Interprofessional Collaboration for Autism Support Teams
ABA for SLPs: Interprofessional Collaboration for Autism Support Teams
Communication and Language

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.

52056 978-1-68125-2056
2019 432
Available Stock

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 the benefits of collaborating with Bas, including practical strategies for connecting with them and for learning from their expertise
  • Learn fundamental features of ABA, including its key terminology, core behavioral teaching components, and data collection methods
  • Receive recommendations for applying the interprofessional education and interprofessional practice model (IPE/IPP)
  • Learn about 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.
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. McDonald 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 and Mareile Koenig
    • 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


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Pat Mirenda, Ph.D., BCBA-D, Professor at the University of British Columbia & Director at the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) - February 27, 2019
This important book will help to foster the mutual understanding and respect that is required for ABA and SLP professionals to work together. Collaborative efforts such as this are sure to benefit individuals with autism and their families.
Teresa Cardon, The Chicago School of Professional Psychology - February 12, 2019
ABA for SLPs is the book I have been waiting for! It's an accessible and practical resource that should be required reading for every practicing SLP and SLP student.
V. Mark Durand, Professor at University of South Florida St. Petersburg - February 11, 2019
A much needed and incredibly comprehensive resource for SLPs who want information on applied behavior analysis.