Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Naomi Chedd, LMHC, is a Licensed Mental Health Counselor and an Educational Consultant in private practice. She specializes in the behavioral, social/emotional, and mental health issues related to children and adolescents with Autism Spectrum Disorders, Prader-Willi Syndrome, and other developmental disabilities.
Karen Levine, PhD is a Licensed Psychologist and Instructor of Psychology in the Department of Psychiatry at Harvard Medical School. She was co-founder and co-director of Boston Children’s Hospital's former Center for Autism and Related Disorders Clinic and worked in the field of developmental disabilities for twenty-five years. She is the 2012 recipient of thefirst Lesley University Austim Hero Award.
Chapter 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 EBP in Treating ASD
Chapter 2. What is Evidence Based Practice?
What is So Important ?
Common Errors in Evaluating Treatments
How Then Can Treatments be Evaluated?
History of Evidence Based Practice in Psychology
Brief History of EBP as it Pertains to Autism
Evolution and Expansion of EBP
EBP as it Pertains to Autism
Clinical Judgment
Autism-Specific vs. Non-Specific Treatments
The Evolution of Treatment Models and Terminology
Client Voice in What to Treat and How to Treat
What is Important to Study? What is Important to Treat?
The Role Context in Treatment Selection:
Positive and Negative Policy Implications of uses of EBP in Autism Treatments
Conclusions and Recommendations
Chapter 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
Step 2. Identify the Problem
Step 3. State the Hypothesis, Yours and Others’
Step 4. Review Research
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate your own Evidence
Step 7. Redesign the Plan as Needed
Chapter 4. Jamal: A Previously Happy Preschooler Disengages
Step 1: Gather Background Information
Step 2.Identify the Problem
Step 3.State the Hypothesis, Yours and Others
Step 4.Review Treatment Approaches
Step 5. Designing the Treatment Plan
Step 6.Evaluate Effectiveness and Generate Your own Evidence
Step 7: Redesign the Plan as Needed
Chapter 5. Katherine: A Nine Year Old Learns to Cope with Hew Own Explosive Episodes
Step 1: Gather Background Information
Step 2: Identify the Problem
Step 3: State the Hypothesis, Yours and Others:
Step 4.Consider Treatment Approaches
Step 5.Design the Treatment Plan
Step 6.Evaluate Effectiveness and Generate Your own Evidence
Chapter 6. Brandon: Developmental Delays and OCD present a Big Challenge for a Non-verbal Preschooler
Step 1. Gather Background Information
Step 2. Identify the Problem
Step 3. State the Working Hypothesis, Yours and Others’
Step 4. Review Treatment Approaches
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate Your Own Evidence
Step 7. Redesign the Plan as Needed
Chapter 7. Raphael: A Happy, Well-Behaved Six Year Old Becomes Increasingly Rigid
Step 1. Gather Background Information
Step 2. Identify the Problem
Step 3. State the Hypothesis, Yours and Others’
Step 4. Review Treatment Approaches
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate Your Own Evidence
Step 7: Redesign the Plan as Needed
Chapter 8. Alex: Extreme Mood Dysregulation Interferes with School and Home Functioning for a Fourth Grader
Step 1. Gather Background Information
Step 2. Identify the Problem
Step 3. State the Hypothesis, Yours and Others’
Step 4. Review Treatment Approaches
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate Your Own Evidence
Step 7. Redesign the Plan as Needed
Chapter 9. Emily: A Passive Teenager Begins to Learn Self-help Skills
Step 1. Gather Background Information
Coping with the Present - Worried about the Future
Step 2. Identify the Problem:
Step 3. State the Hypothesis, Yours’ and Others?
Step 4: Review Treatment Approaches:
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate Your Own evidence
Step 7. Redesign the Plan as Needed
Chapter 10. Chen A teenager with Aspergers hits bottom, but with help and determination, heads for college
Step 1. Gather Backgroun Information
Step 2. Identify the problem
Step 3. State the Hypothesis, Yours and Others’
Step 4. Review Treatment Approaches
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate your own Evidence
Step 7. Redesign the Plan as Needed
Chapter 11. Michael, a 10 year old whose behaviors are becoming more and aggressive and disruptive
Step 1. Gather Background Information
Step 2. Identify the Problem
Step 3. State the Hypothesis, Yours and Others’
Step 4. Review Research
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate your own Evidence
Step 7. Redesign the Plan as Needed
Chapter 12: Jake: A five year old who has responded well to Floortime
Step 1: Gather Background Information
Step 2. Identify the Problem
Step 3. State the Hypothesis, Yours and Others
Step 4. Review Research
Step 5. Design the Treatment Plan
Step 6. Evaluate Effectiveness and Generate Your Own Evidence
Afterword
Appendix A: Autism Treatment Approaches
References
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.