This handbook offers practical strategies and evidence-based parent-implemented interventions for very young children with autism spectrum disorder (ASD). It explores this important subject within the context of rapidly increasing numbers of toddlers who are diagnosed with ASD during the second year of life. The handbook discusses how parents of young children with ASD can effectively be supported, taught, and coached to implement evidence-based parenting strategies and intervention techniques, and describes a broad range of developmentally appropriate programs at the family, community, and service delivery levels. In addition, the handbook examines individual differences in parenting cognitions, emotions, and practices and proposes strategies for supporting the varying capacities of diverse families to meet the needs of young children with ASD. Chapters provide diverse coverage, spanning cultural/socio-economic differences as well as differences in family structure; parenting cognitions, emotions, and practices; parental learning styles; and access to social support.
Featured topics include:

• Supporting families of high-risk infants who have an older sibling with ASD.

• The use of video feedback strategies in parent-mediated early ASD intervention.

• The Incredible Years (IY) Parent Program for preschool children with ASD and language delays.

• Self-help for parents of children with ASD.

• The Family Implemented TEACCH for Toddlers (FITT) support model.

• Parent-implemented interventions for underserved families in Taiwan.

• Family and provider-based interventions in South Asia. The Handbook of Parent-Implemented Interventions for Very Young Children with Autism is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, anddevelopmental psychology, family studies, behavioral therapy, and social work as well as rehabilitation medicine/therapy, child and adolescent psychiatry, pediatrics, and special education/educational psychology.

  Synthesizes research on involving parents as partners in interventions for very young children with autism spectrum disorder (ASD) Explores individual differences in parental cognition, emotions, and practices and the effects on implementing interventions with toddlers Offers strategies for supporting diverse families Uses technology (e.g., video conferencing and online coaching) to engage families in rural communities?

  Autorentext
  Michael Siller, Ph.D., is Associate Professor of Pediatrics at the Emory University School of Medicine, and co-directs (with Dr. Lindee Morgan) the Education Sciences Research Core as well as the Preschool Education Lab at Marcus Autism Center, Children's Healthcare of Atlanta. Dr. Siller received his doctorate in developmental psychology from the University of California at Los Angeles. Prior to joining the faculty at Emory in 2016, Dr. Siller held a position as Associate Professor of Psychology at Hunter College of The City University of New York. Dr. Siller published the first pair of longitudinal studies to show that responsive parental behaviors reliably predict the long-term (16-year) language gains in children with autism, and completed two clinical trials evaluating the efficacy of Focused Playtime Intervention, a parent-coaching intervention that aims to improve the quality of parent-child communication during shared toy play. Between 2007 and 2010, Dr. Siller co-directed (with Dr. Sally Rogers) the Autism Speaks Toddler Treatment Network. Currently, Dr. Siller collaborates with his colleagues at Marcus Autism Center to develop, evaluate, and implement community-viable educational innovations for children, adolescents, and young adults with autism in Georgia and beyond.
  Lindee Morgan, Ph.D., CCC-SLP, is Assistant Professor of Pediatrics at the Emory University School of Medicine, and co-directs (with Dr. Michael Siller) the Education Sciences Research Core as well as the Preschool Education Lab at Marcus Autism Center, Children's Healthcare of Atlanta. Dr. Lindee Morgan completed her Ph.D. in Communication Disorders at Florida State University in 2002. Prior to joining the faculty at Emory in 2016, Dr. Morgan served as the Director of the Center for Autism and Related Disabilities and the Associate Director of Implementation in the Autism Institute at the Florida State University College of Medicine. Dr. Morgan's primary clinical/scholarly focus is intervention, largely classroom-based, for individuals with autism spectrum disorder (ASD). Her research has focused on investigating treatments to improve active engagement, social communication, and other relevant outcomes for individuals with autism across the lifespan. She is a developer of the Autism Navigator, a unique collection of web-based tools and courses designed to bridge the gap between science and community practice. Dr. Morgan is one of four authors of the Autism/Communication Navigator for Early Intervention Providers, and is currently collaborating with colleagues at Florida State University to develop Autism Navigator for Kindergarten Classrooms. Her articles have been published in a number of leading journals including Pediatrics, the Journal of Child Psychology and Psychiatry, and the Journal of Autism and Developmental Disorders.

  Inhalt
  Chapter 1. Systematic Review of Research Evaluating Parent-Mediated Interventions for Young Children with Autism: Years 2013 to 2015.- Part I: Supporting Families of Infants at High-Risk for Autism.- Chapter 2. Supporting Families of High-Risk Infants Identified Through Community Screening and Surveillance.- Chapter 3. Supporting Families of High-Risk Infants Who Have an Older Sibling With Autism: Collaboration, Consultation, and Care.- Chapter 4. Adapting Pivotal Response Treatment to Support Families of High-Risk Infants.- Part II: Supporting Families With Diverse Parenting Practices, Cognitions, and Emotions.- Chapter 5. Financial Hardship and Parenting Stress in Families with Young Children with Autism: Opportunities for Preventive Intervention.- Chapter 6. Culture, Stigma, and Intersectionality: Towards Equitable Parent-Educator Relationships in Early Childhood Special Education.- Chapter 7. When Life Gets in the Way: The Complexities of Supporting Families Who Have a Child With Autism and Live in Poverty.- Chapter 8. Parental Insightfulness Into the Inner World of the Child With Autism: Its Significance for the Child and Implications for Parent-Mediated Interventions.- Part III: Principles of Family-Centered Practice.- Chapter 9. Facilitating Toddlers' Social Communication From Within the Parent-Child Relationship: Application of Family-Centered Early Intervention and Mediated Learning Principles.- Chapter 10. Strength-Based Approaches to Working With Families of Children with Autism.- Chapter 11. Parents as Developing Adults and Developing Adult Learners.- Part IV: Engaging Parents as Partners: Approaches and Strategies.- Chapter 12. Coaching Parents of Young Children With Autism.- Chapter 13. Embedding Intervention Strategies Within Everyday Family Routines.- Chapter 14. Using Video Feedback Strategies in Parent-Mediated Early Autism Intervention.- Chapter 15. Using Technological Innovations to Support Parents of Young Children With Autism.- Chapter 16. Engaging Fathers in the Care of Young Children With Autism.- Chapter 17. The Incredible Years Group-Based Parenting Programs for Young Children With Autism.- Chapter 18. Self-Help for Parents of Children With Autism: Mindfulness and Compassion.- Part V: Comprehensive Parent-Implemented Models for Young Children With Autism.- Chapter 19. Supporting Parents to Promote Emotion Regulation Abilities in Young Children With Autism: A SCERTS Model Perspective.- Chapter 20. Family Implemented TEACCH for Toddlers.- Chapter 21. Caregiver-Mediated Intervention and …