Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide

239 Pages·2011·1.17 MB·English

by  James K. Luiselli

TEACHING AND BEHAVIOR
SUPPORT FOR CHILDREN
AND ADULTS WITH AUTISM
SPECTRUM DISORDER
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TEACHING AND
BEHAVIOR SUPPORT
FOR CHILDREN AND
ADULTS WITH AUTISM
SPECTRUM DISORDER
A Practitioner’s Guide
Edited by James K. Luiselli
1
1

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Copyright © 2011 by Oxford University Press.
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____________________________________________
Library of Congress Cataloging-in-Publication Data
Teaching and behavior support for children and adults with autism spectrum disorder:
a practitioner’s guide/edited by James K. Luiselli.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-19-973640-9 (alk. paper)
1. Autism spectrum disorders—Patients—Rehabilitation. 2. Life skills. I. Luiselli, James K.
[DNLM: 1. Autistic Disorder—therapy. 2. Behavior Th erapy—methods.
3. Education, Special—methods. WM 203.5]
RC553.A88T43 2011
616.85’882—dc22
2010028075
____________________________________________
Printed in the United States of America
on acid-free paper
PREFACE
M
any books have been written about autism spectrum disorder (ASD) in children and
adults. Th ere are useful volumes that discuss diagnosis, assessment, and treatment,
most directed at an academic audience and students in training. Fewer books exist that
are exclusively practitioner-focused. However, the demand for research-to-practice
translation requires that evidence-based outcomes produce empirically supported procedures.
Accordingly, the purpose of this book is to give practitioners essential “how-to” advice that is
easy to understand and implement.
Th e topics I selected for the book represent critical areas in need of attention by any practi-
tioner who provides services for a child or adult with ASD: how to conduct assessment, how to
teach skills, and how to reduce problem behavior. Th ere is an additional “how-to” section that
considers other important implementation guidelines. In total, the book contains 24 chapters,
each written by a recognized ASD expert with both clinical and research specialization.
Th e chapters in the book follow a similar format. First, there is an overview describing
current knowledge about the respective topic as gleaned from the published literature and each
author’s philosophy and perspective. Next, the chapters present basic information about the
principles that govern procedural application. Intervention guidelines form the bulk of each
chapter, written explicitly with the practitioner in mind. Where applicable, the authors also
include illustrative forms, charts, and summary tables. Finally, the chapters discuss adapting and
modifying procedures to settings, diff erent age groups, and practitioner training requirements.
Each chapter concludes with several “take-home” points, suggested readings, and, as warranted,
other resources such as training videos and Internet web sites.
My intent in having a uniform chapter format is to facilitate consistency and readability
throughout the book. Knowing the layout of each chapter, readers should be able to move among
topics with the same clarity and ease of comprehension. Ultimately, my objective is to give prac-
titioners essential knowledge for conducting successful assessment, instruction, and interven-
tion with children and adults who have ASD.
You also will fi nd several consistent themes among the chapters, notably the need for
c onducting preference and functional assessments, direct measurement, care provider training,
and outcome evaluation. One reason these areas are voiced so oft en is that they have strong
empirical support. Furthermore, I did not want these and other critical areas to be missed by
readers who may refer to some but not all of the chapters in the book.
vi PREFACE
I’m grateful to Oxford University Press for supporting the book and making every phase of
the production process a pleasurable experience. All of the authors have my gratitude: they
wrote as requested, responded professionally to revision recommendations, and produced
w onderful chapters. I must acknowledge many of the settings where the book was conceived,
written, and edited, including Middlesex School, Th e Th oreau Club, Dunkin’ Donuts, Burlington
Mall, and all the ice rinks associated with Colonial Figure Skating Club and Concord-Carlisle
Youth Hockey. Finally, my wife, Dr. Tracy Evans Luiselli, and our children, Gabrielle and Th omas,
continue to support and enlighten me in ways I can easily acknowledge but not so easily
describe.
James K. Luiselli
CONTENTS
List of Contributors xi
PART I
HOW TO CONDUCT ASSESSMENT
1. Behavioral Observation and Measurement
J onathan J. Tarbox, Adel C. Najdowski, and Taira M. Lanagan 5
2. Functional Behavioral Assessment (FBA)
D erek D. Reed and Richard L. Azulay 13
3. Functional Analysis
G regory P. Hanley 22
4. Stimulus Preference Assessment
J effrey H. Tiger and Megan L. Kliebert 30
5. Intervention Integrity Assessment
F lorence D. DiGennaro Reed and Robin S. Codding 38
6. Skills Assessment
H anna C. Rue 48
7. Outcome Assessment
S usan M. Wilczynski 55
viii CONTENTS
PART 2
HOW TO TEACH SKILLS
8. Toilet Training
Jennifer M. Gillis, Kimberely Smith, and Sara White 65
9. Feeding
Jennifer D. Bass and Kimberly A. Kroeger 73
10. Self-Care
Michele D. Wallace and Mitch J. Fryling 81
11. Augmentative and Alternative Communication
Ralf W. Schlosser and Jeff Sigafoos 91
12. Verbal Language and Communication
Jeff Sigafoos, Ralf W. Schlosser, Mark F. O’Reilly, and Giulio E. Lancioni 97
13. Interactive Social Skills
Mark F. O’Reilly, Amanda Little, Terry Falcomata, Christina Fragale,
Vanessa Green, Jeff Sigafoos , Giulio E. Lancioni , Chaturi Edrisinha,
and Hayoung Choi 104
14. Self-Management
Mark R. Dixon and Autumn N. McKeel 111
15. Community Living Skills
Raymond G. Miltenberger and Rachel Shayne 117
PART 3
HOW TO REDUCE PROBLEM BEHAVIORS
16. Stereotypy
John T. Rapp and Marc J. Lanovaz 127
17. Self-Injurious Behavior
SungWoo Kahng, Nicole L. Hausman, and Kathryn E. Jann 136
18. Aggression and Destruction
Henry S. Roane and Heather J. Kadey 143
19. Noncompliance and Oppositional Behavior
David A. Wilder 151
20. Fears and Phobias
James K. Luiselli 159
CONTENTS ix
PART 4
OTHER HOW-TO GUIDELINES
21. Discrete Trial Teaching
Peter Sturmey 167
22. Naturalistic Teaching
Keith D. Allen and Stacy B. Shaw 173
23. Promoting Generalization
P atrick M. Ghezzi and Valerie R. Rogers 179
24. Writing a Behavior Support Plan
Joseph N. Ricciardi 187
25. Evaluating Intervention Effectiveness
David P. Wacker, Jay W. Harding, Wendy K. Berg, Yaniz C. Padilla,
Kelly M. Schieltz, and John F. Lee 195
26. Video Modeling
Bridget A. Taylor and Jaime A. DeQuinzio 204
27. Training Parents and Other Care Providers
James K. Luiselli 212
Index 217