Part 2 book “Applied behaviour analysis and autism” has contents: From a sapling to a forest - The growth of the saplings model of education; lessons learned from starting a community-based ABA programme for kids with ASDs; positive behaviour support - supporting meaningful change for individuals, families and professionals,… and other contents.
CHAPTER From a Sapling to a Forest The Growth of the Saplings Model of Education Phil Smyth, Marc de Salvo and Aisling Ardiff The Saplings Model of Education (or Saplings) is an educational centre for 31 children who have been diagnosed as being on the autistic spectrum (see Figure 6.1) The centre delivers education to pupils through application of the principles of applied behaviour analysis (ABA) This chapter aims to set the development of Saplings in context It begins with Jessica’s story as told by her father (and Saplings chairperson) Marc de Salvo and develops into an overview of the historical development of Saplings This chapter presents Saplings as an interesting and dynamic setting for children to learn and for staff to work, and as an organization that combines these characteristics with quality assurance technology in the realization of a model of educational excellence Quality assurance is outlined in terms of the systems approach to organizational operation utilized within Saplings All quality assurance systems are designed with the aim of continuing to deliver quality education to Saplings pupils, and to improving performance in all areas whenever possible Key elements within the Saplings systems approach include the development of clear roles and responsibilities (operationally described as 146 THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION 147 Figure 6.1: Mark and Jess behavioural objectives for staff performance) and quality control measures designed for the development of staff training and feedback These two elements translate into practices for setting performance standards, monitoring performance, providing supervisory and management feedback, and providing staff training (LaVigna et al 1994) Quality assurance, in terms of staff performance, provides the critical framework for continued Saplings pupil success The reader of this chapter will be left with a view of Saplings as a vibrant, positive and exciting learning environment for pupils, one that also takes pride in the quality assurance measures utilized Jessica de Salvo’s story Jessica de Salvo was born on November 1997 and was our second child Jess walked early at around 8–9 months and appeared to develop typically in all other areas Looking back, however, we now remember how she was not demanding during the day but that she hardly slept at all at night, either having to be carried or sleeping lying on top of my wife, Andrea It was during a visit from a local district nurse that concerns about Jess not responding to her name were raised At this time it was suggested that we have her hearing tested Andrea and I clearly remember Jess waving bye to me as I went off to work We also remember her starting ‘Da Da’ sounds We had her hearing tested and it established that she did not have a hearing problem, but 148 APPLIED BEHAVIOUR ANALYSIS AND AUTISM she did appear to have a communication problem As we started looking closer at Jess’s behaviour we noticed that she had some unusual tendencies For example she tended to be very engrossed in some of the children’s TV programmes that she watched and she rarely maintained eye contact with us Upon the discovery of Jess’s communication problems she was assigned to an early intervention team At their recommendation we went to see a paediatrician when Jess was approximately 15 months old The report generated from this visit was sent directly to the early intervention team according to standard practice The paediatrician noted that Jess presented with some autistic traits Unaware of what the report contained we started looking at books and the World Wide Web for further information about the possible causes of Jess’s communication problems We found some sites describing autism, and began to suspect that perhaps Jess was on the autistic spectrum When Jess was approximately 20 months old we had a formal assessment by the local childhood development team carried out at our home (See Figure 6.2.) Figure 6.2: Jessica learning During the assessment Jess displayed hand flapping and also ignored us when we tried to interact with her We suggested to the team that she could possibly be on the autistic spectrum, but were quickly told not to label Jess; it was too early to say The team suggested that we have her reviewed again on her third birthday and by then we should know the issues we were dealing with Later, THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION 149 during our legal case against the Irish State, we were given copies of the paperwork filled out by the professionals from the childhood development team In the remarks section of that report were the letters ‘ASD’, standing for autistic spectrum disorder The report also noted that ‘father was in action mode’ and that ‘mother was upset’ Unaware of this yet feeling dissatisfied with the outcome of the assessment, and unwilling to wait until Jess was three, we arranged a private assessment for Jess with a paediatrician who had a lot of experience in the area of autism Before starting the assessment