Evidence-Based Treatment for Children with Autism - 1st Edition - ISBN: 9780124116030, 9780124116184

Evidence-Based Treatment for Children with Autism

1st Edition

The CARD Model

Authors: Doreen Granpeesheh Jonathan Tarbox Adel Najdowski Julie Kornack
eBook ISBN: 9780124116184
Hardcover ISBN: 9780124116030
Imprint: Academic Press
Published Date: 21st August 2014
Page Count: 666
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Table of Contents

  • Preface
  • Acknowledgments
  • Chapter 1: Introduction
    • Abstract
    • Introduction to Early Intensive Behavioral Intervention
    • Format of This Book
    • History of the CARD Model
    • Tone of this Book
  • Chapter 2: Philosophy and Mores
    • Abstract
    • All Humans Are Capable of Learning
    • Children with Autism are Whole People
    • Fearlessness
    • Innovation
    • Open-Mindedness
    • Insistence on Highest Quality
    • The Right to Evidence-Based, Effective Treatment
    • Global Reach
    • Recovery from ASD is Possible
    • Personal Dignity and Self-Determination
    • Summary
  • Chapter 3: The Diagnosis of Autism Spectrum Disorder
    • Abstract
    • Professionals Who Can Diagnose ASD
    • Diagnostic Criteria
    • Changes from DSM-IV
    • Diagnostic Assessments
    • Summary
  • Chapter 4: Principles and Procedures of Acquisition
    • Abstract
    • Background
    • Positive Reinforcement
    • Prompting and Prompt Fading
    • Discrete Trial Training
    • Natural Environment Training
    • Chaining and Shaping
    • Behavioral Skills Training
    • Fluency-Based Instruction
    • Summary
  • Chapter 5: A Functional Approach to Challenging Behavior
    • Abstract
    • The Need for Functional Assessment and Treatment of Challenging Behavior
    • Step 1: Identify, Define, and Prioritize the Target Behavior
    • Step 2: Determine Outcome Goals
    • Step 3: Conduct a Functional Assessment
    • Step 4: Design a Function-Based Behavior Intervention Plan
    • Step 5: Write the Behavior Intervention Plan
    • Step 6: Evaluate the Effectiveness of the Plan
    • Step 7: Troubleshoot and Follow Up
    • Summary
  • Chapter 6: Visual and Other Sensory Modifications
    • Abstract
    • The Response Modification
    • Clinical Indicators for Use of Response Modifications
    • The Stimulus Modification
    • Visual Supports for Organizing the Environment
    • Other Sensory Modifications
    • Summary
  • Chapter 7: Generalization and Maintenance
    • Abstract
    • Generalization
    • Maintenance
    • Summary
  • Chapter 8: Treatment Settings
    • Abstract
    • The Home Setting
    • School-Based Services
    • Center-Based Services
    • Licensed Private Schools
    • Summary
  • Chapter 9: Parent Involvement
    • Abstract
    • Building A Therapeutic Relationship with Parents
    • Designing the Parent Training Program
    • Delivering Parent Training
    • Troubleshooting
    • Summary
  • Chapter 10: Introduction to the Center for Autism and Related Disorders Curriculum Series
    • Abstract
    • History and Background
    • Philosophy Behind the CARD CURRICULUM SERIES
    • Development and Framework of the CARD CURRICULUM SERIES
    • Summary
  • Chapter 11: Language
    • Abstract
    • Echoics
    • Mands
    • Matching
    • Understanding the Verbal Behavior of Others
    • Tacts
    • Intraverbals
    • Improving Articulation and Increasing Complexity
    • Strategies for Success
    • Summary
  • Chapter 12: Play
    • Abstract
    • Why Bother Teaching Play?
    • Domains of Play
    • Progression Through Play Training
    • Strategies for Success in Teaching Play
    • Common Pitfalls in Teaching Play
    • Summary
  • Chapter 13: Adaptive
    • Abstract
    • Adaptive Skill Domains
    • When Are Adaptive Skills a Priority?
    • Strategies for Success
    • Common Pitfalls in Teaching Adaptive Skills
    • Summary
  • Chapter 14: Motor
    • Abstract
    • Motor Domains
    • Teaching Procedures
    • Strategies for Success in Teaching Motor Skills
    • Common Pitfalls in Teaching Motor Skills
    • Summary
  • Chapter 15: Academics
    • Abstract
    • Academic Domains
    • Teaching Procedures
    • Strategies for Success
    • Common Pitfalls
    • Summary
  • Chapter 16: Social
    • Abstract
    • Common Social Difficulties in Autism Spectrum Disorder
    • Domains of Social Skills Instruction
    • Teaching Strategies
    • Strategies for Success in Teaching Social Skills
    • Common Pitfalls in Social Skills Instruction
    • Summary
  • Chapter 17: Cognition
    • Abstract
    • Perspective-Taking Deficits in Children with Autism
    • Desires
    • Preferences
    • Emotions
    • Physical States
    • Sensory Perspective Taking
    • Knowing
    • Beliefs
    • Deception
    • Thinking
