Matson Applied Behavior Analysis for Children with Autism Spectrum Disorders

1. Auflage 2009
ISBN: 978-1-4419-0088-3
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 270 Seiten

Autism was once thought of as a rare condition, until the Centers for Disease Control and Prevention's Autism and Developmental Disabilities Monitoring Network released the statistic that about 1 in every 150 eight-year-old children in various areas across the United States is afflicted by an autism spectrum disorder, or ASD. This news led to a dramatic expansion of research into autism spectrum disorders and to the emergence of applied behavior analysis (ABA) as the preferred method of treatment, even among prescribing practitioners. Applied Behavioral Analysis for Children with Autism Spectrum Disorders ably synthesizes research data and trends with best-practice interventions into a comprehensive, state-of-the-art resource. Within its chapters, leading experts review current ABA literature in depth; identify interventions most relevant to children across the autism spectrum; and discuss potential developments in these core areas: Assessment methods, from functional assessment to single case research designs. Treatment methods, including reinforcement, replacement behaviors, and other effective strategies. The role of the differential diagnosis in ABA treatment planning. Specific deficit areas: communication, social skills, stereotypies/rituals. Target behaviors, such as self-injury, aggression, adaptive and self-help problems. ASD-related training concerns, including maintenance and transition issues, and parent training programs. This volume is a vital resource for researchers, graduate students, and professionals in clinical child and school psychology as well as the related fields of education and mental health.

Johnny L. Matson, Ph.D., is a Distinguished Research Master and Director of the Ph.D. program in clinical psychology in the Department of Psychology at Louisiana State University in Baton Rouge, LA. He is the author of more than 450 publications, including 34 books. In addition, he is the editor-in-chief of two research journals, Research in Developmental Disabilities and Research in Autism Spectrum Disorders. He has served as an expert for the United States Department of Justice, Civil Right Division, and is past president of the Mental Retardation and Developmental Disabilities Division of the American Psychological Association. His research and clinical interests are in autism spectrum disorders and intellectual disabilities.

Autoren/Hrsg.

Matson, Johnny L.

Inhaltsverzeichnis

1;Matson_FM_O.pdf;1
2.1;Chapter 1;1
2.1.1;History and Overview;1
2.1.1.1;Beginning;1
2.1.1.2;Watson;1
2.1.1.3;Skinner;1
2.1.1.4;Timing Is Everything;1
2.1.1.5;Child Treatment;1
2.1.1.6;Autism and the Spectrum;1
2.1.1.7;Heller;1
2.1.1.8;Kanner;1
2.1.1.9;Asperger;1
2.1.1.10;ABA and ASD;1
2.1.1.11;JEAB;1
2.1.1.12;Ferster and DeMeyer;1
2.1.1.13;BRAT;1
2.1.1.14;Wolf, Risley, and Mees;1
2.1.1.15;Costello;1
2.1.1.16;Eysenck;1