the paediatrician told us he was going to ask us questions around 16 areas of Jess’s development If Jess fell into out of the 16 categories on the assessment it meant she was somewhere on the autistic spectrum As we answered the questions Jess sat in the corner of his office, not really playing with the toys in the toy box Jess fell into 15 out of the 16 different categories on the assessment and the 16th was questionable Every parent who has experienced this day will never forget the raw pain upon having the diagnosis of autism confirmed The pain was strange; although we were pretty sure that Jess had autism, nothing prepared us for the shock of getting confirmation Professionals, who have the task of informing parents of a diagnosis of autism, should not underestimate this impact I have spoken to hundreds of parents who have related the story of how diagnosis was delivered Almost all confirm a bald statement of ‘your child has autism’ without explanation of what the diagnosis entails or practical suggestions for what to next At the time of Jess’s diagnosis I had no idea that our local national school could refuse Jess a place because she had autism or that there were very few specialized educational places available for her Andrea and I explored some of the ‘specialized’ educational placements provided by the Irish State for children with autism and were extremely dissatisfied with the implementation of the model they were based upon Around this time an organization called ICANDO (Irish Children’s Autism Network for Developmental Opportunities) was holding monthly workshops for parents of children with autism Andrea and I attended one of the Saturday workshops on something called applied behaviour analysis (ABA), delivered by Dr Ken Kerr Little did I know, but I had just met the future Director of Education of Saplings I started attending, and video recording, the monthly workshops and started looking at the different models of education available for children with autism I also started talking to parents who were running ABA home programmes I am often asked why I came to the conclusion that intervention based upon the 150 APPLIED BEHAVIOUR ANALYSIS AND AUTISM principles of ABA was the best possible educational intervention for Jess To make my decision I started looking at what information was available on autism approaches The literature around the outcomes for children with autism, who received early intervention based upon the principles of ABA, was not only impressive but research based and published in peer-reviewed scientific journals In the end the decision was easy In the summer of 2000, Andrea and I took a deep breath and tried to start a home programme, using ABA, for Jess It was not easy We had to remortgage our home to build an extension to house Jess’s classroom Dr Ken Kerr came on board as our consultant behaviour analyst We were very fortunate to get an experienced ABA tutor In the year that followed, much media attention was being given to some high-profile cases taken by the parents of autistic children against the Irish State The basis for these cases tended to centre on the Irish State’s failure to provide some children with their constitutional right to education (Constitution of Ireland 1937, Article 42) Media attention tended to focus on families who were struggling, not only with autism, but also with the constant stress of trying to get services from the government In November 2000 I asked Dr Kerr to run a course on ABA for parents to try to equip them with some practical skills for productively interacting with their children Dr Kerr developed the course and, in January 2001, an ABA course designed specifically for parents was run out of a community centre in Celbridge, Co Kildare Parents travelled from all over Ireland to attend and, although it was only an introductory course, it sparked interest in ABA After this Dr Kerr and myself started to focus our energy on establishing an educational centre for children with autism in Kildare Along with a group of parents we produced a document outlining a proposal for a centre called Saplings that would educate children with autism using the principles of ABA The proposal, submitted to the Department of Education and Science (DoE&S) in June 2001, outlined the proposed centre’s educational approach and how much funding we would require After protracted communications and interactions Saplings received sanction for funding from the DoE&S in the Republic of Ireland in August 2001 And the rest, as they say, is history! Saplings’ evolution On September 2001 Saplings started training tutors Training took the form of ten days of day-long lectures, activities and practical assessment The course covered a variety of topics, including: THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION • • • • • • introduction to applied behaviour analysis • • • precision teaching 151 reinforcement prompting and fading shaping, chaining and task analysis behavioural objectives functional analysis and the communicative role of problem behaviour introduction to verbal behaviour augmentative communication systems On 15 September 2001 Saplings started educating pupils In a hurry to begin educating pupils the Board of Management of Saplings did not have sufficient time for the identification of a building or site suitable for a centre As a result Saplings opened in