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2 results

  • 17 - Autism Spectrum and Intellectual Disability

  • Edited by Stephen Hupp, Southern Illinois University Edwardsville, Cara L. Santa Maria, Fielding Graduate University, California
  • Book:
    Pseudoscience in Therapy
    Published online:
    16 March 2023
    Print publication:
    23 March 2023, pp 282-296

  • Summary

    This chapter describes pseudoscience and questionable ideas related to autism spectrum disorder and intellectual disability. The chapter opens by discussing myths that influence treatment such as the idea of “refrigerator mothers.” Dubious treatments include facilitated communication (and its variants), hyperbaric oxygen chamber treatment, and auditory integration training. The chapter closes by reviewing research-supported approaches.

  • Chapter 19 - Key Features of Promoting Collaborative Dialogue in the Classroom

  • from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 333-345

  • Summary

    This chapter provides an overview of positive behavior support (PBS) as an approach for addressing the challenging behaviors of children with autism. PBS is based largely on the principles and procedures of applied behavior analysis. The chapter begins by describing autism and PBS. It introduces a comprehensive, multilayered model for preventing and intervening with challenging behaviors. The chapter discusses five issues that are important for any consideration of prevention and intervention regarding challenging behaviors of young children with autism spectrum disorder (ASD). The guidelines and recommendations are based on collective experiences of the authors in implementing strategies designed to improve outcomes for children and their families. The five categories of implementation guidelines include: need to focus on family systems and family support; need for a collaborative approach and contextual fit; need for longitudinal perspective; issues concerning dosage, intensity, and engagement; and data-based decision making and accountability.