Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and

For SLPs preparing to work with children who have autism spectrum disorders, selecting effective interventions for communication and social challenges is critically important. This accessible textbook gives SLPs the in-depth knowledge they need to evaluate, choose, and apply today's best interventions for communication and social interactions.

With this practical, expertly organized textbook, tomorrow's SLPs will expertly choose and apply interventions that improve the communication and social skills of people with autism spectrum disorders.

Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and

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Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992. Patricia A. Prelockâ (TM)s primary academic appointment is Professor of Communication Sciences and Disorders; she has a secondary appointment in pediatrics in the College of Medicine. Her primary research interests include collaborative, interdisciplinary practice and the nature and treatment of autism, including social perspective taking, peer play, emotion regulation, and the neural pathways involved in social discourse. She has served as Associate Editor for Language, Speech, and Hearing Services in Schools, was named an American Speech-Language-Hearing Association Fellow in 2000, and is President-elect of the American Speech-Language-Hearing Association. Dr. Prelock was the cochair of Vermontâ (TM)s statewide Autism Task Force for four years and is a member of the workgroup for the Autism Training Program through the Higher Education Collaborative. Dr. Prelock has more than 120 publications and more than 400 peer-reviewed and invited presentations in the areas of autism, collaboration, language assessment and intervention, and phonology. Dr. Prelock received the 1998 Friends Award through the Vermont Parent Information Center, UVMâ (TM)s Kroepschâ "Maurice Excellence in Teaching Award in 2000, and the first annual Autism Society of Vermont Excellence in Service Award in 2000. She was named a University Scholar in 2003. In 2010, she was awarded the Puppetâ (TM)s Choice Award for Autism through the Kids on the Block Program. Dr. Prelock earned her bachelorâ (TM)s and masterâ (TM)s degrees from Kent State University and her doctoral degree from the University of Pittsburgh. She is a board-recognized child language specialist. Rebecca McCauley, Ph.D., CCC-SLP, is a professor in Speech and Hearing Science at The Ohio State University. She is a Fellow of the American Speech, Language, and Hearing Association (ASHA) and former associate editor of American Journal of Speech-Language Pathology. She will be receiving Honors of ASHA at this year's annual convention in Boston. Her research and scholarly interests include issues in assessment and treatment of communication disorders in children, especially those with speech sound disorders, including childhood apraxia of speech. Rebecca is currently Editor with Alan Kamhi of the Communication and Language Intervention series for Brookes Publishing. With A. Lynn Williams and Sharynne McLeod, she has co-edited Interventions for Speech Sound Disorders in Children (Brookes Publishing, 2010), and is currently working with those colleagues on the second edition of that book. She has recently co-authored a paper on a taxonomy of phonological interventions with Elise Baker, A. Lynn Williams and Sharynne McLeod. In addition, Rebecca has authored one book on assessment, Assessment of Language Disorders in Children (2001) and has co-edited four other books on treatment for children's communication disorders.

V. Mark Durand, Ph.D., is known worldwide as an authority in the area of autism spectrum disorders. He is a professor of psychology at the University of South Florida St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. He has received more than $4 million in federal funding since the beginning of his career to study the nature, assessment, and treatment of behavior problems in children with autism spectrum disorders. Before moving to Florida, he served in a variety of leadership positions at the University at Albany-State University of New York (SUNY-Albany), including Associate Director for Clinical Training for the doctoral psychology program from 1987 to 1990, Chair of the Psychology Department from 1995 to 1998, and Interim Dean of Arts and Sciences from 2001 to 2002. There he established the Center for Autism and Related Disabilities at SUNY-Albany. He received his B.A., M.A., and Ph.D. degrees -- all in psychology--at Stony Brook University. Dr. Durand was awarded the University Award for Excellence in Teaching at SUNY-Albany in 1991 and in 2007 received the Chancellor's Award for Excellence in Research and Creative Scholarship at the University of South Florida St. Petersburg. Dr. Durand is currently Co-editor of the Journal of Positive Behavior Interventions, is a member of the Professional Advisory Board for the Autism Society of America, and is on the Board of Directors of the international Association of Positive Behavioral Support. He serves on a number of editorial boards, has reviewed for dozens of journals, and has more than 100 publications on functional communication, educational programming, and behavior therapy. His books include several best-selling textbooks on abnormal psychology, Severe Behavior Problems: A Functional Communication Training Approach (Guilford Press, 1990), Sleep Better! A Guide to Improving Sleep for Children with Special Needs (Paul H. Brookes Publishing Co., 1998), and When Children Don't Sleep Well: Interventions for Pediatric Sleep Disorders, Therapist Guide (Oxford University Press, 2008). In his leisure time, he enjoys long-distance running and just completed his third marathon. Jennifer B. Ganz, Ph.D., BCBA-D, is a Professor of Special Education at Texas A&M University. She received her doctorate at the University of Kansas, with a concentration in autism spectrum disorder and behavioral disorders and is a Board Certified Behavior Analyst-Doctoral. Her research focuses on the use of technology to improve social-communication deficits in people with autism spectrum disorder (ASD) and other developmental disabilities. Dr. Ganz has worked in general and special education and as an educational consultant and continues to consult and present in Texas to schools and parents on topics relating to ASD and other developmental disabilities. She has also been a speaker at regional, national, and international conferences on topics including interventions for behavior and ASD, including strategies to address social and communication skills. Dr. Ganz has received several grants to fund research and service projects involving students with ASD and intellectual disabilities and a personnel preparation project for professionals working with children with disabilities. In addition, Dr. Ganz has authored or co-authored numerous articles, books, and chapters. Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Dr. Ann Kaiser is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. Dr. Kaiser's research focuses on early language interventions for children with developmental disabilities and children at risk due to poverty. She has developed and researched an early communication program to improve the language outcomes for young children with intellectual and developmental disabilities, children with autism, and children at risk due to behavior problems.

Dr. Connie Kasari is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally. Richard L. Simpson, Ed.D., was a Professor of Special Education at the University of Kansas where he dedicated numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism spectrum disorders and other disabilities and coordinated variety of federal grant programs related to students with autism spectrum disorders and other disabilities. He also worked as a special education teacher, school psychologist, and coordinator of a community mental health outreach program. He authored numerous books, articles, and assessments on a variety of topics connected to students with disabilities. Simpson is the former senior editor of the professional journal Focus on Autism and Other Developmental Disabilities. His awards include the Council for Exceptional Children Research Award, Midwest Symposium for Leadership in Behavior Disorders Leadership Award, Autism Society of Kansas leadership Award, and numerous University of Kansas awards and distinguished roles, including the Gene A. Budig Endowed Teaching Professorship of Special Education. Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonneâ (TM)s focus is to blend research and reality in the highest quality treatment in a community setting. 2ff7e9595c