the interim accommodation of the home of the parents of an enrolled pupil Saplings (i.e 12 pupils, 13 tutors, one supervisor, and a director of education) spent six months sharing accommodation with a family of six A relief panel of parents, who made themselves available throughout the day, facilitated tutor breaks The centre office was housed in a room that was to become the family bathroom The centre, however, was functioning and educating 12 pupils diagnosed on the autistic spectrum through ABA In the six-month period between October 2001 and April 2002 a family member of one of the pupils donated a one-acre site for a three-year period, and prefabricated buildings were designed, ordered and finally placed on site In April 2002 the 12 pupils, 13 tutors, supervisor and director of education moved to accommodation that consisted of three classrooms, a large indoor playroom, a staff and pupil canteen, a single pupil tuition room, an office and a reception Since Saplings has been open its development has been both expeditious and challenging due to demand by parents for services for their children Currently Saplings offers full-time educational placements for 31 pupils and outreach or in-home programmes for a further 15 At present Saplings employs 48 tutors, six supervisors, a director of education for the centre and a director of education for the outreach programme, a secretary and an accounts clerk Yet, the atmosphere, character and ethos of Saplings remains as vibrant as it was the day the centre first opened Saplings operates an open-door 152 APPLIED BEHAVIOUR ANALYSIS AND AUTISM policy to all visitors, parents and professionals alike, and promotes a spirit of sharing and cooperation Visitors to Saplings almost always remark on the busy and happy atmosphere that exists in the centre Upon entering Saplings a visitor may see children walking in the corridor, some with tutors, some engaged in independent actions, but all engaged in productive activities All children are busy doing something There is a sense of purpose that parents and many professionals are often surprised by The classrooms are busy, bright spaces with students having a clearly marked individual workspace if needed Other classrooms are organized around a group or ‘mainstream’ structure, with pupils sharing desks and tutors The pupils are interested in the visitors to their classrooms, but return to work with little difficulty Again professionals often remark on students’ ability to remain on task so well in such a ‘distracting’ environment Tuition may be structured around a one-to-one ratio or may occur in small group or independent settings Some children work together doing maths; some children are learning how to play; others are learning how to have conversations with each other The learning environment is structured in a manner that meets the individual needs of each pupil as set out by the Saplings mission statement, which states that the role of Saplings is: to support children with a diagnosis of ASD and their family; assisting them to achieve their full potential and participate in their family and community life, through a holistic evidence-based educational model, celebrating each child’s dignity, uniqueness and right to an optimal education Since Saplings opened, six pupils have been completely integrated into mainstream settings, another pupil has been integrated into a vocational setting, and another ten pupils are at various stages of the integration into mainstream process In achieving this it is important to note that the atmosphere and success of Saplings is not the product of chance but rather the product of a precise and systematic approach to service and intervention delivery based directly on the principles of ABA The reliance on the practices and philosophy of ABA complements Saplings’ mission statement as noted above ABA is characterized by a specified dedication to the improvement of people’s life experiences in terms of quality of life, broadening of rewarding experiences, and social relationships and interactions Cooper, Heron and Heward (1987) convey this objective in defining ABA as the: science in which procedures derived from the principles of behaviour are systematically applied to improve socially significant behaviour to a THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION 153 meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behaviour (p.15) It is from this definition that Saplings, and its systems and structures, derives its status as behaviour analytic Saplings utilizes procedures and interventions directly derived from the principles of behaviour analysis The principles are applied on two levels: first to the development of appropriate programmes and environmental arrangements for pupils to address the range of deficits and excesses that constitute autism; second, to develop and maintain the skill repertoire necessary to ensure pupil progress within the Saplings staff body At both levels Saplings demonstrates that the procedures used were responsible for behaviour change through the systematic collection of data The application of the principles of ABA on the two levels described above has encouraged the development of a multi-element or systems approach to the education of Saplings pupils The approaches that are integrated within Saplings – including speech and language therapy, occupational