Chapter
The Right to Evidence-Based, Effective Treatment
Recovery from ASD is Possible
Personal Dignity and Self-Determination
Chapter 3: The Diagnosis of Autism Spectrum Disorder
Professionals Who Can Diagnose ASD
Criterion 1: Social Communication and Social Interaction Deficits
Criterion 2: Restricted, Repetitive Patterns of Behavior, Interests, or Activities
Symptoms Must Appear During Early Development
Symptoms Must Cause Clinically Significant Impairment
Intellectual Disability and Global Developmental Delay
Implications of Changes in DSM-5
Autism Diagnostic Observation Scale, Second Edition
Autism Diagnostic Interview, Revised
Chapter 4: Principles and Procedures of Acquisition
Principles Versus Procedures
Negative Versus Positive Reinforcement
Steps for Implementing a Young Learner’s First Token System
Prompting and Prompt Fading
Guidelines for Effectively Presenting Instructions During DTT
Guidelines for Responses During DTT
Guidelines for Effective Reinforcement During DTT
Common Lessons Requiring Successive Discriminations
Common Lessons Requiring a Simultaneous Discrimination
Natural Environment Training
Defining Features of Natural Environment Training
Balancing Discrete Trial Training and Natural Environment Training
Sample Hand-Washing Task Analysis
Behavioral Skills Training
Fluency-Based Instruction
Chapter 5: A Functional Approach to Challenging Behavior
The Need for Functional Assessment and Treatment of Challenging Behavior
Prevalence and Type of Challenging Behavior
When Challenging Behavior Warrants Treatment
Why Challenging Behavior Occurs
Traditional/Historical Interventions
Function-Based Interventions
Step 1: Identify, Define, and Prioritize the Target Behavior
Step 2: Determine Outcome Goals
Step 3: Conduct a Functional Assessment
Common Functions of Behavior
Secondary Functions of Behavior
Types of Functional Assessments
Steps to Follow When Conducting an Indirect Assessment
Pros and Cons of Indirect Assessment
Descriptive Functional Assessment
Steps to Follow When Conducting a Descriptive Functional Assessment
Pros and Cons of Descriptive Functional Assessments
Analyzing the Results of Functional Assessments
Step 4: Design a Function-Based Behavior Intervention Plan
Replacement Behavior Intervention Procedures
Consequence-Based Interventions
Step 5: Write the Behavior Intervention Plan
Description of the Child and Background Information
Identification of the Target Behavior and Its Function
Description of the Intervention
Consequence Modifications
Description of the Data Collection Methods and Reporting Requirements
Short-Format Intervention Plan for Daily Use
Step 6: Evaluate the Effectiveness of the Plan
Step 7: Troubleshoot and Follow Up
Chapter 6: Visual and Other Sensory Modifications
The Response Modification
Clinical Indicators for Use of Response Modifications
Commonly Used Forms of Response Modifications
Choosing a Response Form and Device
Introducing and Implementing the Response Modification
Fading the Use of Response Modifications
The Stimulus Modification
When to Introduce Stimulus Modifications
Visual Supports for Organizing the Environment
Other Sensory Modifications
Chapter 7: Generalization and Maintenance
Procedures for Promoting Generalization
Generalization as Mastery Criteria
Chapter 8: Treatment Settings
Designing the Therapy Environment
Advantages of School-Based Services
Disadvantages of School-Based Services
Communication with Parents
Dropping Off and Picking Up
Advantages of Center-Based Services
Disadvantages of Center-Based Services
Advantages of the Licensed Private School Setting
Disadvantages of the Licensed Private School Setting
Chapter 9: Parent Involvement
Building A Therapeutic Relationship with Parents
Establishing Expectations
Establishing Effective and Empathetic Trainers
Building Collaborative Relationships with Parents
Designing the Parent Training Program
Prioritization of Treatment Targets
Cultural, Educational, and Socioeconomic Variables
Delivering Parent Training
Generalization and Maintenance
Data Collection and Treatment Evaluation
Skill Deficit Versus Nonadherence
Problematic Private Events
Chapter 10: Introduction to the Center for Autism and Related Disorders Curriculum Series
Philosophy Behind the CARD Curriculum Series
Development and Framework of the CARD Curriculum Series
Using the Assessment and Curriculum Series
Verbal Operants Versus Concepts
Free Operant Reinforcement of All Vocalizations
Embedding Echoics in Motor Sequences
Naturally Occurring Establishing Operations
Contrived Establishing Operations
Disguised or Softened Mands
Understanding the Verbal Behavior of Others
Natural Environment Training
Natural Environment Training
Prompting and Shaping Intraverbals
Improving Articulation and Increasing Complexity
Complete Sentences and Grammar
Maximize Learning Opportunities
Focus on Establishing Useful Language
Why Bother Teaching Play?