2.1.1.17;JABA;1
2.1.1.18;Azrin;1
2.1.1.19;Lovaas;1
2.1.1.20;EIBI;1
2.1.1.21;FA and EFA;1
2.1.1.22;Certification;1
2.1.1.23;Overview;1
2.1.2;References;1
3;Matson_Ch02_O.pdf;21
3.1;Chapter 2;21
3.1.1;Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders;21
3.1.1.1;Introduction;21
3.1.1.2;Conceptual Basis and Foundation of Applied Behavior Analysis;21
3.1.1.3;Concepts and Application;23
3.1.1.3.1;Consequence: Punishment and Punishment-Based Procedures;23
3.1.1.3.1.1;Positive Punishment;23
3.1.1.3.1.2;Negative Punishment;24
3.1.1.3.2;Consequence: Reinforcement and Reinforcement-Based Procedures;24
3.1.1.3.2.1;Token Economy;25
3.1.1.3.2.2;Extinction;25
3.1.1.3.2.3;Differential Reinforcement;26
3.1.1.3.2.3.1;Differential Reinforcement of Alternative Behavior;26
3.1.1.3.2.3.2;Differential Reinforcement of Incompatible Behavior;28
3.1.1.3.2.3.3;Differential Reinforcement of Low Rates;28
3.1.1.3.2.3.4;Differential Reinforcement of Other Behavior;29
3.1.1.3.2.3.5;Thinning Differential Reinforcement Schedules;30
3.1.1.3.2.4;Shaping and Chaining;31
3.1.1.3.3;Antecedent Approaches to Treatment;31
3.1.1.3.3.1;Establishing Operations;31
3.1.1.3.3.2;Stimulus Control;32
3.1.1.3.3.3;Prompt Procedures;33
3.1.1.3.3.4;Choice;34
3.1.1.3.4;Combining Antecedent and Consequence-Based Components;34
3.1.1.4;ABA-Based Comprehensive Approaches to Autism Treatment: Intervention Programs that Utilize Applied Behavior Analysis Procedures;35
3.1.1.4.1;UCLA Young Autism Project;35
3.1.1.4.2;Pivotal Response Training;35
3.1.1.4.3;Treatment and Education of Autistic and related Communication-Handicapped Children;36
3.1.1.5;Future Directions and Summary;36
3.1.2;References;37
4;Matson_Ch03_O.pdf;39
4.1;Chapter 3;39
4.1.1;Assessment Methods;39
4.1.1.1;Phases of Behavioural Assessment;39
4.1.1.2;Preassessment;39
4.1.1.3;Identification of Priority Targets for Behaviour Change;40
4.1.1.4;Definition and Measurement of Baseline Levels of Target Behaviours;41
4.1.1.5;Defining Target Behaviours;42
4.1.1.6;Measuring Baseline Levels of the Target Behaviour;42
4.1.1.6.1;General Considerations;42
4.1.1.6.2;Measures of Behaviour;43
4.1.1.6.3;Observation and Recording Methods;44
4.1.1.6.3.1;Continuous Recording Methods;44
4.1.1.6.3.2;Sampling Methods;45
4.1.1.6.3.3;Comparison of Sampling Methods;46
4.1.1.6.4;Evaluating the Accuracy and Reliability of Data Collected by Direct Observation;49
4.1.1.7;Evaluating Functional Relationships Between environmental Conditions and Target Behaviours;51
4.1.1.7.1;Goals of Functional Assessment;51
4.1.1.7.2;Methods of Indirect Functional Assessment;52
4.1.1.7.2.1;Semi-structured Interviews;53
4.1.1.7.2.2;Reliability of Questionnaire Methods of Functional Assessment;53
4.1.1.7.2.3;Rating Scales;54
4.1.1.7.2.4;Reliability and Subscale Internal Consistency of Rating Scales for Functional Assessment;54
4.1.1.7.3;Direct Observation (Descriptive) Methods;55
4.1.1.7.4;Experimental Functional Assessment (Functional Analysis);62
4.1.1.7.5;Structured Descriptive and Context Sampling Approaches;65