therapy, and music tuition/lessons – are all implemented through application of the principles of ABA by generation of a clear statement of instructional objectives, manipulation of environmental contingencies, and through appropriate data collection This approach allows for the integration of services and therapies into a cohesive programme of instruction, which is delivered and monitored on a daily basis, and fosters cross-pollination of objectives between approaches in order to create practice opportunities and to generalize skills As a result speech and language objectives are practised in music and occupational therapy sessions Motor objectives generated by the occupational therapist are practised in music and play activities Academic objectives such as sequencing and rhyming are practised in music sessions, as are communication and motor objectives All objectives and associated data collection are monitored by a supervisor who liaises with therapeutic personnel and directly with the director of education in the monitoring, adjusting and development of all objectives and programmes for pupils Integration of approaches also allows for the generation of Individualized Education Plans (IEPs) in conjunction with parents based upon multi-element assessment and multidisciplinary input in line with best practice, resulting in the development of a systemic model of early intervention (TwachtmanCullen and Twachtman-Reilly 2002) The precise and systematic approach to service and intervention delivery described above translates into a smooth, effective and cohesive multi- 154 APPLIED BEHAVIOUR ANALYSIS AND AUTISM element model that is dependent upon a comprehensive system of data-based quality assurance Saplings’ comprehensive system of quality assurance has been realized through the development of a system of data monitoring and quality assurance that contains four main elements essential for quality control in human services and education They are performance standards, performance monitoring, supervisory and management feedback, and staff training (LaVigna et al 1994), and they provide the basis for ensuring both staff development and pupil progress Although staff training is the last element listed it is the logical first step an organization must take in the development of quality services Training is defined as ‘instruction to ensure a level of competence among staff that will enable them to perform their responsibilities’ (LaVigna et al 1994, p.65) Staff training within Saplings is delivered through a multifaceted modular approach All staff complete a 21-module in-house training course designed to equip them with the basic skills necessary to effectively carry out their roles and responsibilities Table 6.1 shows the scope and sequence of Saplings’ staff training course Each module is broken down into a number of sub-elements which communicate what is to be learned and the medium through which it is to be learned Additionally the sub-elements operationally define the learning outcomes for each staff member Box 6.1 shows one of the modules contained in the Saplings staff training course In the module in Box 6.1, content is taught to the staff member through lecture or video presentation and also through assigned reading material From these inputs the staff member generates written output to be reviewed by a supervisor or the director of education to ascertain if key concepts are being assimilated and understood Also contained in the module are a number of specific activities or responses that must be engaged in and observed by either a senior tutor or a supervisor before competency in a module area is credited to a staff member Performance on these activities is rated as ‘yes’ or ‘no’ – that is, the staff member either performed the required response or s/he did not This represents a training model whereby specific inputs (antecedents) are provided to generate specific output (behaviour or behaviour change), rather than the often-traditional system of providing input to staff without measuring the resultant output or behaviour change Difficulty experienced by a staff member on any of the components contained in a module provides data that is used for individualizing training content and delivery medium THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION Table 6.1 The scope and sequence of the Saplings Model of Education training course Module Module title Introduction to science and Applied Behaviour Analysis Selection, definition and measurement of behaviour Reinforcement Prompting and fading Shaping, chaining and task analysis Behavioural objectives and IEPs Schedules of reinforcement Extinction Differential reinforcement 10 Functional assessment 11 Stimulus/antecedent control 12 Precision teaching 13 Stages of learning 14 Charting, data analysis and instructional decision making 15 Direct instruction 16 Skinner’s analysis of verbal behaviour 17 Augmentative communication 18 Visual schedules 19 Toilet training 20 Saplings raw data sheets 21 Saplings maintenance procedure 155 290 APPLIED BEHAVIOUR ANALYSIS AND AUTISM Dr Mickey Keenan is a Senior Lecturer and Distinguished Community Fellow at the School of Psychology of the University of Ulster at Coleraine, Northen Ireland He is Founder of PEAT and received the Award for Promoting Equality of Opportunity from the British Psychological Society and the Personal