Clinical Guide to Early Interventions for Children with Autism

This book examines early interventions for children with autism spectrum disorder (ASD) with the goal to enable primary care physicians as well as other clinicians, therapists, and practitioners to assist parents in making informed decisions based on current research. It provides a map for successfully navigating the maze of early interventions for ASD, focusing on evidence. Chapters review the similarities and differences between current evidence-based treatments, how these treatments work, the factors that facilitate their effectiveness, and the pros and cons of their use for different children and different needs. In addition, chapters discuss the services, laws, policies, and societal issues related to early intervention in ASD.

Featured topics include:

• Criteria to evaluate evidence in ASD interventions.
• Effective approaches for Social communication difficulties in ASD.
• Effective approaches for Restricted and repetitive behaviors (RRBs) in ASD.
• Naturalistic, developmental approaches to early intervention for children with ASD
• The TEACCH approach and other visually based approaches for children with ASD.
• Applied Behavior Analysis (ABA) approaches to early intervention for children with ASD.
• What works for whom in ASD early intervention

Clinical Guide to Early Interventions for Children with Autism is an essential resource for clinicians, primary care providers, and other practitioners as well as researchers, professors, and graduate students in the fields of child, school, and developmental psychology, pediatrics, social work, child and adolescent psychiatry, primary care medicine, and related disciplines.

• Alternative treatments for autism
• Applied Behavior Analysis (ABA) and ASD
• Augmentative alternative communication and autism
• Autism spectrum disorder (ASD) and childhood treatments
• Behavior assessment, modeling, and visual supports and ASD
• Challenging behaviors and children with autism
• Complementary and alternative treatments for ASD
• Discrete Trial Training (DTT) and autism
• Early Intensive Behavioral Intervention (EIBI) and ASD
• Early Start Denver Model (ESDM) and autism
• Enhanced milieu teaching (EMT) and autism
• Evidence-based interventions and autism
• Joint Attention Symbolic Play Engagement & Regulation (JASPER)
• Naturalistic Behavioral Developmental Interventions (NDBI)
• Naturalistic Developmental Behavioral Intervention and ASD
• Pivotal Response Training (PRT) and autism
• Project ImPACT (Improving Parents as Communication Teachers)
• Services, laws, and policies and autism
• TEACCH
• Social Communication/Emotional Regulation/Transactional

• AJ Drexel Autism Institute, Drexel University, Philadelphia, USA

  Giacomo Vivanti

• Lynch School of Education and Human Development, Boston College, Chestnut Hill, USA

  Kristen Bottema-Beutel

• UNC TEACCH Autism Program, The University of North Carolina School of Medicine, Chapel Hill, USA

  Lauren Turner-Brown

Giacomo Vivanti, Ph.D., is an Associate Professor at the A.J. Drexel Autism Institute, Drexel University, Philadelphia, USA, and an Honorary Research Fellow at the Olga Tennison Autism Research Centre at La Trobe University, Melbourne, Australia. His research and clinical work focus on early learning and intervention for children with Autism. Dr. Vivanti is an Associate Editor of the Journal of Autism and Developmental Disorders and a member of the Editorial Board of the Journal of Early Intervention. He is the author of over 50 peer-reviewed scientific articles on autism.

Kristen Bottema-Beutel, Ph.D., is an Associate Professor in the Lynch School of Education and Human Development (LSEHD) at Boston College, Chestnut Hill, Massachusetts, USA. Her research focuses on social and language development, and social interaction dynamics in autistic people across the lifespan. Dr. Bottema-Beutel is the director of the specialization in autism spectrum disorder at LSEHD, a program that prepares future special educators to support autistic students. She has written or co-written more than 30 peer-reviewed articles relevant to autism and other special education topics.

Lauren Turner Brown, Ph.D., served as the Assistant Director of the UNC TEACCH Autism Program for 5 years and Assistant Professor in the Department of Psychiatry at the University of North Carolina at Chapel Hill. She conducted research on early identification and intervention for children with autism spectrum disorder and published over 30 peer reviewed articles on the topic of ASD. Dr. Turner-Brown is currently in private practice in Chapel Hill, NC and an Adjunct Assistant Professor at UNC.