4.1.1.7.6;Convergent and Predictive (Treatment) Validity of Functional Assessment Methods;65
4.1.1.7.7;Functional Assessment: A Clinical Approach;67
4.1.1.7.8;Functional Assessment: Concluding Comments;67
4.1.1.7.9;Assessing Stimulus Preferences and Effectiveness of Potential Reinforcers;68
4.1.1.8;Testing the Behaviour Change Hypotheses Developed;68
4.1.1.9;Assessment Methods: Concluding Comments;69
4.1.2;References;69
5;Matson_Ch04_O.pdf;73
5.1;Chapter 4;73
5.1.1;Intervention and Treatment Methods for Children with Autism Spectrum Disorders;73
5.1.1.1;Introduction;73
5.1.1.2;Applied Behavioral Analysis (ABA);73
5.1.1.3;Method;74
5.1.1.3.1;Functional Analysis;74
5.1.1.3.2;Selecting Target Behaviors;75
5.1.1.3.3;Teaching Procedures;75
5.1.1.4;Intervention Strategies Based on Applied Behavior Analysis;76
5.1.1.5;Discrete Trial Training (DTT);76
5.1.1.5.1;Evidence Base;76
5.1.1.6;Incidental Teaching (IT);77
5.1.1.6.1;Evidence Base;77
5.1.1.6.2;Pivotal Response Training (PRT);78
5.1.1.6.3;Evidence Base;78
5.1.1.7;Verbal Behavior (VB);78
5.1.1.7.1;Evidence Base;79
5.1.1.8;Picture Exchange Communication System (PECS);79
5.1.1.8.1;Evidence Base;80
5.1.1.9;TEACCH;81
5.1.1.9.1;Evidence Base;81
5.1.1.10;Future Research Agenda;82
5.1.2;References;83
6;Matson_Ch05_O.pdf;88
6.1;Chapter 5;88
6.1.1;Differential Diagnosis in Autism Spectrum Disorders;88
6.1.1.1;Differential Diagnosis and Autism;88
6.1.1.2;A Spectrum of Symptoms;89
6.1.1.3;Definition and Diagnostic Criteria;89
6.1.1.3.1;Autism;89
6.1.1.3.2;Asperger’s Disorder;90
6.1.1.3.3;PDD-NOS;90
6.1.1.4;Core Symptoms;90
6.1.1.4.1;Communication Skills;90
6.1.1.4.2;Social Skills;91
6.1.1.4.3;Stereotypy;91
6.1.1.5;Comorbid Diagnoses;91
6.1.1.6;Intellectual Disability;92
6.1.1.7;Language Disorder;92
6.1.1.8;Attention Deficit/Hyperactivity Disorder;93
6.1.1.9;Assessing ASD Spectrum;93
6.1.1.10;Assessment Tools;94
6.1.1.10.1;Autism Behavior Checklist;94
6.1.1.10.2;Autism Diagnostic Interview – Revised;95
6.1.1.10.3;Autism Diagnostic Observation Schedule – Generic;97
6.1.1.10.4;Autism Spectrum Disorders – Diagnostic;98
6.1.1.10.5;The Childhood Autism Rating Scale;98
6.1.1.10.6;Gilliam Autism Rating Scale;100
6.1.1.10.7;Checklist for Autism in Toddlers;102
6.1.1.10.8;PDD Behavior Inventory;104
6.1.1.10.9;Social Responsiveness Scale;105
6.1.1.11;General Assessment Discussion;106
6.1.1.12;Conclusion and Future Directions;107
6.1.1.13;Prescriptive Function of Diagnosis;108
6.1.1.14;Funding for Treatment;109
6.1.2;References;109
7;Matson_Ch06_O.pdf;114
7.1;Chapter 6;114
7.1.1;Communication;114
7.1.1.1;Introduction;114
7.1.1.2;Communication Impairment in Children with ASD;115
7.1.1.3;Historical Perspective;118
7.1.1.4;Contemporary Perspective;119
7.1.1.5;Multimodal Communication;120
7.1.1.6;Functional Curriculum;122
7.1.1.7;Flexibly Structured Teaching Arrangements;124
7.1.1.8;Evidence–Based Practice;126
7.1.1.8.1;Stakeholder Perspectives;126
7.1.1.8.2;Use of Empirically Supported Procedures;127
7.1.1.8.3;Educational and Clinical Expertise;128
7.1.1.9;Summary;128