Achievement Award from the New York State Association for Behaviour Analysis for his work of bringing ABA to children with ASD in Ireland He is the father of four young children His research interests include imitation learning, the analysis of social behaviours, schedules of reinforcement, equivalence responding, community psychology, autism, hypnosis, teaching behaviour analysis, and child sex abuse He supervises a large group of doctoral students in a variety of research areas He has published widely in national and international journals and is co-editor of Advances in Behaviour Analysis (1997, Dublin: University College Dublin Press) and Parents’ Education as Autism Therapists: Applied Behaviour Analysis in Context (2000, London: Jessica Kingsley Publishers) Dr Ken P Kerr is an Acting Principal Psychologist for Western Care Association, John Moore Road, Castlebar, Co Mayo, Ireland Prior to this appointment he has been director of Saplings School in Kildare and director of training of PEAT He has been involved with training parents and supervising home-based treatment programmes for many years His main research interests include precision teaching, early intervention for children with autism, and positive behaviour support He has published widely in national and international journals and is co-editor of Parents’ Education as Autism Therapists: Applied Behaviour Analysis in Context (2000, London: Jessica Kingsley Publishers) Claire Lacey is the Behaviour Support Specialist for the Children’s Autism Service with Western Care Association, John Moore Road, Castlebar, Co Mayo She has published in national and international journals on assessment and treatment of behavioural difficulties of individuals with disabilities She has previously taught on undergraduate and postgraduate courses in behaviour analysis, psychology, and developmental disabilities in Ireland Her main interests include applied behaviour analysis, assessment and treatment of behavioural difficulties, early intervention for children with autism, and supporting the inclusion of children with autism Dr Eric V Larsson, Board Certified Behavior Analyst, is Executive Director, Clinical Services, in The Lovaas Institute for Early Intervention, Midwest of USA For further information see www.lovaas.com He can be contacted at: Eric V Larsson Executive Director LIFE-Midwest: The Lovaas Institute for Early Intervention 2925 Dean Parkways, Suite 300 Minneapolis, MN 55416 USA elarsson@lovaas.com CONTRIBUTORS 291 Lynne McKerr is the mother of five children, the youngest of whom has Asperger’s syndrome and ADHD The family have been following an ABA programme with Cillian since he was just over three years old in 1995 when Mickey Keenan introduced them to ABA Lynne became a founder member of PEAT and has been involved in the pre-school group STARS in Kilrea, Co Derry, which was founded in 2001 by parents and teachers in response to a dismal lack of ABA provision in the local area Meghan (11) is the only sister in a family of five and has two brothers diagnosed with autism and lives in Northern Ireland She has experienced intensive ABA home-based treatments for both brothers for many years Eric Messick is a Board Certified Behavior Analyst and holds a Master’s in educational psychology from West Virginia University He is currently Programme Director for Autism New Zealand, Inc (Waikato), team leader of Youth Horizons Intensive Clinical Service Waikato/Bay of Plenty, Associate to the Behaviour Analysis Programme at the University of Waikato, and doctoral candidate at the university Judith Petry is currently a full-time mother of three children, aged two, four and eight Her middle child Gordon was diagnosed with autism at the age of two and a half Gordon commenced the CARD ABA home programme six weeks later and Judith has managed the day-to-day running of this for two years Gordon is now at the high-functioning end of the spectrum, thanks to ABA Judith has a Bachelor of Management Studies (Marketing) from the University of Waikato Dr Phil Smyth BSc is currently Director of Education for Saplings Model of Education in Kildare Prior to this appointment she was a consultant with Behaviour Intervention Services (Ireland) and has participated in training courses nationally and internationally She has published in the area of precision teaching and other interests include early intervention for children with autism, verbal behaviour, and functional assessment of challenging behaviour She received her D.Phil in behaviour analysis from the University of Ulster Shelley Wise is a mother of three, her middle child being an eight-year-old son diagnosed at the age of three and a half with severe autism Her initial involvement with ABA began when her son was three and a half when overseas specialists were brought into the family home to write and supervise an ABA programme for her son Shelley managed the daily implementation of this programme for two years until he started school Since then her involvement has extended to working as a senior ABA therapist for two families in her local area, teacher aiding a severely autistic child in a mainstream school using ABA techniques She is past chairperson and a current committee member for Autism New Zealand, Inc (Waikato), having sat on the committee for the past three years, and is currently working as their service coordinator category