About the Editors About the Contributors Preface Acknowledgments
Section I Introduction and Overview of Applied Behavior Analysis- Chapter 1 Interprofessional CollaborationMareile A. Koenig and Joanne E. Gerenser
- Learning Objectives
- Why Children With ASD Need SLP and ABA Support Services
- Credentials and Scopes of Practice: SLPs and BAs
- The Importance of Collaboration
- Barriers to Collaboration
- Recommendations for Improving Interprofessional Collaboration
- Conclusion: The Need for Effective SLP+oGe¼'ABA Collaboration
- References
- Chapter 2 What Is Applied Behavior Analysis?Corinne Murphy and Mareile A. Koenig
- Learning Objectives
- The Behavioral Framework
- The Origins of Behavioral Science
- Key Assumptions and Dimensions of ABA
- Ten Guiding Questions for Behavior Analysts
- Behavior Within the Environmental Context
- Conclusion: Basic Tenets of Applied Behavior Analysis
- References
- Chapter 3 Components of Behavioral TeachingMary E. MacDonald and Dana Battaglia
- Learning Objectives
- The Three-Term Contingency and Stimulus Control
- Reinforcement
- Shaping
- Chaining
- Prompting
- Conclusion: Using Behavioral Teaching Strategies With Children With ASD
- References
- Chapter 4 Data CollectionMary Jane Weiss, Ian Terrell Melton, Samantha Russo, and Melanie Olson Giles
- Learning Objectives
- Data Collection in Behavior Analysts' Work
- Data Collection in Speech-Language Pathologists' Work
- Where to Begin? Starting Data Collection
- Conclusion: Data Collection for BAs and SLPs
- References
Section II Applications of ABA Within Programs for Individuals with ASD- Chapter 5 The Lovaas Model of ABALinda Bezjian Wright and Eric V. Larsson
- Learning Objectives
- Historical Background and Overview of Evidence
- The Outcome Studies and Replications of the Lovaas Model of EIBI
- Key Components of the Lovaas Model
- Discrete Trial Instruction
- The Teaching Progression
- Applications for Speech-Language Pathologists
- Conclusion: The Benefits of Successful Collaboration
- References
- Chapter 6 Pivotal Response TreatmentLynn Kern Koegel and Daniel Openden
- Learning Objectives
- Historical Background
- The Theoretical Perspective Underlying PRT
- Overview of Evidence for the Effectiveness of PRT
- Fidelity of Implementation
- Guidelines for Implementation
- Conclusion: Connecting Research and Practice
- References
- Chapter 7 Incidental TeachingDavid A. Celiberti and Tracie L. Lindblad
- Learning Objectives
- Benefits of Incidental Teaching
- Historical Background
- Description of the Incidental Teaching Model
- How Incidental Teaching Differs from Other Models
- Increasing Effectiveness: Using Mediators to Enhance Generalization
- Extensions: Beyond Vocal Language
- Conclusion: How SLPs can Apply Incidental Teaching
- References
- Chapter 8 Verbal BehaviorLori Frost and Andy Bondy
- Learning Objectives
- What Is Verbal Behavior?
- Using a Skinnerian Analysis in Intervention
- Learning to Be a Listener
- Conclusion: The Value of Analyzing Verbal Behavior
- References
- Chapter 9 A Guide to the Early Start Denver ModelAmy L. Donaldson, Sally J. Rogers, Aimee Bord, and Aubyn C. Stahmer
- Learning Objectives
- Historical Background
- EDSM Features
- Further Evidence for the EDSM
- Using EDSM Teaching Strategies
- The EDSM Treatment Plan
- Parent Coaching
- EDSM Language Approach
- Conclusion: Collaboration and the EDSM
- References
- Chapter 10 Precision Teaching and FluencyAlison Moors Lipshin, Mary Jane Weiss, and Jennifer Lynn Hilton
- Learning Objectives
- Fluency
- Precision Teaching
- The Relevance of Precision Teaching for Learners With ASD
- Applications of Precision Teaching for SLPs
- Conclusion: Using Precision Teaching to Build Fluency
- References
- Chapter 11 A Guide to the Picture Exchange Communication SystemJoseph P. McCleery, Lori Frost, and Andy Bondy
- Learning Objectives
- Historical Background
- Underlying Theoretical Perspective
- Getting Started With PECS: Reinforcer Assessment and Phase I
- Phase II: Distance and Persistence
- Phase III: Discriminating Between Symbols
- Phase IV: Using Phrases
- Phase V: Answering “What Do You Want?”
- Phase VI: Commenting
- Additional Vocabulary Training
- Research on PECS: Evidence-Based Practice
- Conclusion: A First-Line, Evidence-Based Intervention
- References
Section III Integrating ABA and SLP for Successful Intervention- Chapter 12 Integrating Behavior Analytic Concepts with Communication Interventions: ABA Terms, DemystifiedTracy Vail
- Learning Objectives
- How Can Behavior Analytic Terminology Be Helpful to SLPs?
- Communication Environments
- Key Antecedent Factors
- Key Behavior Factors
- Key Consequence Factors
- Conclusion: Clarifying Key Concepts for Collaboration
- References
- Appendix: Key Terms
- Chapter 13 Assessment in SLP and ABAMareile A. Koenig and Corinne Murphy
- Learning Objectives
- Conceptual Frameworks
- Assessment Purposes and Procedures
- Conclusion: Summary and Integration
- References
- Chapter 14 Behavioral Objectives that Guide Effective InterventionJane S. Howard and Coleen Sparkman
- Learning Objectives
- Developing and Selecting Appropriate Goals and Objectives
- How Behavioral Targets Can Positively Impact Stakeholders
- The Integrated Model of ABA and SLP
- Conclusion: Why Creating the Right Objectives Is Critical
- References
- Chapter 15 Assessing and Treating Challenging Behavior Within and Beyond Speech Therapy SessionsJoanne E. Gerenser and Frank R. Cicero
- Learning Objectives
- Risk Factors for Challenging Behavior
- Understanding Functions of Behavior
- Effective Strategies for Treating Challenging Behavior
- Conclusion: Addressing Challenging Behavior in Speech Therapy
- References
- Chapter 16 Strategies to Enhance SLP+oGe¼'ABA Collaboration: Working Toward Interprofessional PracticeJoanne E. Gerenser and Mareile A. Koenig
- Learning Objectives
- Barriers to Collaboration
- IPP in Healthcare
- Summary and Conclusions
- References
Glossary Index