Progression Through Play Training
Increasing Complexity: Chains and Themes
Teaching How to Extract Reinforcement Out of Play
Conditioning Play to Be a Source of Reinforcement
Strategies for Success in Teaching Play
Be Creative, Fun, Energetic, and Positive
Pick Compatible Play Partners
Include Items and Activities That Are Motivating
Teach Skills in Social Context, Not Mere Mastery of Particular Behaviors
Picture Activity Schedules for Increasing Independence in Play
Have Two Sets of Materials Available
Common Pitfalls in Teaching Play
Completely Unmodified Free Play
Waiting Too Long to Include Peers
When Are Adaptive Skills a Priority?
Limited Treatment Intensity
Plan Sufficient Time for Teaching
Adapt Teaching to Customs and Contexts of Everyday Family Life
Consider the Learner’s Motor Abilities
Common Pitfalls in Teaching Adaptive Skills
Targeting Too Many Skills at Once
Inadvertently Prompting Already Mastered Skills
Ensure That Focused Learning Environments Are Relevant to Real Life
Balancing Values and Efficiency
Discrete Trial Training (DTT)
Natural Environment Training (NET)
Maintenance and Generalization
Strategies for Success in Teaching Motor Skills
Build Gross and Fine Motor Strength
Teach Fluent Motor Behavior
Don’t Forget to Consider Fatigue
Common Pitfalls in Teaching Motor Skills
Teaching Irrelevant Skills
Poor Communication Across Service Providers
Multiple Exemplar Training
Natural Environment Training
Teach Test-Taking Strategies
Readiness to Learn in the Classroom
Collaborate with the Academic Team
Promote Generalization to the Classroom Setting
Fluency-Based Instruction
Progressing to Advanced Skills Before Foundational Skills Are Fluent
Overfocusing on What Is Age Appropriate or Being Taught in Class
Too Difficult or Too Easy
Difficulty with Handwriting and Written Assignments
Decoding Versus Comprehension
Working on the Same IEP Goals for a Long Time
Common Social Difficulties in Autism Spectrum Disorder
Developmentally Appropriate Relationships
Non-vocal Social Behaviors
Sharing Experiences with Others
Domains of Social Skills Instruction
Non-vocal Social Behavior
Social Rules and Rule-Governed Behavior
Group-Related Social Behavior
Beginning-Level Instruction
Intermediate-Level Instruction
Advanced-Level Instruction
Settings for Social Skills Instruction
Strategies for Success in Teaching Social Skills
Targets and Expectations Should Be Developmentally Appropriate
Use Effective Reinforcement
Consider Cultural Perspectives and Differences
Actively Program for Generalization
Integrate Skills from Other Domains
Incorporate Self-Management Strategies
Common Pitfalls in Social Skills Instruction
Memorization/Rote Learning
Adult-Centered Social Interaction Styles
Targeting Too Many Skills at Once
Focusing on the Negatives
Don’t Worry About the Number of Friendships
Confusing Verbal Behavior with Genuine Skill Proficiency
Sabotaging the Social Environment
Perspective-Taking Deficits in Children with Autism
Real-World Applications of Perspective Taking
Development of the Cognition Curriculum
Structure of the Cognition Curriculum
Identifying and Inferring Others’ Desires
Desire and Belief-based Emotions
Application to Social Interaction
Identifying Physical States
Sensory Perspective Taking
Identifying What the Learner Knows
Identifying What Others Know
Learner’s True and False Beliefs
Others’ True and False Beliefs
Predicting Beliefs and Belief-based Actions
Identifying Deception in Others
Inferring Intentions from Actions
Inferring Intentions of Current, Incomplete Actions
Responding to Intentional and Unintentional Actions
Inferring Intention in Scenarios Involving Others
Identify Prerequisite Skills
Use Naturalistic Teaching Procedures Across Multiple Exemplars
Common Pitfalls When Teaching Perspective-Taking Skills
Knowing the Response vs. Applying the Skill
Teaching Age-Appropriate Skills
Chapter 18. Executive Functions
Structure of the Executive Functions Curriculum
Identifying Deficits in Inhibition Skills
Simple inhibition instructions
Role-play inhibition of highly probable responses
Extend to the natural environment
Identifying Attention Deficits
Teaching Attention Skills
Paraphrasing and summarizing
Identifying Inflexibility
Extend to the natural environment
Identifying Memory Deficits