error 232–4 on-site training 144 and parents 141 see also Parents’ Education as Autism Therapists (PEAT) ABA (applied behaviour parent training in 243–4 analysis) 16, 17, 30, 31 philosophy and ethics 144 and applied science and politics 40–5 228–32 in primary school 138 background and recommendations by other development 18–31 institutes 31 bringing to community to relationship with other treat autism 26–31 terms promoted as for children with ASD 242 autism therapies 235 comprehensive support plan and Saplings 146, 149–53, utilizing ABA 155–7 technology 192 and social model of for Conor 221–2 disability 85–6 cost-benefit analysis 45, as specialized treatment 13 166 treatment and parent and education 23–5 education 243 and education authorities what is ABA? 83–5 36–40 A-B-C charts 196 evaluation questionnaire Activity and (Supported 245 KC activity) 171, 175 evolution of programmes acute lymphotic leukaemia see 32–3 ALL financial support for Adam (animated character in 138–9, 166 ABA tutorials) 33, 35–6 highs and lows of adapive behaviours, increasing managing programme 144, 198, 245 126–31 ADD (attention highs 129–31 deficit/hyperactivity lows 126–9 disorder) 27, 75–6, 134, home programme 33 140, 209 intensive early intervention aetiology 73, 76 using age of child at onset of independent reviews treatment, and treatment 256–61 success 251 no longer experimental aggressive behaviour 67, 70, 255–6 174, 195, 238, 239 international certification Albury-Thomson, Casey 56 programme in 43 ALL (acute lymphotic for Mikey 210–17, 222–4 leukaemia) need for 165–7 diagnosis of, analogy with negative myths about autism 7–14 37–40, 135 Subject Index 292 origin unknown 13 American Academy of Child and Adolescent Psychiatry 256 American Academy of Family Physicians 259 American Academy of Neurology 256, 259 American Academy of Pediatrics 256 American Occupational Therapy Association 260 American Psychological Association 260 American Speech-Language Hearing Association 260 Andrea 147, 149, 150 antecedent(s) 88, 103, 115–17, 120, 122, 154, 200, 257 control 155, 160 manipulations 198 antiscientific approaches 14 applied behaviour analysis see ABA applied science and ABA 228–32 ‘appropriate education’ 58 Art (Little KC activity) 168, 170 ASD (autism spectrum disorder) 32, 53–65, 71 and ABA 26–31, 242 background 26–7 community-based ABA programme for children with 162–88 definitions 26–7, 72 as descriptive label 36 diagnosis of 77, 242 analogy with ALL (acute lymphotic leukaemia) 7–14 diagnostic criteria 79–82 as gremlin 77–8, 88 origin unknown 13 SUBJECT INDEX need for ABA programmes 165–7 play 140 pre-schoolers 141 and Saplings 146 what is autism, really? 79–83 Asperger’s syndrome 27, 59, 67–71, 75, 78, 134, 140, 165 diagnostic criteria 82 assessment analyse results of 198–9 direct 196, 199, 251 functional 155, 160, 196, 197, 199, 200 indirect 196, 199 professional 27–8, 60, 61, 63, 76, 83, 89, 100, 106, 109, 121, 123, 126, 127, 135, 148–50, 153, 157, 159, 190, 196, 197, 200, 213, 215, 260 risk assessment 196, 199 strategies 196 teaching observation assessment (Saplings) 158 Association for Behavior Analysis 40 Association in Manhattan for Autistic Children 30 attending skills 34 attention seeking 36 augmentative communication systems 151, 155 Australia 163 autism see ASD (autistic spectrum disorder) Autism Action Inc Precision Teaching Centre (AAPTC) 58 Autism: From Tragedy to Triumph (Johnson) 54 Autism Advisory Board of the Cambridge Center for Behavioral Studies 44 Autism New Zealand (ANZ) 72, 99, 100, 163 Waikato 164, 165, 167, 184 Autism Society of America (ASA) 232–3, 236, 260 Autism Western Australia 61, 72 autistic spectrum disorder see ASD bad decisions on autism provision 62–3 Barnes, Dermot 30 barriers to leading meaningful life 195 behaviour analysis 14, 16, 17–19 see also ABA descriptions 35 management 30 Behavior Analyst Certification Board 86, 242 behavioural classification of language 105 behavioural objectives 147, 151, 155, 156, 160 and IEPs (Individualized Education Plans) 156 behavioural repertoires 83–4 Ben diagnosis and schooling arrangements 69–70, 87 impairments 70–1 biting 67 ‘black box’ view of behaviourism 38 blocking 168–70, 172 Board Certified Behavior Analyst 186 brain functioning and autism 72 293 Bright Sparks (New Zealand) 57 British Columbia 42 British Psychological Society 38 ‘Building Quality Childcare’ section of New Opportunities Fund 141–2 CABAS (Comprehensive Application of Behavior Analysis Schools) 30 Canada 42 car analogy of disability 77, 83 carer support 61 category errors 33, 227–8 ABA and ‘therapies for autism’ 232–4 consequences of 235–6 Causeway Trust 141 ‘Celestial Sphere, The’ 18, 19 Centers for Disease Control and Prevention 72 Center for Autism and Related Disorders (CARD) 58, 64–5, 91, 101, 102–4, 106 curriculum content 103 intervention model 102 chaining 104, 110, 111, 119, 144, 151, 155, 242, 245 change, supporting meaningful 189–205 charting 155 child, importance of ABA outcomes in relation to 246 parents’ statements on 250 child development clinic (CDC) 209 Childhood Autism Rating Scale (CARS) 28 294 APPLIED BEHAVIOUR ANALYSIS AND AUTISM childhood disintegrative disorder 72 diagnostic criteria 82 Children’s Fund 142 Cillian (aka Colin) 137–8 classroom(s) adjustments 138 at Saplings 152 clinical intervention 39 cognitive testing 60 Colin (real name: Cillian) 17, 27–8, 133–45 