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A new way of thinking about treatment planning to support children with autism spectrum disorders Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape. Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of current interventions and…mehr
A new way of thinking about treatment planning to support children with autism spectrum disorders Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape. Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of current interventions and treatments can be incorporated into this process and includes applications of different approaches for tackling different problems. The nine illustrative case vignettes cover a wide variety of ages, developmental challenges, learning and social profiles, and school and family circumstances. With a firm commitment to and focus on the child's best interests as well as family needs and preferences, Treatment Planning for Children with Autism Spectrum Disorders offers professionals new possibilities for enhancing the quality of life for children with ASDs.
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Naomi Chedd, LMHC, is a Licensed Mental Health Counselor and an Educational Consultant in private practice. She specializes in the behavioral, social/emotional, and mental health issues related to children and adolescents with Autism Spectrum Disorders, Prader-Willi Syndrome, and other developmental disabilities. Karen Levine, PhD is a Licensed Psychologist and Instructor of Psychology in the Department of Psychiatry at Harvard Medical School. She was co-founder and co-director of Boston Children's Hospital's former Center for Autism and Related Disorders Clinic and worked in the field of developmental disabilities for twenty-five years. She is the 2012 recipient of thefirst Lesley University Austim Hero Award.
Inhaltsangabe
Chapter 1. Introduction: Looking at Treatment Planning Through a Different Lens Defining Best Practices Media Overload A New Way of Thinking about Autism Treatment Core Deficits of Autism. How the Book is Organized Why There is Confusion about EBP in Treating ASD Chapter 2. What is Evidence Based Practice? What is So Important ? Common Errors in Evaluating Treatments How Then Can Treatments be Evaluated? History of Evidence Based Practice in Psychology Brief History of EBP as it Pertains to Autism Evolution and Expansion of EBP EBP as it Pertains to Autism Clinical Judgment Autism-Specific vs. Non-Specific Treatments The Evolution of Treatment Models and Terminology Client Voice in What to Treat and How to Treat What is Important to Study? What is Important to Treat? The Role Context in Treatment Selection: Positive and Negative Policy Implications of uses of EBP in Autism Treatments Conclusions and Recommendations Chapter 3. The Individualized, Problem-Solving Treatment Process Our Beliefs and Biases The Role of Children's Emotions The Challenge of Generalization Strengthening Social Connections Step 1: Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 4. Jamal: A Previously Happy Preschooler Disengages Step 1: Gather Background Information Step 2.Identify the Problem Step 3.State the Hypothesis, Yours and Others Step 4.Review Treatment Approaches Step 5. Designing the Treatment Plan Step 6.Evaluate Effectiveness and Generate Your own Evidence Step 7: Redesign the Plan as Needed Chapter 5. Katherine: A Nine Year Old Learns to Cope with Hew Own Explosive Episodes Step 1: Gather Background Information Step 2: Identify the Problem Step 3: State the Hypothesis, Yours and Others: Step 4.Consider Treatment Approaches Step 5.Design the Treatment Plan Step 6.Evaluate Effectiveness and Generate Your own Evidence Chapter 6. Brandon: Developmental Delays and OCD present a Big Challenge for a Non-verbal Preschooler Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Working Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7. Redesign the Plan as Needed Chapter 7. Raphael: A Happy, Well-Behaved Six Year Old Becomes Increasingly Rigid Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7: Redesign the Plan as Needed Chapter 8. Alex: Extreme Mood Dysregulation Interferes with School and Home Functioning for a Fourth Grader Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7. Redesign the Plan as Needed Chapter 9. Emily: A Passive Teenager Begins to Learn Self-help Skills Step 1. Gather Background Information Coping with the Present - Worried about the Future Step 2. Identify the Problem: Step 3. State the Hypothesis, Yours' and Others? Step 4: Review Treatment Approaches: Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own evidence Step 7. Redesign the Plan as Needed Chapter 10. Chen A teenager with Aspergers hits bottom, but with help and determination, heads for college Step 1. Gather Backgroun Information Step 2. Identify the problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 11. Michael, a 10 year old whose behaviors are becoming more and aggressive and disruptive Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 12: Jake: A five year old who has responded well to Floortime Step 1: Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Afterword Appendix A: Autism Treatment Approaches References
Chapter 1. Introduction: Looking at Treatment Planning Through a Different Lens Defining Best Practices Media Overload A New Way of Thinking about Autism Treatment Core Deficits of Autism. How the Book is Organized Why There is Confusion about EBP in Treating ASD Chapter 2. What is Evidence Based Practice? What is So Important ? Common Errors in Evaluating Treatments How Then Can Treatments be Evaluated? History of Evidence Based Practice in Psychology Brief History of EBP as it Pertains to Autism Evolution and Expansion of EBP EBP as it Pertains to Autism Clinical Judgment Autism-Specific vs. Non-Specific Treatments The Evolution of Treatment Models and Terminology Client Voice in What to Treat and How to Treat What is Important to Study? What is Important to Treat? The Role Context in Treatment Selection: Positive and Negative Policy Implications of uses of EBP in Autism Treatments Conclusions and Recommendations Chapter 3. The Individualized, Problem-Solving Treatment Process Our Beliefs and Biases The Role of Children's Emotions The Challenge of Generalization Strengthening Social Connections Step 1: Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 4. Jamal: A Previously Happy Preschooler Disengages Step 1: Gather Background Information Step 2.Identify the Problem Step 3.State the Hypothesis, Yours and Others Step 4.Review Treatment Approaches Step 5. Designing the Treatment Plan Step 6.Evaluate Effectiveness and Generate Your own Evidence Step 7: Redesign the Plan as Needed Chapter 5. Katherine: A Nine Year Old Learns to Cope with Hew Own Explosive Episodes Step 1: Gather Background Information Step 2: Identify the Problem Step 3: State the Hypothesis, Yours and Others: Step 4.Consider Treatment Approaches Step 5.Design the Treatment Plan Step 6.Evaluate Effectiveness and Generate Your own Evidence Chapter 6. Brandon: Developmental Delays and OCD present a Big Challenge for a Non-verbal Preschooler Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Working Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7. Redesign the Plan as Needed Chapter 7. Raphael: A Happy, Well-Behaved Six Year Old Becomes Increasingly Rigid Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7: Redesign the Plan as Needed Chapter 8. Alex: Extreme Mood Dysregulation Interferes with School and Home Functioning for a Fourth Grader Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Step 7. Redesign the Plan as Needed Chapter 9. Emily: A Passive Teenager Begins to Learn Self-help Skills Step 1. Gather Background Information Coping with the Present - Worried about the Future Step 2. Identify the Problem: Step 3. State the Hypothesis, Yours' and Others? Step 4: Review Treatment Approaches: Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own evidence Step 7. Redesign the Plan as Needed Chapter 10. Chen A teenager with Aspergers hits bottom, but with help and determination, heads for college Step 1. Gather Backgroun Information Step 2. Identify the problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Treatment Approaches Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 11. Michael, a 10 year old whose behaviors are becoming more and aggressive and disruptive Step 1. Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others' Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate your own Evidence Step 7. Redesign the Plan as Needed Chapter 12: Jake: A five year old who has responded well to Floortime Step 1: Gather Background Information Step 2. Identify the Problem Step 3. State the Hypothesis, Yours and Others Step 4. Review Research Step 5. Design the Treatment Plan Step 6. Evaluate Effectiveness and Generate Your Own Evidence Afterword Appendix A: Autism Treatment Approaches References
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