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A progressive approach to applied behavior analysis : the autism partnership method /

Approximately 1 in 54 children in the U.S.will be diagnosed with an autism spectrum disorder (ASD) and that number is expected to rise, according to the CDC.Applied Behavior Analysis (ABA) is one of the most common interventions for those with ASD.

Bibliographic Details
Main Author: Leaf, Justin B. (Author)
Corporate Author: ScienceDirect (Online service)
Format: eBook
Language:English
Published: London : Academic Press, 2024.
Subjects:
Autism spectrum disorders > Treatment.
Autism Spectrum Disorder > therapy
Applied Behavior Analysis > methods
Behavior Therapy > methods
Troubles du spectre de l'autisme > Traitement.
Autism spectrum disorders > Treatment
Electronic books.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • Intro
  • Progressive Approach to Applied Behavior Analysis: The Autism Partnership Method
  • Copyright
  • Contents
  • About the authors
  • Chapter 1: Applied behavior analysis
  • What is ABA?
  • Some research examples
  • Early research and publications
  • Other seminal research and publications
  • Recent events
  • Certification
  • Equity
  • A progressive approach
  • Summary
  • References
  • Chapter 2: An overview and history of the Autism Partnership Method
  • First tenet: Clinical judgment
  • Second tenet: Learner-centered
  • Third tenet: Meaningful and functional curriculum
  • Fourth tenet: Flexible procedures
  • Fifth tenet: Working with the whole family
  • Sixth tenet: Performance-based staff training
  • Seventh tenet: Compassion
  • The history of the APM
  • References
  • Chapter 3: Respondent and operant behavior
  • Reflexes and respondent behavior
  • Respondent conditioning
  • Operant behavior
  • Operant conditioning
  • Some important notes
  • The respondent/operant distinction
  • Operant prominence
  • Response classes
  • Summary
  • References
  • Chapter 4: Stimulus control and generalization
  • Generalization
  • Summary
  • References
  • Chapter 5: Reinforcement: Overview, identification, conditioning
  • Reinforcer identification
  • Formal preference assessments
  • A progressive approach to reinforcer identification
  • IMRA research
  • Some considerations in identifying possible reinforcers
  • Context
  • Measures
  • Time
  • Conditioning reinforcers
  • Research examples
  • Some considerations in conditioning reinforcers
  • Individual preferences
  • Reinforcers in the desired environment
  • Reinforcement is relative
  • Summary
  • References
  • Chapter 6: Punishment: Overview, concerns, and use
  • Some concerns with the use of punishment-based procedures
  • Emotional responses
  • Escape/avoidance
  • Behavioral contrast
  • Overuse.
  • Clinical considerations
  • Punishment is a natural behavioral principle
  • Response probability
  • Contextual effects
  • Punishment is temporary
  • Punishment teaches what not to do
  • Some punishment-based procedures
  • Corrective feedback
  • Time-in ribbon
  • Summary
  • References
  • Chapter 7: Token economies and other contingency systems
  • Components of token systems
  • The commonality of token economies
  • Advantages and disadvantages of token systems
  • Some relevant research
  • Clinical recommendations and progressive approaches to token systems
  • Clinical recommendations
  • Determine if a token system is necessary
  • Start simple and teach the basics
  • Determine the earning requirement
  • Move quickly, but dont rush
  • Some progressive approaches to token systems
  • Reduction of the field
  • Magic number
  • Competitive
  • Level systems
  • Summary
  • References
  • Chapter 8: Respondent conditioning procedures
  • Considerations related to respondent behavior in autism intervention
  • Some benefits of considering respondent behavior
  • Extinction-based procedures
  • Teaching emotions
  • Some respondent conditioning procedures
  • Counter conditioning
  • Systematic desensitization
  • Other respondent techniques
  • Summary
  • References
  • Chapter 9: Task analysis and chaining
  • Task analysis
  • Chaining
  • Research
  • Summary
  • References
  • Chapter 10: Shaping
  • A sample of research
  • Clinical recommendations
  • Avoid overreliance on protocols
  • Contact the behavior analytic animal training literature
  • Shape and shape often
  • Take a nonlinear perspective
  • Be patient
  • Summary
  • References
  • Chapter 11: Prompting
  • Prompt types
  • Prompting systems
  • Common conventional prompting systems
  • Simultaneous prompting
  • Constant time delay
  • Progressive time delay
  • Least-to-most prompting
  • Most-to-least prompting.