    • Detecting Sarcasm
    • Intentions
    • General Tips for Success
    • Common Pitfalls When Teaching Perspective-Taking Skills
    • Summary
  • Chapter 18: Executive Functions
    • Abstract
    • Structure of the Executive FUNCTIONS Curriculum
    • Flexibility
    • Memory
    • Self-Management and Related Skills
    • Problem Solving
    • Planning
    • General Tips for Success
    • Common Pitfalls in TEACHING Executive Function Skills
    • Summary
  • Chapter 19: Clinical Supervision
    • Abstract
    • Supervising the Child’s Learning: Programming
    • Supervision Across the Treatment Life Cycle
    • Ongoing Clinical Problem Solving
    • Critical Repertoires of Clinical Supervisor Behavior
    • Common Pitfalls in the Supervision Process
    • Supervising the Therapy Team: Staff Management
    • Parent Training and Support
    • Summary
  • Chapter 20: Data Collection and Treatment Evaluation
    • Abstract
    • Data Collection
    • Treatment Evaluation and Data Analysis
    • Summary
  • Chapter 21: Organizational Structure
    • Abstract
    • Clinical Job Descriptions
    • Higher Level Clinical Leadership
    • Management and Administration
    • Summary
  • Chapter 22: Training and Quality Control
    • Abstract
    • Therapist Training
    • Senior Therapist
    • Therapist Liaisons
    • Clinical Supervisor Training
    • Clinical Supervisor Ongoing Quality Assurance
    • Summary
  • Chapter 23: Ethics
    • Abstract
    • Summary
  • Chapter 24: Medical Treatment and Interdisciplinary Collaboration
    • Abstract
    • Medical Treatment for Autism
    • Building Productive Collaborative Relationships
    • Summary
  • Chapter 25: Standardized Assessment
    • Abstract
    • Categories of Standardized Assessment
    • Psychometrics
    • Interpreting Standardized Assessment Scores
    • Bell Curve
    • Raw Scores
    • Assessments
    • Using the Results of Standardized Assessments
    • Summary
  • Chapter 26: Technology
    • Abstract
    • Assessment and Curriculum
    • Teaching Technology
    • Communication Applications
    • Challenging Behavior Management
    • Other Clinical Tools
    • Data Collection
    • Care Coordination and Case Management
    • Training
    • Telemedicine
    • ABA Business Management Solutions
    • Community Outreach
    • Summary
  • Chapter 27: Research
    • Abstract
    • The Importance of Research
    • Foundational Research of which You Should be Aware
    • Research at the Center for Autism and Related Disorders
    • Autism Research Group
    • How to Stay Connected to New Research
    • How to Do Research in Your Organization
    • Summary
  • Chapter 28: Global Dissemination
    • Abstract
    • Remote Clinical Services Model
    • Affiliate Sites
    • Cultural Challenges
    • Summary
  • CARD Indirect Functional Assessment (CIFA)
  • Appendix B: Behavior Intervention Plan Short Format
  • Appendix C: Sample Curriculum Lesson from Skills® (abridged for length), Reprinted with permission from the Center for Autism and Related Disorders, Inc.
  • Appendix D: CARD Language Curriculum
  • Appendix E: Card Play Curriculum
    • I. Level One
    • II. Level Two
    • III. Level Three
    • IV. Level Four
    • V. Level Five
    • VI. Level Six
    • VII. Level Eight
  • Appendix F: Card Adaptive Curriculum
    • I. Level One
    • II. Level Two
    • III. Level Three
    • IV. Level Four
    • V. Level Five
    • VI. Level Six
    • VII. Level Seven
    • VIII. Level Eight
    • IX. Level Ten
    • X. Level Eleven
    • XI. Level Twelve
  • Appendix G: Card Motor Curriculum
    • I. Level One
    • II. Level Two
    • III. Level Three
    • IV. Level Four
    • V. Level Five
    • VI. Level Six
  • Appendix H: Card Academic Curriculum
    • I. Level Three
    • II. Level Four
    • III. Level Five
    • IV. Level Six
    • V. Level Seven
    • VI. Level Eight
    • VII. Level Nine
    • VIII. Level Ten
  • Appendix I: Card Social Curriculum
    • I. Level One
    • II. Level Two
    • III. Level Three
    • IV. Level Four
    • V. Level Five
    • VI. Level Six
    • VII. Level Seven
    • VIII. Level Eight
    • IX. Level Nine
    • X. Level Ten
    • XI. Level Eleven
    • XII. Level Twelve
  • Appendix J: CARD Cognition Curriculum
    • I. Level Two
    • II. Level Four
    • III. Level Six
    • IV. Level Seven
    • V. Level Eight
    • VI. Level Nine
    • VII. Level Ten
    • VIII. Level Eleven
    • IX. Level Twelve
  • Appendix K: Card Executive Functions Curriculum
    • I. Level One
    • II. Level Two
    • III. Level Three
    • IV. Level Four
    • V. Level Five
    • VI. Level Six
    • VII. Level Seven
    • VIII. Level Nine
    • IX. Level Ten
    • X. Level Eleven
    • XI. Level Twelve
  • References
  • Glossary
  • Index

