05365nam 2200661 a 450 991097054750332120240516102925.09781283893275128389327497811182210681118221060(CKB)2670000000299542(EBL)836564(OCoLC)821198133(SSID)ssj0000784478(PQKBManifestationID)12327835(PQKBTitleCode)TC0000784478(PQKBWorkID)10763024(PQKB)10702390(MiAaPQ)EBC836564(Au-PeEL)EBL836564(CaPaEBR)ebr10639264(CaONFJC)MIL420577(Perlego)2786901(EXLCZ)99267000000029954220120627d2013 uy 0engur|n|---|||||txtccrTreatment planning for children with autism spectrum disorders an individualized, problem-solving approach /Naomi Chedd, Karen Levine1st ed.Hoboken, N.J. John Wiley & Sons, Inc.c20131 online resource (274 p.)Description based upon print version of record.9780470882238 0470882239 Includes bibliographical references and index.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 CausalityDetermining 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 SelectionPositive 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 PlayersStep 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 DisengagesStep 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 EpisodesStep 1: Gather Background Information A new way of thinking about treatment planning to support children with autism spectrum disorders Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape. Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of currAutism in childrenTreatmentAutism in childrenTreatment.618.92/85882Chedd Naomi1952-1804989Levine Karen1959-1804990MiAaPQMiAaPQMiAaPQBOOK9910970547503321Treatment planning for children with autism spectrum disorders4353321UNINA