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ABA for SLPs: Interprofessional Collaboration for Autism Support Teams

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Interprofessional Collaboration for Autism Support Teams
Authors: Joanne E. Gerenser Ph.D., CCC-SLP, Mareile A. Koenig Ph.D., CCC-SLP   Invited Contributors: Dana Battaglia Ph.D., CCC-SLP, Andy Bondy Ph.D., David A. Celiberti Ph.D., BCBA, Frank R. Cicero Ph.D., BCBA, Amy L. Donaldson Ph.D., CCC-SLP, Lynn Kern Koegel Ph.D., CCC-SLP, Daniel Openden Ph.D., BCBA, Sally J. Rogers Ph.D., Aubyn C. Stahmer Ph.D., BCBA   Illustrators: Lori Frost M.S., Melanie Olson Giles M.A., M.Ed., Jennifer Lynn Hilton M.Ed., Ph.D., Jane S. Howard Ph.D., BCBA-D, Eric V. Larsson Ph.D., LP, Tracie L. Lindblad M.Sc.,, Alison Moors Lipshin M.A., B.A., Joseph P. McCleery Ph.D., Mary E. McDonald Ph.D., BCBA-D, Ian Terrell Melton Ph.D., Samantha Russo Ph.D., Coleen Sparkman M.A., CCC-SLP, Tracy Vail M.S., CCC-SLP, Linda Bezjian Wright

ISBN: 978-1-68125-2056
Pages: 328
Copyright: 2019
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Size:  7.0 x 10.0
Stock Number:  52056
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To help ensure the best outcomes for learners with autism spectrum disorder, speech-language pathologists (SLPs) and behavior analysts (Bas) need to work together to support positive behavior and effective communication. This book provides SLPs with a clearer understanding of applied behavior analysis (ABA)—and bridges the gap between the two fields with a comprehensive plan for collaboration.

An important new addition to courses in speech-language pathology, this textbook clears up the myths and misconceptions surrounding ABA and builds a clear path to interprofessional practice between SLPs and Bas. Through chapters co-authored by practitioners from both disciplines, speech-language pathologists will learn how to move past ABA stereotypes and controversies, incorporate the best ABA-based practices into their work- and break down the barriers to productive collaboration with Bas.

An essential part of every future SLP's education—and an eye-opening guide for practicing professionals—this timely text shows how experts from two vital fields can learn from each other and work as a seamless team to support better lives for people with autism.

  • Discover why SLPs should collaborate with behavior analysts—and get practical strategies for connecting with BAs and learning from their expertise
  • Master the fundamentals of ABA, including its key terminology, its core behavioral teaching components, and its data collection methods
  • Apply the interprofessional education and interprofessional practice model (IPE/IPP)—a framework widely used in health care and education—to collaboration with BAs
  • Get step-by-step guidance on using proven ABA-based interventions, including the analysis of verbal behavior, Pivotal Response Treatment, Incidental Teaching, and the Picture Exchange Communication System
  • Learn how to integrate ABA with speech-language pathology in critical areas, including assessment, goal-setting, and behavior intervention

STUDENT-FRIENDLY FEATURES: Learning objectives, reflection questions, vignettes, and a helpful glossary make it easy for SLPs to absorb and apply new terminology and strategies. Keywords: speech-language pathology, applied behavior analysis, speech-language pathologists, behavior analysts, collaboration, interprofessional practice, interprofessional education, ASD, autism spectrum disorder, IPE, IPP, IPE/IPP
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About the Editors
About the Contributors

Section I Introduction and Overview of Applied Behavior Analysis
  • Chapter 1 Interprofessional Collaboration
    Mareile A. Koenig and Joanne E. Gerenser
    • Learning Objectives
    • Why Children With ASD Need SLP and ABA Support Services
    • Credentials and Scopes of Practice: SLPs and BAs
    • The Importance of Collaboration
    • Barriers to Collaboration
    • Recommendations for Improving Interprofessional Collaboration
    • Conclusion: The Need for Effective SLP?ABA Collaboration
    • References
  • Chapter 2 What Is Applied Behavior Analysis?
    Corinne Murphy and Mareile A. Koenig
    • Learning Objectives
    • The Behavioral Framework
    • The Origins of Behavioral Science
    • Key Assumptions and Dimensions of ABA
    • Ten Guiding Questions for Behavior Analysts
    • Behavior Within the Environmental Context
    • Conclusion: Basic Tenets of Applied Behavior Analysis
    • References
  • Chapter 3 Components of Behavioral Teaching
    Mary E. MacDonald and Dana Battaglia
    • Learning Objectives
    • The Three-Term Contingency and Stimulus Control
    • Reinforcement
    • Shaping
    • Chaining
    • Prompting
    • Conclusion: Using Behavioral Teaching Strategies With Children With ASD
    • References
  • Chapter 4 Data Collection
    Mary Jane Weiss, Ian Terrell Melton, Samantha Russo, and Melanie Olson Giles
    • Learning Objectives
    • Data Collection in Behavior Analysts' Work
    • Data Collection in Speech-Language Pathologists' Work
    • Where to Begin? Starting Data Collection
    • Conclusion: Data Collection for BAs and SLPs
    • References