7.1.2;References;129
8;Matson_Ch07_O.pdf;133
8.1;Chapter 7;133
8.1.1;Social Skills and Autism: Understanding and Addressing the Deficits;133
8.1.1.1;Introduction;133
8.1.1.2;Origin of Deficit: Theory of Mind;133
8.1.1.3;The Physiology of Social Deficits;134
8.1.1.3.1;Amygdala–Fusiform System;134
8.1.1.3.2;Vagal Nerve Dysfunction;134
8.1.1.4;The Challenges of Learning and Teaching Social Skills;134
8.1.1.5;Basic Components of Social Skills;135
8.1.1.6;Qualitative Aspects of Social Behaviors;135
8.1.1.7;Social Comprehension;135
8.1.1.8;Video Modeling;135
8.1.1.9;Social Stories;136
8.1.1.10;Rule Cards;138
8.1.1.11;Summary of Strategies to Build Social Comprehension;139
8.1.1.12;New Directions;139
8.1.1.13;Perspective Taking;139
8.1.1.14;Problem Solving;140
8.1.1.15;Joint Attention;141
8.1.1.16;Importance of Joint Attention;141
8.1.1.17;Teaching Joint Attention;141
8.1.1.18;Peers: Building Social Bridges to Other Children;142
8.1.1.19;Peers as Agents of Change;142
8.1.1.20;Other Methods;143
8.1.1.21;Benefits to Participants;144
8.1.1.22;Summary of Historical Peer Training Approaches;144
8.1.1.23;Peers as Agents of Change: Current Trends;144
8.1.1.24;Generality and Social Validity;144
8.1.1.25;Summary;145
8.1.2;References;145
9;Matson_Ch08_O.pdf;149
9.1;Chapter 8;149
9.1.1;Rituals and Stereotypies;149
9.1.1.1;What Are Stereotypies and Rituals?;149
9.1.1.2;Why Do Children with Autism Engage in Stereotypies and Rituals?;150
9.1.1.3;Developing Interventions for Stereotypy and Other Repetitive Behaviors;151
9.1.1.4;Eliminating or Attenuating the Sensory Consequences of Stereotypy;151
9.1.1.5;Developing Alternative Skill Repertoires;152
9.1.1.6;Reinforcement for the Non-occurrence of Stereotypy;155
9.1.1.7;Punishment;156
9.1.1.8;Conclusions and Recommendations;156
9.1.2;References;157
10;Matson_Ch09_O.pdf;160
10.1;Chapter 9;160
10.1.1;Self–injury;160
10.1.1.1;Self–injury;160
10.1.1.2;The Operant Functions of SIB;160
10.1.1.3;Behavioral Assessment of SIB;161
10.1.1.4;Indirect Assessment;161
10.1.1.5;Descriptive Analysis;163
10.1.1.6;Functional Analyses;165
10.1.1.7;Behavioral Treatment;167
10.1.1.8;Extinction;168
10.1.1.9;Differential Reinforcement of Other Behavior;169
10.1.1.10;Differential Reinforcement of Alternative Behavior;170
10.1.1.11;Noncontingent Reinforcement;171
10.1.1.12;Skill Acquisition of Replacement Behavior;172
10.1.1.13;Punishment;172
10.1.1.14;Conclusion;173
10.1.2;References;173
11;Matson_Ch10_O.pdf;177
11.1;Chapter 10;177
11.1.1;Aggression and Noncompliance;177
11.1.1.1;Measurement;177
11.1.1.2;Aggression;177
11.1.1.3;Noncompliance;178
11.1.1.4;Functional Behavioral Assessment and Functional Analysis;178
11.1.1.5;Functional Behavioral Assessment;178
11.1.1.6;Functional Analysis;179
11.1.1.7;Evidence-Based and Empirically Supported Intervention;180
11.1.1.8;Social Positive Reinforcement;180
11.1.1.9;Social Negative Reinforcement;182
11.1.1.10;Automatic Reinforcement;183
11.1.1.11;Intervention Recommendations;184
11.1.1.12;Establishing Operations;184
11.1.1.13;Intervention Integrity;184