assessment by professionals 27–8, 134–5 background and history 133–6 see also Cillian collaborative relationships, developing 192, 193 communication 157, 248, 250 communicative role of problem behaviour 151 community-based ABA programme for children with ASD current situation 167–82 final recommendations 186–8 how we started and where we want to be 182–6 lessons learned from starting 162–88 need for ABA programmes 165–7 compliance 107, 108–9 comprehensive support plan utilizing ABA technology developing 192, 195–201 steps for developing 197–9 confidence 248 Congratulations! It’s Asperger Syndrome (Birch) 54 Conor 208–12, 216 diagnosed as autistic 209 sibling’s perspective (brother Jonny) 218–23 consequences 13, 24, 86, 88, 108, 110–12, 115–17, 120, 122, 168, 170, 174, 176, 178, 179, 198, 200, 236, 238, 257 construct 84 coping 248 cost-benefit analysis 45, 166 crisis intervention 198 Crossroads Primary School, Kilrea, N Ireland 138–9 cure 74, 76 current relevant repertoire 84 curricular modifications 198 curriculum content, CARD 103 Daniel’s case (New Zealand) 57 data analysis 155, 157 data based decision making 32, 144 data collection 32, 144, 153, 156, 157, 186, 187, 235, 245, 187 data monitoring 154 Debby 140 decreasing maladaptive behaviours 144, 245 Department of Education (N Ireland) 40–2 Department of Education (US) 41, 257 diagnosis 73, 74 of ALL as analogy with autism 7–14 of Asperger’s syndrome 67, 69 of autism as difficult issue for parents 29 diagnostic criteria of Asperger syndrome 82 direct assessment 196, 199, 251 direct instruction 84, 104, 155, 157 disability and impairment 72 models of 72–8 medical 73–4 social 73 Disability Strategy (New Zealand) 62 discrete-trial training (DTT) 84, 102, 104–6, 108–9, 169, 179, 242, 243 disease 74 disorder 74 Don’t Shoot the Dog (Pryor) 135 DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) 60, 79–81 Dylan 208–10, 216, 220, 221 diagnosed with ADHD 209, 220 Early Bird course 102 early intervention, systemic model of 153 Early Years Team (social services) 142 echoic training 107, 111–12 sequence of steps in 113 education and ABA 23–5 education authorities and ABA 36–40 Education Boards 211–14 educational curriculum for autistic children 34 educational psychologists 28 emotionless play 262 empowerment 249 error correction 109, 157 establishing operation 112, 160 evaluation questionnaire 245 SUBJECT INDEX evidence-based measures, sample 202–3 evidence-based practice 33 executive function 103 expressive language 33 extinction 128, 144, 155, 160, 245 fading 114, 117, 151, 55 false explanations 36 family cohesion 247 family life, importance of ABA outcomes in relation to 246 examples of parents’ statements 247 feedback 159 financial problems for PEAT 30 financial support for ABA 138–9, 166 fine motor imitation 111 free operant 160 function-based support plan 198–9 functional analysis 104, 151, 197, 198, 200 Functional Analysis Observation Form 197 functional assessment 155, 160, 196, 197, 199, 200 Functional Assessment Interview Form 196, 197 functional communication training 84, 198 functional equivalence training 198 funding for children with ASD 55–63 Gallagher, Dr Stephen 30, 136, 137, 145, 212, 214, 216 games 17, 80, 121, 124, 139, 171, 175, 176, 181, 183, 184, 225 goals for ASD child 64 Gordon 15-month child health check 94, 99 year child health check 97, 99 years months later 121–3 and ABA 106–13 compliance 108–9 echoic training 111–12 mand training (requesting) 112 matching 109–10 motor imitation 110 receptive behaviour by feature, function and class (FFC) 118–19 tact-intraverbal and intraverbal training 119 tact training (commenting) 114, 117, 118 events leading up to ABA programme 99–102 highs and lows of managing programme 126–31 highs 129–31 lows 126–9 how Judith (his mum) describes him now 123–5 process of diagnosis 98–9, 100 summary before diagnosis 91–8 Green, Gina 40–1, 44 Greenpeace 48 Greer, Doug 30 gremlin 77–8, 88 295 gross motor imitation 111 Group Special Education 99, 100 hand flapping 148 Holiday Programme for school-age children (run by ANZ Waikato) 167, 181, 182, 184, 186, 187 home programme 33 ICANDO (Irish Children’s Autism Network for Development Opportunities) 149 ICD-10 (International Statistical Classification of Diseases and Related Health Problems) 79 IEPs see Individualized Education Plans imitation skills 34 impairments 70–2 and disability 72–8 illness 73, 74 incidental teaching 84 increasing adaptive behaviours 144, 198, 245 independence 250 indirect assessment 196, 199 Individualized Education Plans (IEPs) 153, 155 and behavioural objectives 156 instructional decision making 155 instructional delivery 157 integration of therapies 153 intensive early intervention using ABA independent reviews 256–61 no longer experimental 255–6 296 APPLIED BEHAVIOUR ANALYSIS AND AUTISM intermittent reinforcement 158, 160 international certification programme in ABA 43 intervention effectiveness of strategies 246 intensive early intervention using ABA independent reviews 256–61 no longer experimental 255–6 resulting state action 261 model 102 significance of goals 245 Intervention Services for Autism and Developmental Delay (ISADD) 65 intraverbal training 107 sequence of steps in 122 Irish Autism Action 216 Jessica de Salvo’s story 146, 147–50 assessment and diagnosis 149 Keenan, Dr Mickey 135, 136 Kennedy, Jane 41 Kerr, Dr Ken 30, 136, 149, 150 