This handbook addresses evidence-based training practices for individuals providing applied behavior analysis (ABA) interventions for individuals on the autism spectrum. It provides specific examples of interventions across various contexts and skills and addresses the importance of effective and efficient training as it relates to ABA-based interventions for individuals on the autism spectrum. Additional areas of coverage include, but are not limited to, staffing, clinical judgment, shaping, mealtime interventions, qualities of effective trainers and developing effective training systems.

Key areas of coverage include:

• Training versus mentorship.

• Developing systems and contingencies related to training within an organization.

• Ensuring a common vocabulary with trainers and trainees.

• Development of clinical judgment.

• Cultural considerations within training.

The Clinical Handbook of Autism Intervention Training is a must-have resource for clinicians, therapists, and other practitioners and professionals as well as researchers, professors, and graduate students across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, clinical social work, public health, rehabilitation medicine/physical and occupational therapy, special education, pediatrics, and neurology.

Describes training practices for individuals who provide applied behavior analysis (ABA) interventions for autism Addresses issues relating to staffing, clinical judgment, shaping, and mealtime interventions for autism Examines qualities of effective trainers and provides strategies for developing effective training systems for autism

Autorentext

Joseph H. Cihon, Ph.D., BCBA-D, CPBA-AP, received his B. S. in special education from Fontbonne University, M.S. in behavior analysis at the University of North Texas, and his Ph.D. in applied behavior analysis at Endicott College. He is currently the Director of Research at Autism Partnership Foundation, Certification Coordinator at the Progressive Behavior Analyst Autism Council, and on the council for the Autism Special Interest Group. Joe has 20 years of experience working with children, adolescents, and adults on the autism spectrum and with other developmental disabilities in home, school, and community settings. His research interests in behavior analysis are broad and include evaluating assumptions within practice, examining historical foundations in behavior analysis, training thoroughgoing behavior analysts, examining the effectiveness and training professionals in shaping techniques, increasing favorable interactions among children, their families, and interventionists, developing contingencies to promote generalization and maintenance, and improving mealtimes for selective eaters. Joe serves on the editorial boards for the International Electronic Journal of Elementary Education and Behavior Analysis in Practice and has published over 90 peer-reviewed articles, books, and book chapters.

Inhalt

Chapter 1. An Introduction to Autism Intervention Training.- Chapter 2. Training Versus Mentorship: What Is the Difference and Why It Is Important.- Chapter 3. Building Effective Training Systems Within Organizations.- Chapter 4. Quality Trainer Repertoires.- Chapter 5. Assessment to Inform Training Goals.- Chapter 6. The Importance of a Common Vocabulary in Staff Training.- Chapter 7. Evidence-Based Staff Training.- Chapter 8. Pyramidal Staff Training and Evidence-Based Practices.- Chapter 9. Virtual/Remote Staff Training.- Chapter 10. Using Behavioral Skills Training to Train Staff.- Chapter 11. Using the Teaching Interaction Procedure to Train Staff.- Chapter 12. Comprehensive Staff Training Programs.- Chapter 13. Developing Clinical Judgment Skills.- Chapter 14. Training Effective and Efficient Shapers.- Chapter 15. Training Staff to Implement Preventive Interventions.- Chapter 16. Training Staff to Implement Function Based Interventions.- Chapter 17. Training Staff to ImplementSocial Skills Interventions.- Chapter 18. Training Staff to Implement Mealtime Interventions.- Chapter 19. Training for Intervention Across the Lifespan.- Chapter 20. Cultural Considerations Related to Staff Training.- Chapter 21. Considerations for Training School Staff.- Chapter 22. Considerations for Training Parents and Caregivers.- Chapter 23. Common Challenges and Solutions Related to Training.- Chapter 24. Future Directions in Research and Practice.