11.1.1.14;Social Validity;185
11.1.1.15;Restrictive Procedures;185
11.1.1.16;Skill Building Intervention;186
11.1.1.17;Summary;186
11.1.2;References;187
12;Matson_Ch11_O.pdf;190
12.1;Chapter 11;190
12.1.1;Adaptive and Self-Help Skills;190
12.1.1.1;Introduction;190
12.1.1.2;Adaptive Skills Deficits in ASD;191
12.1.1.3;Assessment of Adaptive Skills;191
12.1.1.4;Standardized Assessments;192
12.1.1.5;Vineland Adaptive Behavior Scales;192
12.1.1.6;Vineland Adaptive Behavior Scales-II (VABS-II);192
12.1.1.7;The American Association of Mental Retardation’s Adaptive Behavior Scale – Residential and Community, Second Edition;193
12.1.1.8;Scales of Independent Behavior-Revised;193
12.1.1.9;Naturalistic Observation;194
12.1.1.10;Selection of Skills to Train;194
12.1.1.11;Methods for Training Adaptive Skills;195
12.1.1.12;Environmental Manipulations;196
12.1.1.13;Visual Supports;196
12.1.1.14;Adaptation of Physical Environment;197
12.1.1.15;Prompting Procedures;197
12.1.1.16;Graduated Guidance;198
12.1.1.17;Least-to-most Prompting;199
12.1.1.18;Prompt Fading;200
12.1.1.19;Task Analysis;200
12.1.1.20;Shaping;201
12.1.1.21;Chaining;201
12.1.1.22;Errorless Learning;202
12.1.1.23;Maintenance and Generalization;203
12.1.1.24;Conclusion;204
12.1.2;References;204
13;Matson_Ch12_O.pdf;208
13.1;Chapter 12;208
13.1.1;Generalization and Maintenance;208
13.1.1.1;Introduction;208
13.1.1.2;What is Generalization and Maintenance?;208
13.1.1.3;Discrimination or Generalization?;209
13.1.1.4;Generalization;209
13.1.1.5;Desirability of Generalized Behavior Change;211
13.1.1.6;Generalization and ASD;211
13.1.1.7;Current Practices;212
13.1.1.8;Strategies to Promote Generalization;212
13.1.1.9;Sequential Modification;213
13.1.1.10;Introduce to Natural Maintaining Contingencies;213
13.1.1.11;Train Sufficient Exemplars;215
13.1.1.12;Train Loosely;215
13.1.1.13;Use Indiscriminable Contingencies;216
13.1.1.14;Program Common Stimuli;216
13.1.1.15;Mediate Generalization;217
13.1.1.16;Train to Generalize;218
13.1.1.17;Planning for Generalized Outcomes;219
13.1.1.18;Case Example;221
13.1.1.18.1;Client Information;221
13.1.1.18.2;Referral Question;221
13.1.1.18.3;Behavior Assessment;221
13.1.1.18.4;Intervention;221
13.1.1.19;Planning for Generalization;222
13.1.1.20;Results;222
13.1.1.21;Concluding Summary and Recommendations;222
13.1.2;References;224
14;Matson_Ch13_O.pdf;226
14.1;Chapter 13;226
14.1.1;Training Issues Unique to Autism Spectrum Disorders;226
14.1.1.1;Training Issues Unique to Autism Spectrum Disorders;226
14.1.1.1.1;Issue One: Workforce and Organizational Challenges;227
14.1.1.1.1.1;Designing Effective Training;227
14.1.1.1.1.2;Maintaining Staff Performance;228
14.1.1.1.1.3;Managing Performance Problems;228
14.1.1.1.2;Issue Two: Detection and Management of Subtle Behavioral Patterns;229
14.1.1.1.3;Issue Three: Promoting Consistency Across Providers and Environments;232
14.1.1.1.3.1;Consistency Across Caregivers and Environments;232
14.1.1.1.3.2;Consistency During Major Transition Periods;233
14.1.1.2;Summary and Conclusions;234
