Behavioral Issues in AutismEric Schopler, Gary B. Mesibov Division TEACCH, a statewide program in North Carolina, serves people with autism and their families through the School of Medicine at the University of North Carolina at Chapel Hill. TEACCH was one of the first, and remains one of the most comprehensive and effective, programs in the world working with this population. Over the years the puzzling and unusual behavior problems these children present have been among the most interesting and challenging of the enigmas parents and professionals confront. This book is designed to provide information on these behaviors that will be relevant and useful. As with the preceding books in our series, Current Issues in Autism, this volume is based in part on one of the annual TEACCH Conferences held in Chapel Hill in May. The books are not simply published proceedings of the conference papers. Instead, conference participants are asked to develop full-length chapters around their presentations. Other international experts, whose work is beyond the scope of each conference but related to its major theme, are asked to contribute chapters as well. These volumes provide the most up-to-date information on research and professional practice available on the most important issues in autism. |
Contents
INTRODUCTION TO BEHAVIORAL ISSUES IN AUTISM | xxi |
Introduction | xxi |
Assessment Issues | xxi |
Treatment Issues | xxi |
Special Issues | xxi |
References | xxi |
GENERAL PRINCIPLES OF BEHAVIOR MANAGEMENT | xxi |
The Behavioral Perspective | 13 |
Working with Families of Normative Needs | 168 |
Families with Special Needs | 169 |
Conclusions and Summary | 172 |
References | 173 |
THE IMPACT OF STRESS AND ANXIETY ON INDIVIDUALS WITH AUTISM AND DEVELOPMENTAL DISABILITIES | 177 |
Definition of Stress and Anxiety | 178 |
Stress and Stressors in the General Population | 179 |
Maladaptive Behaviors and Their Relationship to Stress | 182 |
Behavioral Assessment | 14 |
Specific Behavioral Procedures | 15 |
Current Issues and Trends in the Behavioral Treatment of Autism | 25 |
Concluding Comments | 34 |
ADMINISTRATIVE ISSUES INVOLVING BEHAVIORAL APPROACHES IN AUTISM | 39 |
Administrative Considerations in Implementing Behavioral Programs to Treat Challenging Behavior | 40 |
Clinical and Social Considerations Guiding Intervention Efforts | 46 |
Guidelines for Promoting Systemic Change | 51 |
Conclusion | 52 |
References | 53 |
BEHAVIORAL PROPERTIES FOR AUTISM AND RELATED DEVELOPMENTAL DISORDERS | 55 |
North Carolinas TEACCH Model | 56 |
Obstacles to Optimum Individualized Treatment | 58 |
Enduring Treatment Principles and Concepts | 68 |
Summary and Conclusions | 74 |
References | 75 |
Assessment Issues | 79 |
SELFMANAGEMENT OF PROBLEMATIC SOCIAL BEHAVIOR | 81 |
Characteristics of Autism Requiring Extended Treatment Efforts | 82 |
SelfRegulation of Behavior | 87 |
Summary | 93 |
References | 94 |
DEVELOPMENTAL DISORDERS AND BROAD EFFECTS OF THE ENVIRONMENT OF LEARNING AND TREATMENT EFFECTIVENESS | 99 |
General Process Assumptions | 101 |
Individual Factors | 106 |
Setting Factors | 110 |
Customs Rules and Regulations | 121 |
The Case for Environmental Impact Statements | 122 |
References | 124 |
Treatment Issues | 129 |
ASSESSMENT AND TREATMENT OF SELFINJURIOUS BEHAVIOR | 131 |
Etiology and Maintaining Variables | 132 |
Pretreatment Considerations | 135 |
LearningBased Approaches to Treatment | 145 |
Other Treatment Approaches | 151 |
Summary | 153 |
References | 154 |
TREATMENT OF FAMILY PROBLEMS IN AUTISM | 161 |
The Impact of the Childs Autism on the Family | 162 |
The ABCX Model of Family Functioning | 164 |
Fostering Adaptive Coping Strategies | 185 |
Case Examples | 187 |
Advantages of Designing Interventions to Reduce Stress and Anxiety | 189 |
Summary | 190 |
STRUCTURED TEACHING | 195 |
Physical Organization | 196 |
Schedules | 198 |
Individual Work Systems | 200 |
Visual Structure | 201 |
Routines | 203 |
Teaching Methods | 204 |
Summary | 206 |
References | 207 |
Special Issues | 209 |
ISSUES IN THE USE OF AVERSIVES FACTORS ASSOCIATED WITH BEHAVIOR MODIFICATION FOR AUTISTIC AND OTHER DEVELOP... | 211 |
Confusion over Definition | 212 |
Conflict between Advocates and Professionals | 214 |
Concepts as Ideologies | 215 |
Data and Testimonials | 219 |
Freedom of Treatment Choice | 220 |
Future Directions | 221 |
Conclusions | 223 |
SOME CHARACTERISTICS OF NONAVERSIVE INTERVENTION FOR SEVERE BEHAVIOR PROBLEMS | 227 |
Functional Assessment and HypothesisDriven Intervention | 231 |
Antecedent and CurriculumBased Interventions | 234 |
Increasing Personal Control and Choice | 237 |
Summary | 241 |
THE EDEN DECISION MODEL A DECISION MODEL WITH PRACTICAL APPLICATIONS FOR THE DEVELOPMENT OF BEHAVIOR DECE... | 247 |
Component IDetermination of Need | 248 |
Component IIFunctional Analysis of Environmental Conditions | 252 |
Component IIIFunctional Analysis of the Curricular Component | 256 |
Component IVDifferential Reinforcement | 258 |
Component VDevelopment of an Aversive Decelerative Procedure EDM Case Study | 262 |
EDM Case Study | 265 |
Discussion | 272 |
References | 274 |
277 | |
285 | |
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Common terms and phrases
activities aggression antecedent Applied Behavior Analysis approach appropriate assessment Autism and Developmental autistic children aversive procedures behavior modification behavior problems Behavior Therapy Carr Cautela challenging behavior child with autism children with autism Cigrand classroom clients clinical clinician communication Component contingent defined behavior developmental disabilities Developmental Disorders differential reinforcement Dunlap effective environment environmental Eric Schopler evaluation example extinction fenfluramine functional analysis Groden habilitation Horner identify increase individuals with autism interaction Issues in Autism Iwata Journal of Applied Journal of Autism Koegel learning Lovaas Matson ment mental retardation Mesibov Mulick opioid parents Plenum positive reinforcement problem behavior professionals Psychiatry Psychology punishment reduce relationship response Rincover schedules Schizophrenia Schopler and Gary Schreibman Schroeder self-injurious behavior self-management severe behavior Severe Handicaps skills social specific staff stereotypic stimulus students with autism task TEACCH teacher teaching techniques therapist tion York
References to this book
Autism: Understanding the Disorder Gary B. Mesibov,Lynn W. Adams,Laura G. Klinger No preview available - 1998 |