Are Linked to Target Skills 4.2.1 Attending and Orienting Towards Social Stimuli 4.2.2 Imitating 4.2.3 Responding to Prompts 4.2.4 Completing Gross and Fine Motor Skills 4.2.5 Completing Tasks with a Beginning and End 4.2.6 Independent Sustained Engagement 4.2.7 Photo Reading Skills 4.2.8 Following a Photo Activity Schedule 4.2.9 Requesting for Items and Assistance 5 Instructional Strategies 5.1 Prompts 5.2 Transferring Stimulus Control Using Prompt Fading 5.3 Reinforcement and Shaping 5.4 Motivation Operations 5.5 Generalization 5.6 Incidental Teaching 5.7 Task Analysis 5.8 Chaining Procedures 5.9 Fluency-Building Procedures 5.10 Parent Training and Cultural Considerations 5.11 Technology that Can Reduce Reliance on Teacher Prompts 5.12 Data Collection and Analysis 6 Future Directions References Neurodiversity Affirming Outcomes: The Evolution from Recovery to a Social Model of Disability 1 Introduction 2 Brief History of Recovery Focus in Autism Service Delivery 3 Social Model of Disability 4 The Neurodiversity Affirming Movement and Calls for Neurodiversity Affirming Practice 5 Goals of Services 5.1 Patient-Centered Outcomes 5.2 Identifying Goals of Treatment 5.3 Reconsidering Diagnostic Criteria 5.4 Medical Necessity 5.5 Identity Versus Diagnosis 6 Reconsidering Comprehensive Approaches to Measuring Outcome 6.1 Incorporating Client and Caregiver Values References Mainstream Education for Children with Autism Spectrum Disorder 1 Pupils with ASD in Mainstream Schools 2 The Pendulum of Segregated Education and its Relation to ASD 3 The Impact of Mainstream Education on the Child with ASD 3.1 Academic Progress 3.2 Social Progress 3.3 Child Views and Happiness 3.4 Behaviour and Compliance 4 Factors Promoting Mainstream Success 4.1 Child Characteristics 4.2 School Factors 4.3 Teacher Factors 4.4 Teaching Practices and Support 5 Supporting the Child with ASD in the Mainstream 5.1 Preparing the Teachers 5.2 Preparing the Teaching Strategies 5.3 Preparing the Other Children 5.4 Preparing the Child with ASD and Their Family 6 Summary References Controversial Treatments for Autism Spectrum Disorders 1 Introduction 2 Controversial and Alternative Treatments 2.1 Dietary Changes 2.1.1 Gluten-Free and Casein-Free Diet (GFCF) 2.1.2 Secretin 2.1.3 Supplements and Vitamins 2.2 Cannabinoid Treatment 2.3 Hyperbaric Oxygen Treatment (HBOT) 2.4 Chelation Therapy 2.5 Animal-Assisted Intervention 2.6 Facilitated Communication 2.7 Sensory Integration Therapy 2.8 Auditory Integration Training 2.9 Aromatherapy 2.10 Stem Cell Therapy 2.11 Conclusion References Families of Children with Autism Spectrum Disorders: Intervention and Family Supports 1 Findings 1.1 Parent Involvement in Early Intervention 1.2 Summary of the Research 1.3 Trends and Issues 1.4 Parent- and Sibling-Mediated Interventions 1.5 Summary of the Research 1.6 Trends and Issues 1.7 Family Support Practices 1.8 Summary of the Research 1.9 Trends and Issues 1.10 Interventions Addressing Parent Mental Health 1.11 Summary of the Research 1.12 Trends and Issues 2 Concluding Remarks and Future Research References Autism and Medical Comorbidities 1 Introduction 2 Autism Spectrum Disorders (ASD) and Epilepsy 2.1 Epidemiology 2.2 Etiology 2.3 Clinical Presentation 2.4 Seizure Classification 2.5 Diagnosis 2.5.1 Electroencephalography 2.5.2 Neuroimaging 2.5.3 Genetics 2.5.4 Serologic Testing 2.6 Management 2.6.1 Medication 2.6.2 Alternative Therapies 2.7 Conclusion 3 ASD and Cerebral Palsy 3.1 Definition of Cerebral Palsy 3.2 Epidemiology 3.3 Etiology 3.3.1 Risk Factors: Cerebral Palsy 3.3.2 Risk Factors: Autism Spectrum Disorders and Cerebral Palsy 3.4 Clinical Presentation 3.5 Diagnosis 3.6 Management 3.7 Conclusion 4 ASD and Gastrointestinal Disorders 4.1 Definitions 4.2 Epidemiology 4.3 Etiology 4.4 Clinical Presentation 4.4.1 Relationship to Other Disorders 4.5 Diagnosis 4.6 Management 5 Hearing and Vision in ASD 6 Motor and Developmental Coordination Disorders 6.1 