Early Intervention for Young Children with Autism Spectrum Disorder

318 Pages·2016·3.316 MB·English

by  Russell Lang, Terry B. Hancock, Nirbhay N. Singh (eds.)

Evidence-Based Practices in Behavioral Health
Series Editor: Nirbhay N. Singh
Russell Lang
Terry B. Hancock
Nirbhay N. Singh
Editors
Early Intervention
for Young Children
with Autism
Spectrum Disorder
Evidence-Based Practices in Behavioral Health
Series Editor
Nirbhay N. Singh
Department of Psychiatry and Health Behavior
Medical College of Georgia
Augusta University
Augusta, USA
More information about this series at h ttp://www.springer.com/series/11863

Russell Lang (cid:129) Terry B. Hancock
Nirbhay N. Singh
Editors
Early Intervention
for Young Children
with Autism
Spectrum Disorder
Editors
Russell Lang Terry B. Hancock
Texas State University Clinic for Autism Texas State University Clinic for Autism
Research Evaluation and Support Research Evaluation and Support
San Marcos , TX , USA San Marcos , TX , USA
Nirbhay N. Singh
Department of Psychiatry
and Health Behavior
Medical College of Georgia
Augusta University
Augusta , GA , USA
ISSN 2366-6013 ISSN 2366-6021 (electronic)
Evidence-Based Practices in Behavioral Health
ISBN 978-3-319-30923-1 ISBN 978-3-319-30925-5 (eBook)
DOI 10.1007/978-3-319-30925-5
Library of Congress Control Number: 2016938681
© Springer International Publishing Switzerland 2016
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The registered company is Springer International Publishing AG Switzerland
For our children and grandchildren:
Emerson Lang, Lindsey Hancock Williamson,
William Hancock, Hunter Hancock,
McClain Williamson, Ashvind Singh,
Subhashni Joy, Astarko Joy, Priya Joy,
Anicca Adkins Singh, Pierce Adkins Singh,
and all of the other children and families
who have taught us so much

Pref ace
A number of interventions designed to ameliorate the cognitive, social, language,
and other behavioral defi cits present in children with autism spectrum disorder
(ASD) have been developed over the past 50 years. These interventions tend to be
most effective when they are early, intensive, and behavioral. Understandably, parents
of children with ASD, practitioners serving this population, and researchers in this
area consider early intensive behavioral intervention (EIBI) to be of paramount
importance for children with ASD. This book presents nine chapters focused on
issues related to EIBI for children with ASD. The book begins with a brief introduc-
tory chapter that defi nes EIBI and summarizes research indicating that EIBI pro-
duces meaningful change in the lives of children with ASD. Next, because access to
effective intervention often depends on early diagnosis, Chap. 2 covers common
approaches to ASD diagnosis, recent innovations that facilitate accurate early diag-
nosis and directions for future research.
T he next fi ve chapters are devoted to specifi c EIBI approaches. The fi ve inter-
ventions included in this text share many common core components (e.g., rein-
forcement), and all have been demonstrated to be effective in studies using a variety
of research designs including randomized clinical trials and rigorous single case
designs. Leading researchers in the fi eld, and in some cases the creators or co-c reators
of specifi c intervention packages, authored the chapters. The fi ve intervention
approaches included in this text are Discrete Trial Training in Chap. 3, Pivotal
Response Training in Chap. 4 , Early Start Denver Model in Chap. 5 , Prelinguistic
Milieu Teaching in Chap. 6 , and Enhanced Milieu Teaching in Chap. 7 . These
intervention chapters cover the theoretical underpinnings, specifi c procedures,
research base, areas of future research, and considerations for practitioners for each
of these evidence-based EIBI approaches. The book concludes with issues related
to parent- implemented intervention in Chap. 8 and ethical issues related to fad,
pseudoscientifi c, and controversial interventions commonly used with children
with ASD in Chap. 9 .
vii
viii Preface
T his book is unique in that it presents practical information on EIBI implementa-
tion (i.e., fi delity of implementation checklists, task analyses, and other implemen-
tation instructions) in tandem with discussion of theoretical underpinnings, analysis
of research base, and directions for future research. This text is intended to serve as
a resource for graduate students in clinical child, school, and developmental psy-
chology, family studies, behavior analysis, special education, and public health
interested in both the theory and practice of EIBI and for practitioners devoted to
ensuring that the services they deliver are fi rmly rooted in research. We hope this
text will provide a much needed overview of the fi eld of EIBI for children with ASD
useful to advanced practitioners, graduate students, and researchers.
San Marcos, TX, USA Russell Lang
San Marcos, TX, USA Terry B. Hancock
Augusta, GA, USA Nirbhay N. Singh
Contents
1 Overview of Early Intensive Behavioral Intervention
for Children with Autism ......................................................................... 1
Russell Lang , Terry B. Hancock , and Nirbhay N. Singh
2 Early Diagnostic Assessment ................................................................... 15
Sarah Kuriakose and Rebecca Shalev
3 Discrete Trial Training ............................................................................. 47
Dorothea C. Lerman , Amber L. Valentino , and Linda A. LeBlanc
4 Pivotal Response Treatment ..................................................................... 85
Lynn Kern Koegel , Kristen Ashbaugh , and Robert L. Koegel
5 Early Start Denver Model ........................................................................ 113
Meagan R. Talbott , Annette Estes , Cynthia Zierhut ,
Geraldine Dawson , and Sally J. Rogers
6 Prelinguistic Milieu Teaching................................................................... 151
Nienke C. Peters-Scheffer , Bibi Huskens , Robert Didden ,
and Larah van der Meer
7 Enhanced Milieu Teaching ....................................................................... 177
Terry B. Hancock , Katherine Ledbetter-Cho ,
Alexandria Howell , and Russell Lang
8 Training Parents to Implement Early Interventions
for Children with Autism Spectrum Disorders ...................................... 219
Traci Ruppert , Wendy Machalicek , Sarah G. Hansen ,
Tracy Raulston , and Rebecca Frantz
9 Fad, Pseudoscientific, and Controversial Interventions ........................ 257
Jason C. Travers , Kevin Ayers , Richard L. Simpson ,
and Stephen Crutchfi eld
Index ................................................................................................................. 295
ix