Section II Applications of ABA Within Programs for Individuals with ASD
  • Chapter 5 The Lovaas Model of ABA
    Linda Bezjian Wright and Eric V. Larsson
    • Learning Objectives
    • Historical Background and Overview of Evidence
    • The Outcome Studies and Replications of the Lovaas Model of EIBI
    • Key Components of the Lovaas Model
    • Discrete Trial Instruction
    • The Teaching Progression
    • Applications for Speech-Language Pathologists
    • Conclusion: The Benefits of Successful Collaboration
    • References
  • Chapter 6 Pivotal Response Treatment
    Lynn Kern Koegel and Daniel Openden
    • Learning Objectives
    • Historical Background
    • The Theoretical Perspective Underlying PRT
    • Overview of Evidence for the Effectiveness of PRT
    • Fidelity of Implementation
    • Guidelines for Implementation
    • Conclusion: Connecting Research and Practice
    • References
  • Chapter 7 Incidental Teaching
    David A. Celiberti and Tracie L. Lindblad
    • Learning Objectives
    • Benefits of Incidental Teaching
    • Historical Background
    • Description of the Incidental Teaching Model
    • How Incidental Teaching Differs from Other Models
    • Increasing Effectiveness: Using Mediators to Enhance Generalization
    • Extensions: Beyond Vocal Language
    • Conclusion: How SLPs can Apply Incidental Teaching
    • References
  • Chapter 8 Verbal Behavior
    Lori Frost and Andy Bondy
    • Learning Objectives
    • What Is Verbal Behavior?
    • Using a Skinnerian Analysis in Intervention
    • Learning to Be a Listener
    • Conclusion: The Value of Analyzing Verbal Behavior
    • References
  • Chapter 9 A Guide to the Early Start Denver Model
    Amy L. Donaldson, Sally J. Rogers, Aimee Bord, and Aubyn C. Stahmer
    • Learning Objectives
    • Historical Background
    • EDSM Features
    • Further Evidence for the EDSM
    • Using EDSM Teaching Strategies
    • The EDSM Treatment Plan
    • Parent Coaching
    • EDSM Language Approach
    • Conclusion: Collaboration and the EDSM
    • References
  • Chapter 10 Precision Teaching and Fluency
    Alison Moors Lipshin, Mary Jane Weiss, and Jennifer Lynn Hilton
    • Learning Objectives
    • Fluency
    • Precision Teaching
    • The Relevance of Precision Teaching for Learners With ASD
    • Applications of Precision Teaching for SLPs
    • Conclusion: Using Precision Teaching to Build Fluency
    • References
  • Chapter 11 A Guide to the Picture Exchange Communication System
    Joseph P. McCleery, Lori Frost, and Andy Bondy
    • Learning Objectives
    • Historical Background
    • Underlying Theoretical Perspective
    • Getting Started With PECS: Reinforcer Assessment and Phase I
    • Phase II: Distance and Persistence
    • Phase III: Discriminating Between Symbols
    • Phase IV: Using Phrases
    • Phase V: Answering “What Do You Want?”
    • Phase VI: Commenting
    • Additional Vocabulary Training
    • Research on PECS: Evidence-Based Practice
    • Conclusion: A First-Line, Evidence-Based Intervention
    • References

    Section III Integrating ABA and SLP for Successful Intervention
  • Chapter 12 Integrating Behavior Analytic Concepts with Communication Interventions: ABA Terms, Demystified
    Tracy Vail
    • Learning Objectives
    • How Can Behavior Analytic Terminology Be Helpful to SLPs?
    • Communication Environments
    • Key Antecedent Factors
    • Key Behavior Factors
    • Key Consequence Factors
    • Conclusion: Clarifying Key Concepts for Collaboration
    • References
    • Appendix: Key Terms
  • Chapter 13 Assessment in SLP and ABA
    Mareile A. Koenig and Corinne Murphy
    • Learning Objectives
    • Conceptual Frameworks
    • Assessment Purposes and Procedures
    • Conclusion: Summary and Integration
    • References
  • Chapter 14 Behavioral Objectives that Guide Effective Intervention
    Jane S. Howard and Coleen Sparkman
    • Learning Objectives
    • Developing and Selecting Appropriate Goals and Objectives
    • How Behavioral Targets Can Positively Impact Stakeholders
    • The Integrated Model of ABA and SLP
    • Conclusion: Why Creating the Right Objectives Is Critical
    • References
  • Chapter 15 Assessing and Treating Challenging Behavior Within and Beyond Speech Therapy Sessions
    Joanne E. Gerenser and Frank R. Cicero
    • Learning Objectives
    • Risk Factors for Challenging Behavior
    • Understanding Functions of Behavior
    • Effective Strategies for Treating Challenging Behavior
    • Conclusion: Addressing Challenging Behavior in Speech Therapy
    • References
  • Chapter 16 Strategies to Enhance SLP?ABA Collaboration: Working Toward Interprofessional Practice
    Joanne E. Gerenser and Mareile A. Koenig
    • Learning Objectives
    • Barriers to Collaboration
    • IPP in Healthcare
    • Summary and Conclusions
    • References