Evidence-Based Practices and Treatments for Children with Autism / Edition 1

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Overview

Autism spectrum disorder (ASD) has been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because ASD symptoms span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging.

Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASD continues throughout the volume and provides opportunities for further research.

Additional issues addressed include:

• Behavioral excesses and deficits treatment

• Communication treatment

• Social awareness and social skills treatment

• Dietary, complementary, and alternative treatments

• Implementation of EBPs in school settings

• Interventions for sensory dysfunction

With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.

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Editorial Reviews

Doody's Review Service
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: This book presents various treatments for autistic spectrum disorders which are supported by meta-analytic research. These interventions focus on specific domains including behavioral excesses, communication, sensory dysfunction, and social skills.
Purpose: The book is designed to provide "an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practice (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology."
Audience: It is intended for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrists, pediatricians, primary care and community providers. Graduate students in psychology and social work would benefit as well. Brian Reichow is associate research scientist at the Yale Child Study Center. Peter Doehring is director of regional programs at the Center for Autism Research at The Children's Hospital of Philadelphia and The University of Pennsylvania. Domenic Cicchetti is a psychologist and statistician. Fred Volkmar, professor and director of the Yale Child Study Center, was a significant contributor to the DSM-IV section on autism and pervasive developmental disorders.
Features: The book begins with a history of treatment in autism, starting in 1943 with the work of Kanner. Early on, the authors differentiate evidence-based medicine, evidence-based practice, and evidence-based treatments. They then address treatment of specific domains including behavioral excesses, communication, social skills, and sensory dysfunction. The role of diet and alternative therapies are also explored. Finally, the book describes training for special education teachers and how to implement evidence-based practices in school systems. This book is easy to read and contains numerous tables, figures, and appendixes that help clarify the text. It is filled with research findings and hundreds of references to help readers follow up on specific topics. Part II on treatment reviews is especially helpful in providing an understanding of how to intervene in specific areas. It is not a step-by-step listing of methods, but it gives ideas of where to begin. Chapter 14 discusses how research is far ahead of what actually is being done in applied settings and the challenges for future research.
Assessment: This book presents the latest research findings in order to give readers a better understanding of autistic spectrum disorders and treatment options. It covers a wide variety of topics, addressing the major symptom categories. It is easy to read and filled with useful information on evidence-based practices, along with hundreds of references to follow up on specific details. This is essential reading for clinicians in the field.
From The Critics
Reviewer:This book presents the latest research findings in order to give readers a better understanding of autistic spectrum disorders and treatment options. It covers a wide variety of topics, addressing the major symptom categories. It is easy to read and filled with useful information on evidence-based practices, along with hundreds of references to follow up on specific details. This is essential reading for clinicians in the field.
Description:
Purpose:This book presents various treatments for autistic spectrum disorders which are supported by meta-analytic research. These interventions focus on specific domains including behavioral excesses, communication, sensory dysfunction, and social skills.
Audience:The book is designed to provide "an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practice (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology."
Features:It is intended for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrists, pediatricians, primary care and community providers. Graduate students in psychology and social work would benefit as well. Brian Reichow is associate research scientist at the Yale Child Study Center. Peter Doehring is director of regional programs at the Center for Autism Research at The Children's Hospital of Philadelphia and The University of Pennsylvania. Domenic Cicchetti is a psychologist and statistician. Fred Volkmar, professor and director of the Yale Child Study Center, was a significant contributor to the DSM-IV section on autism and pervasive developmental disorders.
Assessment:The book begins with a history of treatment in autism, starting in 1943 with the work of Kanner. Early on, the authors differentiate evidence-based medicine, evidence-based practice, and evidence-based treatments. They then address treatment of specific domains including behavioral excesses, communication, social skills, and sensory dysfunction. The role of diet and alternative therapies are also explored. Finally, the book describes training for special education teachers and how to implement evidence-based practices in school systems. This book is easy to read and contains numerous tables, figures, and appendixes that help clarify the text. It is filled with research findings and hundreds of references to help readers follow up on specific topics. Part II on treatment reviews is especially helpful in providing an understanding of how to intervene in specific areas. It is not a step-by-step listing of methods, but it gives ideas of where to begin. Chapter 14 discusses how research is far ahead of what actually is being done in applied settings and the challenges for future research.
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Product Details

  • ISBN-13: 9781441969736
  • Publisher: Springer US
  • Publication date: 12/3/2010
  • Edition description: 2011
  • Edition number: 1
  • Pages: 408
  • Product dimensions: 0.94 (w) x 10.00 (h) x 7.00 (d)

