Individualized Autism Intervention for Young Children: Blending Discrete Trial & Naturalistic Strategies / Edition 1

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Overview

Discrete trial instruction or naturalistic, incidental teaching: How do you choose which approach to use with young children with autism? Now there's no need to "pick a side" — this groundbreaking book helps professionals skillfully blend the best of both behavioral approaches to respond to each child's individual needs. Developed by one of the nation's leading experts on autism, this innovative, evidence-based guidebook cuts through the chaos of conflicting information and gives readers a logical, child-centered way to plan and implement intervention. Professionals will begin with an in-depth guide to creating an autism intervention profile for each child, based on the type and severity of the child's autism characteristics and common predictors of how the child will respond to intervention (such as anxiety level, language, and social interest). Once the profile is complete, readers will learn how to match the child's individual characteristics and needs with a specially tailored blend of DTI and naturalistic teaching. To help them select and implement the right interventions for each child, professionals will get more than a dozen practical tools, including the Autism Intervention Responsiveness Scale, sample data collection forms, schedules, intervention plans, and progress reports. Readers will also learn from detailed before-and-after case studies of five children with very different characteristics and intervention needs. Through vivid accounts of their diverse intervention plans and first-person stories from their parents, readers will see exactly what individualized, child-centered interventions look like and how they help children make improvements in key areas (see box). A must for early childhood educators and interventionists, this book will demystify competing autism treatments and help readers create custom-tailored interventions that really improve child outcomes.

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Editorial Reviews

Institute for Educational Achievement - Dawn Buffington Townsend
"A welcomed approach for parents and professionals alike. Dr. Thompson and his colleagues are applauded for encouraging individualized-decision making and outcome assessment."
mother of Lilly, who has Asperger syndrome - Cindy Tupy
"Highlights the hope in individualizing autism interventions and illustrates how that process can yield better results for our children. I applaud Dr. Thompson for writing about this complex approach, one that challenges us to modernize how we view and treat ASD, and therefore, stands to benefit all who are affected by it."
University of South Florida - Glen Dunlap
"Makes the data behind intervention and treatment accessible, enabling parents and professionals to make decisions scientifically supported to achieve best outcomes."
Clinical Director ABA Learning Centre, Richmond, BC, Canada - Dr. Suzanne Jacobsen
"I will be purchasing this book and will definitely be recommending it . . . Dr. Thompson has done an excellent job documenting the research and covering most questions, concerns, and issues [surrounding selection of] the most effective and efficient approach for each unique child."
Schiefelbusch Institute for Life Span Studies, University of Kansas, Lawrence - Steven F. Warren
"Sets a new standard . . . truly groundbreaking. If you read one book on autism treatment, this should be it."
Matthew Segedy

"As no two kids on the spectrum are the same, it would behoove clinicians, researchers, educators, and parents to match their therapeutic strategies to their children's needs. Dr. Thompson's work has exemplified this in practice and now through the power of books. Read and learn from a true master."
Sandra L. Harris

"Has immediate value . . . makes selecting the right methods for each child of prime importance. Thompson points the way toward a potentially fruitful approach for matching learners to teaching methods."
Attorney, Cooper & Reid, LLC, mother of a child with autism, Minneapolis, Minnesota. - Tracy Reid
"Makes the data behind intervention and treatment accessible, enabling parents and professionals to make decisions scientifically supported to achieve best outcomes."
The Midwest Book Review - California Bookwatch
"Provides a fine set of practical tools and case studies to thoroughly teach and understand the difference approaches."
Inc. Book News
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Product Details

  • ISBN-13: 9781598571738
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 4/1/2011
  • Edition number: 1
  • Pages: 208
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington.

Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.

Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

Travis Thompson, Ph.D., L.P., Graduate Faculty Member, Special Education Program, Department of Educational Psychology, University of Minnesota, Minneapolis, and Consulting Psychologist, Minnesota Early Autism Project, 7242 Forestview Lane North, Maple Grove, Minnesota 55369

Dr. Thompson is affiliated with the Autism Certificate Program in the Special Education Program of the Department of Educational Psychology at the University of Minnesota, and he is Adjunct Professor in the Department of Applied Behavioral Science at the University of Kansas, Lawrence. He is a collaborator on a multisite project on challenging behavior in developmental disabilities including the Kennedy Krieger Institute in Maryland; the Eunice Kennedy Shriver Center, University of Massachusetts, Amherst; and the University of Kansas, Parsons. He is a licensed psychologist.

Dr. Thompson completed his doctoral training in psychology at the University of Minnesota and completed postdoctoral work at the University of Maryland. He spent a year at Cambridge University in the United Kingdom and a year as a visiting scientist at the National Institute on Drug Abuse in Rockville, Maryland. Dr. Thompson was Director of the John F. Kennedy Center for Research on Human Development at Vanderbilt University and Director of the Institute for Child Development at the University of Kansas Medical Center—a clinical, training, and research institute. Dr. Thompson has served on several National Institutes of Health research review committees, including chairing reviews of the applicants for Collaborative Programs of Excellence in Autism awards in 2000, 2003, and 2007. He has been a member of American Psychological Association (APA) task forces concerned with the practice of psychology and psychopharmacology. He is a past president of the Behavioral Pharmacology Society, the Division of Psychopharmacology and Substance Abuse, and the Division of Mental Retardation and Developmental Disabilities of the APA.

Dr. Thompson has received numerous awards, including the Dist

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Table of Contents

About the Author ix

About the Contributors x

Foreword Samuel L. Odom xiii

Preface xvii

Acknowledgments xxi

1 It's Not Your Father's Autism 1

2 Autism Profiles and Blended Intervention 13

3 Unraveling Diagnostic Combinations 23

4 Predicting Intervention Outcome 33

5 Evidence-Based Practice 47

6 Early Intervention Dimensions 57

7 Discrete Trial Intervention for Children with Limited Social and Language Skills and Intellectual Delays Beth Burggraff Clover A. Anderson 73

8 Incidental Interventions for Children with Moderate Autism Symptoms and Typical Intellectual Functioning Amy Bohannan 99

9 Blended Interventions for Younger Children with Uneven Skills and Marked Restrictive Repetitive Behavior Beth Burggraff Lisa M. Barsness 121

10 Blended Interventions for Children with Moderate Symptoms and Intellectual Delay Patti L. Dropik Lisa M. Barsness 141

Postscript 173

Index 177

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