Description

This manual is a user-friendly, comprehensive description of the Center for Autism and Related Disorders (CARD) model of autism treatment—the latest scientific information on what truly works in treating autism in an integrated, organized, consumable format. The book details effective early behavioral intervention, covering topics such as challenging behavior, visual modification, parental involvement, improving language, cognition, and social skills, and ends with a section that explains how all of the treatments can be put together in real-life service provision organizations. The CARD model is highly comprehensive and provides useful clinical information to form cutting-edge treatment programs.

Key Features

  • Describes in detail the world-renowned, state-of-the-art CARD model of treatment for children with autism spectrum disorders
  • Provides practitioners critical guidance in how to combine the best components into comprehensive treatment programs for individuals with autism that are not only backed by research, but also the most effective, and the least intrusive
  • Includes practical information, presented in a user-friendly, professionally-oriented format, with tables, figures, and flowcharts to help guide real-life clinical decision making

Readership

Clinicians working with patients with autism.


Details

No. of pages:
666
Language:
English
Copyright:
© Academic Press 2014
Published:
Imprint:
Academic Press
eBook ISBN:
9780124116184
Hardcover ISBN:
9780124116030

About the Authors

Doreen Granpeesheh Author

Affiliations and Expertise

Center for Autism and Related Disorders, Tarzana, CA, USA

Jonathan Tarbox Author

Jonathan Tarbox, PhD, BCBA-D, is the Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California, as well as Director of Research at FirstSteps for Kids. Dr. Tarbox is Associate Editor of the journal Behavior Analysis in Practice and serves on the editorial boards of five major scientific journals related to autism and behavior analysis. He has published three books on autism treatment and well over 70 peer-reviewed journal articles and chapters in scientific texts. His research focuses on behavioral interventions for teaching complex skills to individuals with autism, treatment of feeding disorders, and technology in autism treatment.

Affiliations and Expertise

University of Southern California and FirstSteps for Kids, Los Angeles, CA, USA

Adel Najdowski Author

Adel Najdowski, Ph.D., BCBA-D is an Associate Professor and Program Director of M.S. in Behavioral Psychology at Pepperdine University. Dr. Najdowski has provided ABA-based services to children with autism for 20 years. Between 2005 and 2010, she led the development of Skills®, an online curriculum for children with autism. In 2014, Dr. Najdowski co-authored, Evidence-Based Treatment for Children with Autism: The CARD Model. She has over 40 publications in peer-reviewed journals, book chapters in scientific texts, and articles in popular media. Dr. Najdowski has served on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice and as a Guest Editor for a special issue in Research in Autism Spectrum Disorders. Her current research interests include teaching higher-order skills to children with autism and assessment and curriculum design for children with autism.

Affiliations and Expertise

Pepperdine University, Department of Psychology, Los Angeles, CA USA

Julie Kornack Author