Meet the Author

Brian Reichow, Ph.D., is currently an Associate Research Scientist at the Yale Child Study Center and Coordinator of Action Based Research for the Autism Center of Excellence at Southern Connecticut State University. He began his training in autism at the University of North Carolina at Chapel Hill, where he earned undergraduate degrees in Psychology and Elementary Education and completed his graduate training in Special Education at Vanderbilt University. Before returning for his graduate degrees, he was a teacher of children with autism in the public schools of North Carolina. He has used his experience and knowledge from being a teacher to help guide his research, which focuses on increasing the effectiveness and efficiency of instruction for children with autism, identifying evidence-based practices for individuals with autism, and increasing the use of evidence-based practices in classrooms.

Peter Doehring, Ph.D., is currently Director of Regional Programs at the Center for Autism Research, at The Children’s Hospital of Philadelphia and The University of Pennsylvania. He works to describe, implement, and research programs for training and intervention related to Autism Spectrum Disorders (ASDs). His is particularly interested in how we might build capacity for evidence-based assessment, education, and treatment in community-based settings that are accessible to a broad and diverse population. He was originally trained in Canada as clinical-research psychologist, where he worked to develop research and early intervention programs for children with ASD at the local and regional level. From 1999 until 2008, he served as Statewide Director for the Delaware Autism Program (DAP), one of the largest and most comprehensive public school programs specializing in ASD in the USA.

Domenic V. Cicchetti, Ph.D., is a Yale psychologist and statistician with longstanding interest in analyses of rating scale and reliability data. As the author of numerous articles and a textbook, he has published extensively in the area of autism including work on the reliability of rating scales, of diagnostic criteria, innovative approaches to diagnosis, screening test, and assessment of agreement on treatment effects and rating scales. Co-recipient (with Dr. Sara Sparrow) of the first Connecticut Psychological Association's "Award for Distinguished Effort by a Connecticut Psychologist, Utilizing Psychological Knowledge and Skills, Which Has Made A Material Contribution to the Welfare of the Public" at Fairfield Connecticut, on December 7, 1984. The award was for the development and publication of the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984). He is also a Fellow in the American Statistical Association, the highest award the organization can bestow upon its members. The award was given, "For contributions in behavioral and biomedical statistics, particularly assessment of psychometric properties of clinical diagnostic instruments, and for innovative methodologies for interexaminer reliability assessments."

Fred R. Volkmar, M.D., is the Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology and Director of the Yale Child Study Center, Yale University School of Medicine. An international authority on Asperger’s disorder and autism, Dr. Volkmar was the primary author of the DSM-IV autism and pervasive developmental disorders section. He has authored several hundred scientific papers and has co-edited numerous books, including Asperger Syndrome, A Practical Guide to Autism, and the third edition of The Handbook of Autism and Pervasive Developmental Disorders. He has served as associate editor of the Journal of Autism, the Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry. He also has served as co-chairperson of the autism/MR committee of the American Academy of Child and Adolescent Psychiatry. Starting in March 2007 he became editor of the Journal of Autism and Developmental Disorders.

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Table of Contents

Part I: Introduction.- Evidence-Based Practices in Autism: Where We Started.- Development, Procedures, and Application of the Evaluative Method for Determining Evidence-Based Practices in Autism.-On the Reliability and Accuracy of the Evaluative Method for Identifying Evidence-Based Practices (EBP) in Autism.- Part II: Treatment Reviews.- Evidence-Based Treatment of Behavioral Excesses and Deficits for Individuals with Autism Spectrum Disorders.- Evidence-Based Treatments in Communication for Children with Autism Spectrum Disorders.- Treatments to Increase Social Awareness and Social Skills.- Cognitive Behavioral Therapy in High Functioning Autism: Review and Recommendations for Treatment Development.- Psychopharmacology in Children with PDD: Review of Current Evidence.- Interventions that Address Sensory Dysfunction for Individual’s with Autism Spectrum Disorders: Preliminary Evidence for the Superiority of Sensory Integration Compared to Other Sensory Approaches.- Dietary, Complementary, and Alternative Treatments.- Part III: Research to Practice.- The Role of Adaptive Behavior in Evidence-Based Practices for ASD: Translating Treatment to Functional Success.- Practicing Evidence-Based Practice.- The Implementation of Evidence-Based Practices in Public Schools.- Evidence-Based Practices in Autism: Where We Are Now and Where We Need to Go.

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