Commonly used memory strategies
Self-Management and Related Skills
Identifying Deficits in Self-Management Skills
Identifying Deficits in Problem Solving
Identifying Planning Deficits
Teach Relevant and Practical Skills
Make Sure the Child Has the Prerequisite Skills
Common Pitfalls in Teaching Executive Function Skills
Teaching Children to Memorize/Failing to Generalize
Creating Prompt Dependency
Chapter 19: Clinical Supervision
Supervising the Child’s Learning: Programming
ABA Procedures Versus Principles
Chronological Age Versus Mental Age
Supervision Across the Treatment Life Cycle
Ongoing Clinical Supervision
Reports and Accountability
Ongoing Clinical Problem Solving
Procedural Integrity and Consistency
Insufficient Learning Opportunities
Critical Repertoires of Clinical Supervisor Behavior
Common Pitfalls in the Supervision Process
Inadequate Experience with Similar Learners in the Past
Blaming the Diagnosis/Learner/Teacher/Parent
Supervising the Therapy Team: Staff Management
Staff Performance Management
Parent Training and Support
Chapter 20: Data Collection and Treatment Evaluation
Treatment Evaluation and Data Analysis
Chapter 21: Organizational Structure
Clinical Job Descriptions
Higher Level Clinical Leadership
Regional Clinical Manager
Management and Administration
Chapter 22: Training and Quality Control
Clinical Supervisor Training
Clinical Supervisor Ongoing Quality Assurance
Supervisor Performance Evaluations
Why Do ABA Providers Need Professional Ethics?
Scenario: Dual Relationships
Scenario: Dual Relationships
Scenario: Professional Relationship
Scenario: Professional Development
Scenario: Competence and Consultation
Scenario: Functional Assessment and Punishment
Scenario: Integrity and Harmful Reinforcers
Scenario: Data Collection
Scenario: Data-Based Program Modifications
Scenario: Consent for Program Modifications
Scenario: Medical Consultation and Least Restrictive Treatments
Scenario: Treatment Efficacy and Third-Party Relationships
Chapter 24: Medical Treatment and Interdisciplinary Collaboration
Medical Treatment for Autism
Medical Treatment for the Pathophysiology of Autism
Interacting with Parents over Unproven Treatments
Medical Treatment for Comorbid Medical Conditions
Effect of Comorbid Medical Disorders on Learning
Research on Medical Factors in Autism
Building Productive Collaborative Relationships
Cooperative Communication
Use a Behavior Analytic Perspective
Assessment and Evaluation
Implementing Preventative and Protective Strategies at the Professional Level
Taking Turns with Treatment Approaches
Be a Translator and an Interpreter
Chapter 25: Standardized Assessment
Categories of Standardized Assessment
Interpreting Standardized Assessment Scores
Age and Grade Equivalents
Neuropsychological, Executive Function, and Problem Solving
Developmental Assessments
Using the Results of Standardized Assessments
Identifying Targets for Treatment
Assessment and Curriculum
Communication Applications
Challenging Behavior Management
Care Coordination and Case Management
Institute for Behavioral Training (IBT)
ABA Business Management Solutions
The Importance of Research
Importance of Single-Subject Research Methodology
Foundational Research of which You Should be Aware
Reviews and Meta-Analyses
Reviews by Independent Agencies and Associations
Research at the Center for Autism and Related Disorders
Teaching Cognitive Skills
Technology in Autism Treatment
How to Stay Connected to New Research
Continuing Education Seminars
How to Do Research in Your Organization
Rule #1: Make It Someone’s Job to Do Research
Rule #2: Involve Someone With Research Experience
Rule #3: Support Conference Attendance
Chapter 28: Global Dissemination
Remote Clinical Services Model
Initial Training Workshop
Appendix A: 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 Aut ...
Appendix D: CARD Language Curriculum
Appendix E: Card Play Curriculum
Appendix F: Card Adaptive Curriculum
Appendix G: Card Motor Curriculum
Appendix H: Card Academic Curriculum
Appendix I: Card Social Curriculum
Appendix J: CARD Cognition Curriculum
Appendix K: Card Executive Functions Curriculum
Evidence-Based Treatment for Children with Autism
：The CARD Model
( Practical Resources for the Mental Health Professional )
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