14.1.2;References;234
15;Matson_Ch14_O.pdf;237
15.1;Chapter 14;237
15.1.1;Parent Training Interventions for Children with Autism Spectrum Disorders;237
15.1.1.1;Background of Parent Training Interventions;237
15.1.1.1.1;Development of Parent Training Interventions;237
15.1.1.1.1.1;Roots in Operant Conditioning;237
15.1.1.1.1.2;Rationale for Including Parents;238
15.1.1.1.1.3;Role of Parent Psychosocial Functioning;238
15.1.1.1.1.4;Research Methodology;238
15.1.1.2;Overview of Current ASD Parent Training Research and Practice;239
15.1.1.2.1;Content of Parent Training Interventions;239
15.1.1.2.1.1;Discrete Trial Training (DTT);239
15.1.1.2.1.2;Naturalistic Behavioral Methods;239
15.1.1.2.1.3;Integrated Developmental and Behavioral Methods;240
15.1.1.2.1.4;Cognitive-Behavioral Methods;241
15.1.1.2.2;Delivering Parent Training Interventions;243
15.1.1.2.2.1;Individual Family Format;243
15.1.1.2.2.2;Group Format;243
15.1.1.2.2.3;Characteristics of Parent Participants;243
15.1.1.2.2.4;Characteristics of Effective Parent Educators;244
15.1.1.2.3;Benefits of Parent Training;244
15.1.1.2.3.1;Efficiency of Services;244
15.1.1.2.3.2;Child Improvements;244
15.1.1.2.3.3;Parent–Child Interactions and Family Functioning;244
15.1.1.3;Examples of Recent Parent Training Research;245
15.1.1.3.1;PT Content Example #1: Early Start Denver Model;245
15.1.1.3.1.1;Participants;245
15.1.1.3.1.2;Procedures;245
15.1.1.3.1.3;Results;245
15.1.1.3.1.4;Implications;246
15.1.1.3.2;PT Content Example #2: Building Confidence – Family Cognitive-Behavioral Therapy;246
15.1.1.3.2.1;Participants;246
15.1.1.3.2.2;Procedures;247
15.1.1.3.2.3;Results;247
15.1.1.3.2.4;Implications;247
15.1.1.3.3;PT Delivery Format Example #1: Parent–Professional Partnership Model of PT in Pivotal Response Training;248
15.1.1.3.3.1;Participant Families;248
15.1.1.3.3.2;PT Content: Pivotal Response Training (PRT);248
15.1.1.3.3.3;“Partnership” PT Condition;248
15.1.1.3.3.4;“Clinician-Directed” PT Condition;248
15.1.1.3.3.5;Results;249
15.1.1.3.3.6;Implications;249
15.1.1.3.4;PT Delivery Format Example #2: Group PT in Pivotal Response Training;249
15.1.1.3.4.1;Participant Families;249
15.1.1.3.4.2;Group Parent Education Workshop;249
15.1.1.3.4.3;Results;250
15.1.1.3.4.4;Implications;250
15.1.1.4;Current Parent Training Practices in Community Settings;250
15.1.1.5;Implications and Future Directions;252
15.1.2;References;253
16;Matson_Index_O.pdf;258
17.1;Chapter 1;8
17.1.1;History and Overview;8
17.1.1.1;Beginning;8
17.1.1.2;Watson;8
17.1.1.3;Skinner;9
17.1.1.4;Timing Is Everything;10
17.1.1.5;Child Treatment;10
17.1.1.6;Autism and the Spectrum;11
17.1.1.7;Heller;11
17.1.1.8;Kanner;11
17.1.1.9;Asperger;12
17.1.1.10;ABA and ASD;12
17.1.1.11;JEAB;13
17.1.1.12;Ferster and DeMeyer;13
17.1.1.13;BRAT;14
17.1.1.14;Wolf, Risley, and Mees;14
17.1.1.15;Costello;15
17.1.1.16;Eysenck;16
17.1.1.17;JABA;16
17.1.1.18;Azrin;16
17.1.1.19;Lovaas;17
17.1.1.20;EIBI;17
17.1.1.21;FA and EFA;18
17.1.1.22;Certification;18
17.1.1.23;Overview;19
17.1.2;References;19