A Progressive Approach to Applied Behavior Analysis

<p><br>About the authors <br><br>1. Applied behavior analysis <br><br>What is ABA? <br>Some research examples <br>Recent events <br>Summary <br>References <br><br>2. An overview and history of the Autism Partnership Method <br><br>First tenet: Clinical judgment <br>Second tenet: Learner-centered <br>Third tenet: Meaningful and functional curriculum <br>Fourth tenet: Flexible procedures <br>Fifth tenet: Working with the whole family <br>Sixth tenet: Performance-based staff training <br>Seventh tenet: Compassion <br>The history of the APM <br>References <br><br>3. Respondent and operant behavior <br><br>Reflexes and respondent behavior <br>Operant behavior <br>Some important notes <br>Summary <br>References <br><br>4. Stimulus control and generalization <br><br>Generalization <br>Summary <br>References <br><br>5. Reinforcement: Overview, identification, conditioning <br><br>Reinforcer identification <br>Conditioning reinforcers <br>Summary <br>References <br><br>6. Punishment: Overview, concerns, and use <br><br>Some concerns with the use of punishment-based procedures <br>Clinical considerations <br>Some punishment-based procedures <br>Summary <br>References <br><br>7. Token economies and other contingency systems <br><br>Components of token systems <br>The commonality of token economies <br>Advantages and disadvantages of token systems <br>Some relevant research <br>Clinical recommendations and progressive approaches to token systems <br>Summary <br>References <br><br>8. Respondent conditioning procedures <br><br>Considerations related to respondent behavior in autism intervention <br>Summary <br>References <br><br>9. Task analysis and chaining <br><br>Task analysis <br>Chaining <br>Research <br>Summary <br>References <br><br>10. Shaping <br><br>A sample of research <br>Clinical recommendations <br>Summary <br>References <br><br>11. Prompting <br><br>Prompt types <br>Prompting systems <br>Flexible prompt fading: The APM prompting system <br>Summary <br>References <br><br>12. Discrete trial teaching <br><br>Components of DTT <br>Summary <br>References <br><br>13. Naturalistic instruction <br><br>Incidental teaching <br>Embedded instructions <br>Summary <br>References <br><br>14. The teaching interaction procedure <br><br>Overview <br>Teaching interaction procedure research <br>Summary <br>References <br><br>15. Cool versus Not Cool procedure <br><br>Steps of the CNC procedure <br>Misuses of the CNC procedure <br>History and research <br>Summary <br>References <br><br>16. Social skills groups <br><br>Hallmarks of behaviorally based social skills groups <br>Research <br>Summary <br>References <br><br>17. Functional behavior assessment and functional analysis <br><br>Overview of functional behavior assessment <br>Types of functional analysis <br>History of FBA and functional analysis <br>Autism partnership method to FBAs and FAs <br>References <br><br>18. Differential reinforcement <br><br>Differential reinforcement of other behavior <br>Differential reinforcement of alternative behavior <br>Differential reinforcement of incompatible behavior <br>Differential reinforcement of low rates of behavior and differential reinforcement of high rates of behavior <br>Some progressive considerations regarding differential reinforcement <br>Summary <br>References <br><br>19. Extinction and response cost <br><br>Misperceptions and clarifications related to extinction <br>Response cost <br>Misperceptions and clarifications related to response cost <br>Recommendations for practice <br>Summary <br>References <br><br>20. Time out from positive reinforcement and the time-in ribbon <br><br>Time-out from positive reinforcement <br>Research on time-out <br>Autism partnership method and time-out <br>Time-in ribbon <br>Summary <br>References <br><br>21. Measurement systems <br><br>Considerations in selecting a measurement system <br>Measurement systems <br>Measuring with our heart <br>Summary <br>References <br><br>22. Formal assessments <br><br>The assessments <br>Summary <br>References <br><br>23. Curriculum assessment <br><br>Common curriculum assessments <br>Autism Partnership Method and curricular assessment <br>Building the curriculum <br>References <br><br>24. Learning-how-to-learn curriculum <br><br>The skills <br>Summary <br>References <br><br>25. Social skills curriculum <br><br>Reasons why we teach social skills <br>Reasons why social skills development is often not a priority <br>What to teach: The social skills taxonomy <br>How to teach social behavior <br>Don’t forget <br>Summary <br>References <br><br>26. Language curriculum <br><br>Language programs <br>Summary <br>References <br><br>27. Self-help and adaptive behaviors <br><br>Toilet training <br>Mealtime challenges <br>Sleep <br>Appearance checks <br>Basic efficiency and organization <br>Walk with me <br>Crossing the street safely <br>Following a visual or written schedule <br>Self-advocacy <br>Summary <br>References <br><br>28. Working with parents of autistic children <br><br>Prediagnosis stress <br>Diagnostic process stress <br>Postdiagnosis stress <br>Intervention stress <br>Autism partnership method of parent support <br>Research on parent training <br>Summary <br>References <br><br>29. Siblings <br><br>Sibling relationship throughout the lifespan <br>The Autism Partnership Method and siblings <br>References <br><br>30. Staff and staff training <br><br>Characteristics of quality interventionists <br>Additional skills interventionists should display <br>Additional skills supervisors should display <br>Staff training <br>Summary <br>References <br><br>Index </p>