Developmental Coordination Disorder 6.1.1 Treatment 7 Sleep Disorders 7.1 Role of Pharmacotherapy 8 Migraines and Autism 8.1 Incidence 8.2 Risk Factors for Migraine in ASD 8.3 Pathophysiology 8.4 Autism and Migraine 8.5 Assessment 8.6 Management 8.6.1 Prevention of Migraines 8.6.2 Treatment of Acute Migraine 9 Tic and Tourette Disorders 9.1 Tics Versus Stereotypic Movements 9.2 Natural History of Tics and Tourette Syndrome 9.3 Etiology of Tics and Tourette Syndrome 9.4 Diagnosis of Tics and TS 9.5 Treatment 10 Chapter Summary References Severe Behavior Problems 1 Severe Behavior Problems 2 Severe Problem Behavior and Trauma 3 Preventive Strategies for Severe Problem Behavior 4 Reactive Strategies for Severe Problem Behavior 5 Functional Assessment 6 Behavioral Treatment Strategies 6.1 Initial Treatment Procedures 6.2 Treatment Extensions 7 Incorporating a Trauma-Informed Framework 7.1 Behavioral Assessment with TIC Framework 7.2 Behavioral Treatment with TIC Framework 8 Conclusions References Behavioral Disorders in Young Children with Autism Spectrum Disorder 1 Introduction 2 Challenging Behaviors 2.1 Stereotyped Movements and Ritualistic Behaviors 2.2 Self-Injurious Behavior 2.3 Aggressive Behaviors 2.4 Disruptive and Destructive Behaviors 3 Assessment of Challenging Behaviors 3.1 Indirect Assessment Methods 3.2 Interviews 3.3 Behavior-Rating Scales 3.4 Direct Assessment 3.5 Observation Systems 3.6 Functional Analysis 3.7 Psychiatric Assessment 4 Interventions and Treatment for Challenging Behaviors 4.1 Behavioral Interventions 4.2 Psychiatric Interventions 5 Summary References Mental Health Disorders in Young Children with Autism Spectrum Disorders 1 Mental Health Disorders in Young Children with ASD 2 Prevalence 3 Impact of IQ 4 Anxiety and Mood Disorders 4.1 Anxiety Disorders 4.2 Depressive Disorders 5 Disruptive/Externalizing Behavior Disorders 5.1 Oppositional Defiant Disorder 5.2 Attention Deficit Hyperactive Disorder 6 Interventions 7 Behavioral Interventions 7.1 Parent Training 7.1.1 Parent-Child Interaction Therapy (PCIT) 7.1.2 Research Units in Behavioral Intervention—Parent Training (RUBI—PT) 7.1.3 Stepping Stones Triple P Positive Parenting Program (SSTP) 7.1.4 Addressing Parenting Stress in Parent Training 7.2 Cognitive Behavioral Interventions 7.3 Dialectical Behavioral Therapy (DBT) 7.4 Use of Technology in Intervention 7.4.1 Telehealth 7.4.2 Extended Reality 7.4.3 Robot Assisted 8 Psychopharmacological Treatments 8.1 Anxiety and Mood Disorders 8.2 Disruptive Behaviors 8.3 ADHD 9 Summary References Training and Supporting Caregivers in Evidence-Based Practices 1 Why Caregiver Training Is Needed 2 Research: Reviews of Available Studies 3 Available Interventions That Include Caregiver Training 3.1 Behavior Management Intervention 3.2 Social Communication Interventions (Project ImPACT, JASPER) 3.3 Social Skills Interventions (Children’s Friendship Training, PEERS) 3.4 Emotion Dysregulation and Anxiety (RT, STAMP, EASE Teams, Facing Your Fears) 3.5 Feeding Interventions (RUBI—Feeding, MEAL Plan) 3.6 Daily Living Skills 4 Supporting and Empowering Caregivers 4.1 Caregiver Stress and Mental Health 4.2 Family Well-Being 4.3 Strength-Based Caregiver Training 4.4 Caregivers’ Self-Efficacy 5 Family Characteristics to Consider 5.1 Attributions 5.2 Family Composition 5.3 Cultural Factors 6 Accessibility of Caregiver Training 6.1 Group vs Individual Programs 6.2 Telehealth Approach to Caregiver Training 7 Considerations in Choosing a Caregiver Training Program 8 Summary References Multicultural and Minority Issues 1 Cross-Cultural Differences in Prevalence Factors 2 Cross-Cultural Differences in ASD Symptoms 3 Cross-Cultural Differences in the Perception of ASD Symptoms 4 Cross-Cultural Differences in Treatment 5 Recent Trends: Technology-Based Assessments and Interventions 6 Cross-Cultural Factors to Be Considered 7 Conclusion References Index "Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine."--