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Treatment Planning for Children with Autism Spectrum Disorders : an Individualized, Problem-Solving Approach.
Diagnoses of autism in children are on the rise, and while some clinicians have training and experience in this area, the majority does not. This book reviews a variety of interventions and treatments that can be used with children who have autism spectrum disorders. It discusses the advantages and...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester :
Wiley,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Treatment Planning For Children With Autism Spectrum Disorders; Table of Contents; Preface; Acknowledgments; About the Authors; 1 Introduction: Looking at Treatment Planning Through a Different Lens; Defining Best Practices; Media Overload; A New Way of Thinking About Autism Treatment; Core Deficits of Autism; How the Book Is Organized; Why There Is Confusion About Evidence Based Practice in Treating ASD; Case Studies; About the Appendices; 2 What Is Evidence-Based Practice?; What Is So Important About EBP?; Common Errors in Evaluating Treatments; Correlation Versus Causality
- Determining Treatment Effect When the Child Is Receiving Multiple TreatmentsEmotions Versus Logic; Face Validity; How Can Treatments Be Evaluated?; History of Evidence-Based Practice in Psychology; Brief History of EBP and Autism; Evolution and Expansion of EBP; EBP as it Pertains to Autism; Clinical Judgment; Autism-Specific Versus Nonspecific Treatments; The Evolution of Treatment Models and Terminology; Client Voice in What to Treat and How to Treat; Family Preferences; What Is Important to Study? What Is Important to Treat?; The Role of Context in Treatment Selection
- Positive and Negative Policy Implications of Uses of EBP in Autism TreatmentsConclusions and Recommendations; 3 The Individualized, Problem-Solving Treatment Process; Our Beliefs and Biases; The Role of Children's Emotions; The Challenge of Generalization; Strengthening Social Connections; Step 1: Gather Background Information; Keep Asking Questions; Whose Priorities?; Making the Right Match; Starting in the Middle; Step 2: Identify the Problem; Identifying Onset May Lead to a Quicker Solution; "But He Never Does This at School ..."; Input From Key Players
- Step 3: State the Hypothesis, Yours and OthersFBAs Provide Valuable Information; The Blame Game; Step 4: Review Research; Get Team Input; Literature Reviews; Think Like a Scientist; Step 5: Design the Treatment Plan; Determining Length of Treatment; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Monitoring Satisfaction; Evaluating Effectiveness; Help With Data Collection; Step 7: Redesign the Plan as Needed; Unintended Consequences; Plan for Changes Over Time; Moving From Theory to Practice; 4 Jamal: A Previously Happy Preschooler Disengages
- Step 1: Gather Background InformationProgram Components; Step 2: Identify the Problem; Seeking Out an Experienced Consultant; Looking for Explanations; Step 3: State the Hypothesis, Yours and Others; Same Techniques, Different Styles; Step 4: Review Treatment Approaches; Time to Warm Up; More Than One Approach Needed; Step 5: Designing the Treatment Plan; Targeting Behaviors for Data Collection; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Step 7: Redesign the Plan as Needed; 5 Katherine: A 9-Year-Old Learns to Cope With Her Own Explosive Episodes