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This book examines strategies for teaching adaptive behavior across
the lifespan to individuals with intellectual and developmental
disabilities who regularly experience difficulty learning the
skills necessary for daily living. It details evidence-based
practices for functional life skills, ranging from teaching such
basic hygiene as bathing, brushing teeth, and dressing to more
complex skills, including driving. In addition, the volume
describes interventions relating to recreation, play, and leisure
as well as those paramount for maintaining independence and safety
in community settings (e.g., abduction prevention skills for
children). The book details existing evidence-based practices as
well as how to perform the interventions. Key areas of coverage
include: Basic hygiene as bathing, brushing teeth, and dressing.
Advanced, complex skills, including driving, recreation, play, and
leisure. Skills to maintain independence and safety in community
settings, including abduction prevention skills for children.
Teaching new technology skills, such as using mobile telephones and
apps as well as surfing the web. Training caregivers to promote and
support adaptive behavior. Use of evidence-based practices for
teaching and supporting adaptive behavior for individuals with
intellectual disabilities and autism. Adaptive Behavior Strategies
for Individuals with Intellectual and Developmental Disabilities is
an essential reference for researchers, professors, and graduate
students as well as clinicians, therapists, and other
scientist-practitioners in developmental psychology, behavioral
therapy/rehabilitation, social work, clinical child and school
psychology, child and adolescent psychiatry, pediatrics, and
special education.
This book examines early intensive behavioral intervention (EIBI)
programs for young children with autism spectrum disorder (ASD). It
analyzes current research on early intervention (EI) and explains
the importance of accurate, timely detection of ASD in facilitating
the use of EI. Chapters address five widely researched EIBI
approaches: Discrete Trial Training, Pivotal Response Training, the
Early Start Denver Model, Prelinguistic Milieu Teaching, and
Enhanced Milieu Teaching. This in-depth study of current EIBI
approaches offers a rigorous guide to earlier and more intensive
interventions for children with ASD, leading to greater autonomy
and improved later life outcomes for individuals. Featured topics
include: Parent-implemented interventions and related issues.
Evaluations of controversial interventions used with children with
ASD. Factors contributing to rising ASD prevalence. Obstacles to
obtaining accurate ASD diagnosis in young children. Early
Intervention for Young Children with Autism Spectrum Disorder is an
essential resource for researchers, clinicians, and graduate
students in developmental, clinical child, and school psychology,
behavioral therapy/rehabilitation, social work, public health,
educational policy and politics, and related psychology and
behavioral health fields.
This book examines early intensive behavioral intervention (EIBI)
programs for young children with autism spectrum disorder (ASD). It
analyzes current research on early intervention (EI) and explains
the importance of accurate, timely detection of ASD in facilitating
the use of EI. Chapters address five widely researched EIBI
approaches: Discrete Trial Training, Pivotal Response Training, the
Early Start Denver Model, Prelinguistic Milieu Teaching, and
Enhanced Milieu Teaching. This in-depth study of current EIBI
approaches offers a rigorous guide to earlier and more intensive
interventions for children with ASD, leading to greater autonomy
and improved later life outcomes for individuals. Featured topics
include: Parent-implemented interventions and related issues.
Evaluations of controversial interventions used with children with
ASD. Factors contributing to rising ASD prevalence. Obstacles to
obtaining accurate ASD diagnosis in young children. Early
Intervention for Young Children with Autism Spectrum Disorder is an
essential resource for researchers, clinicians, and graduate
students in developmental, clinical child, and school psychology,
behavioral therapy/rehabilitation, social work, public health,
educational policy and politics, and related psychology and
behavioral health fields.
This book examines strategies for teaching adaptive behavior across
the lifespan to individuals with intellectual and developmental
disabilities who regularly experience difficulty learning the
skills necessary for daily living. It details evidence-based
practices for functional life skills, ranging from teaching such
basic hygiene as bathing, brushing teeth, and dressing to more
complex skills, including driving. In addition, the volume
describes interventions relating to recreation, play, and leisure
as well as those paramount for maintaining independence and safety
in community settings (e.g., abduction prevention skills for
children). The book details existing evidence-based practices as
well as how to perform the interventions. Key areas of coverage
include: Basic hygiene as bathing, brushing teeth, and dressing.
Advanced, complex skills, including driving, recreation, play, and
leisure. Skills to maintain independence and safety in community
settings, including abduction prevention skills for children.
Teaching new technology skills, such as using mobile telephones and
apps as well as surfing the web. Training caregivers to promote and
support adaptive behavior. Use of evidence-based practices for
teaching and supporting adaptive behavior for individuals with
intellectual disabilities and autism. Adaptive Behavior Strategies
for Individuals with Intellectual and Developmental Disabilities is
an essential reference for researchers, professors, and graduate
students as well as clinicians, therapists, and other
scientist-practitioners in developmental psychology, behavioral
therapy/rehabilitation, social work, clinical child and school
psychology, child and adolescent psychiatry, pediatrics, and
special education.
Engaging and reader-friendly, this text presents the vital material
required by special educators to plan and implement effective
programs that meet the needs of students with autism, specifically
those who also have intellectual disabilities (ID). You'll find
detailed information about evidence-based practices in the field of
autism, beginning with an overview that discusses etiology,
characteristics, diagnosis, and program considerations, followed by
in-depth coverage of evidence-based teaching practices in a
step-by-step format. The authors' optimistic viewpoint is grounded
in the premise that applied behavior analytical interventions, if
well planned and accurately implemented, will increase the
potential for each student's independent functioning in integrated
settings.
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