  • No-no-prompting
  • Stimulus fading
  • Stimulus shaping
  • Flexible prompt fading: The APM prompting system
  • Summary
  • References
  • Chapter 12: Discrete trial teaching
  • Components of DTT
  • Instructional format
  • One-to-one instructional format
  • Group instructional format
  • Field size
  • Placement and rotation of stimuli
  • Trial order
  • The discriminative stimulus
  • Prompts
  • Learner's response
  • Feedback
  • Instructive feedback
  • Intertrial interval
  • Mass trialing vs interspersal
  • Simple-to-conditional or conditional only
  • Summary
  • References
  • Chapter 13: Naturalistic instruction
  • Incidental teaching
  • Embedded instructions
  • Summary
  • References
  • Chapter 14: The teaching interaction procedure
  • Overview
  • Components of the TIP
  • Label and identify
  • Rationales
  • Description
  • Demonstration
  • Role-play
  • Feedback
  • Promoting generalization
  • Other considerations
  • Teaching interaction procedure research
  • Summary
  • References
  • Chapter 15: Cool versus Not Cool procedure
  • Steps of the CNC procedure
  • Labeling
  • Modeling/demonstrations
  • Role-play
  • Misuses of the CNC procedure
  • History and research
  • Summary
  • References
  • Chapter 16: Social skills groups
  • Hallmarks of behaviorally based social skills groups
  • Evidence-based and conceptually systematic
  • Use a variety of teaching strategies
  • Teachable moments
  • As naturalistic as possible
  • Contingency systems
  • Curriculum
  • Peers
  • Caregivers
  • Length
  • Research
  • General overview of research
  • Research on the Autism Partnership Method
  • Summary
  • References
  • Chapter 17: Functional behavior assessment and functional analysis
  • Overview of functional behavior assessment
  • Types of functional analysis
  • Standard functional analysis
  • Brief functional analysis
  • Trial-based functional analysis.
  • Latency-based functional analysis
  • Precursor functional analysis
  • Practical functional assessment
  • History of FBA and functional analysis
  • The autism partnership method approach to FBAs and FAs
  • References
  • Chapter 18: Differential reinforcement
  • Differential reinforcement of other behavior
  • Differential reinforcement of alternative behavior
  • Differential reinforcement of incompatible behavior
  • Differential reinforcement of low rates of behavior and differential reinforcement of high rates of behavior
  • Some progressive considerations regarding differential reinforcement
  • Differential or graduated?
  • Ranking putative reinforcers
  • Summary
  • References
  • Chapter 19: Extinction and response cost
  • Misperceptions and clarifications related to extinction
  • Extinction is a schedule of reinforcement
  • Extinction is not ignoring
  • Extinction does not eliminate behavior
  • Extinction bursts appear less prevalent in clinical studies
  • Extinction is not punishment
  • Extinction is a naturally occurring behavioral contingency
  • The conditions under which
  • Response cost
  • Misperceptions and clarifications related to response cost
  • Response cost is commonly used among society
  • Response cost can be easy to implement
  • Recommendations for practice
  • Do not uncritically avoid using extinction-based procedures and response cost
  • Monitor progress, effects, and misuse
  • Avoid digging too deep of a hole
  • Summary
  • References
  • Chapter 20: Time out from positive reinforcement and the time-in ribbon
  • Time-out from positive reinforcement
  • Nonexclusionary
  • Exclusionary
  • Practical considerations
  • The time-in environment
  • Operationally define the target behavior
  • Identify the function(s) of the target behavior
  • Which TOPR procedure will be used
  • Duration of time out
  • Exit criterion
  • Legal requirements.
  • Explanation of the contingency
  • Research on time-out
  • Autism partnership method and time-out
  • Time-in ribbon
  • Practical considerations
  • Research on time-in ribbon
  • Summary
  • References
  • Chapter 21: Measurement systems
  • Considerations in selecting a measurement system
  • Reliable
  • Valid
  • Accurate
  • Usefulness
  • Staff preference and skill
  • Maximizing teaching opportunities
  • Measurement systems
  • Estimation data
  • Trial-by-trial
  • First trial data
  • Task analysis measurement
  • Frequency
  • Duration
  • Whole interval recording
  • Partial interval recording
  • Momentary time sampling
  • Measuring with our heart
  • Summary
  • References
  • Chapter 22: Formal assessments
  • The assessments
  • Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview Revised (ADI-R)
  • Gilliam Autism Rating Scale
  • Vineland-3 Adaptive Behavior Scales
  • Adaptive Behavior Assessment System-Third edition
  • Wechsler Intelligence Scale for Children-V (WISC-V)
  • Wechsler Preschool and Primary Scale of Intelligence-IV
  • Mullen Scales of Early Learning
  • Social Skills Improvement System
  • Social Responsiveness Scale
  • Walker-McConnell
  • Peabody Picture Vocabulary Test
  • Expressive One Word Picture Vocabulary Test
  • Aberrant Behavior Checklist
  • Parenting Stress Index
  • World Health Organization Quality of Life-BREF with Autism Supplement Quality of Life
  • Summary
  • References
  • Chapter 23: Curriculum assessment
  • Common curriculum assessments
  • Verbal Behavior Milestones Assessments and Placement Program
  • The Assessment of Basic Language and Learning Skills-Revised
  • Essential for Living
  • Brigance Inventory of Early Development III
  • Eden Autism Assessment and curriculum series
  • Psychoeducational Profile Revised-Third Edition
  • Hawaii Early Learning Profile
  • Autism Partnership Method and curricular assessment.