Kid Cash 177–81 Kids’ Club (KC, run by ANZ Waikato) 167, 172, 179–81, 185 labels in interview scenario 87–9 language behavioural classification 105 curriculum, CARD 103–4 learning difficulties 21 demonization of 21 Let Me Hear Your Voice (Maurice) 13, 43–4, 54, 102 lifestyle change 198 foundations for ongoing support to effect 199 Like Minds, Like Mine 75 Little Kids’ Club (Little KC, run by ANZ Waikato) 167–72, 175, 177, 179 Lovaas therapy 169–70, 233, 234 McKerr, Lynne 27–8 Magherafelt District Council 139 Maine Administrators of Services for Children with Disabilities 256, 258 mainstream schooling 56 maladaptive behaviours, decreasing 144, 245 management feedback 147 mand training 107, 112 early example 114 sequence of steps 115 more complex examples 114 sequence of steps 116 Marc getting to know Marc 194 his story 190–5 and systems level approach to support 201–4 matching 107, 109–10 sequence of steps in training 110 Maurice, Catherine 43, 102 meaningful change, supporting 189–205 measuring meaningful outcomes of support plan 199 Medicaid 258 medical intervention 14 medical model of disability 73–5 medicalization of problem behaviours 21 mental disorder 79–80 mental illness model 75, 77 mentalism, mistake of 35–6 Messick, Eric 164, 185 Mikey 210–17 ABA for 210–11, 222–4 diagnosed severely autistic 210 and Education Boards 211–14 IEP 212 and politicians 215 and SEN 211, 212, 213, 215, 216 and SEN tribunals 213–15 siblings’ perspective brother Jonny 221–3 sister Meghan 223 monitoring performance 147 Motivation Assessment Scale (MAS) 196, 197 motor imitation 107, 110 skills 103 multiple step imitation 111 music therapy 14, 153, 234, 235 National Alliance for Autism Research 72, 260 National Autistic Association 163 National Autistic Schools 45 National Autistic Society (NAS) 27, 72, 102, 232, 236 National Award for Model Professional Development 41 National Institute of Child Health and Human Development 260 SUBJECT INDEX National Institutes of Mental Health 256, 260 National Lottery 142 National Research Council 257 natural environment training (NET) 104–6, 112 nature, laws of 22 needs assessment 60 needs-based systems 59–61 negative myths about ABA 37–40 negative reinforcement 160 New England Center for Children 41 Newman, Bobby 30, 44 New Opportunities Fund 142 New York State Department of Health 256, 258 New Zealand 16, 99, 163, 164, 213 ASD provision in 53–65 New Zealand Disability Strategy 56–7 North Eastern Education and Library Board 139, 143 Northern Child Partnership 141 Northern Ireland 14, 16, 17, 30, 36–7, 40–2, 44, 45, 47, 244 object imitation 111 observation 22, 23, 26, 57, 100, 144, 145, 183, 187, 196, 197, 230, 242, 245 assessment 157, 158 occupational therapy 14, 153 older children with ASDs, supporting 189–205 Ongong and Reviewable Resourcing Schemes (ORRS) 58–9 Organizing your ABA programme 187 outcomes and evidence-based measures, sample 202–3 paediatricians 60 Parents as First Teachers programme 95, 100 parents of children with ASD books for 54 communication between 139 costs of parenting 56 demands on, from ABA programmes 33 goals for child 64 importance of ABA outcomes in relation to 246 examples of parents’ statements 248 resources for 255–87 training in ABA 243–4 views on ABA 241–51 examples of parents’ statements 247–50 see also Parents’ Education as Autism Therapists (PEAT) Parents for the Early Intervention of Autism in Children (PEACH) 45, 166 Parents’ Education as Autism Therapists (Keenan) 135 Parents’ Education as Autism Therapists (PEAT) 14, 16, 30, 135–9, 141, 143, 145, 210, 212, 216 and ABA 141, 243 aversion to having to study 29 diagnosis 29 difficulties of being practical 29 evaluation of ABA 244–51 297 financial problems 30, 41, 136, 138 formation of 29, 133, 135, 136 issues 29–30 need for evidence-based practice 33 organizational problems 30 and politics 40–5 and professionals 29 training for 245 views on ABA 241–51 pathology 73, 74 patterns of behaviour 25 PDD NOS (pervasive developmental disorder not otherwise specified) 71 diagnostic criteria 82 PECS (Picture Exchange Communications System) 45–6, 164, 170, 212, 213, 233, 234, 242 PEAT see Parents’ Education as Autism Therapists Percy 162–5 performance monitoring 154, 157 performance standards 147, 154 person-centred planning 191–5, 197, 199, 205 personalized curriculum 144 pervasive developmental disorders (PDDs) 71 Peter Principle 46–7 physical therapy 14 Picture Exchange Communications System see PECS piñata 183–4 pivotal-response training 84 play 103 structured 139, 140 Playboard 142 298 APPLIED BEHAVIOUR ANALYSIS AND AUTISM point sheet (used in KC and Supported KC) 181 politicians 215 politics and ABA 40–5 positive behaviour support (PBS) 189–205 core components in practice 192 working towards better life 191–2 positive reinforcement 102, 108, 109, 128, 135, 138, 140, 144, 151, 155, 157–60, 173, 231, 239, 245 section on, in Saplings teaching observation assessment 158 practical approach, difficulties of 29 pre-academic skills 34 precision teaching (PT) 58, 84, 144, 151, 155, 157 premature conclusions 33 pre-schoolers with ASD 141 pre-scientific approaches to problem behaviours 21 primary school, ABA in 138 professionals assessment by 27–8 lack of practical guidance from 29 prognosis 73, 76 programme, ABA 83, 84 prompting 102, 109, 112–19, 122–4, 127, 128, 138, 151, 155–8, 160, 168, 169, 170, 172, 174–6, 178, 179, 181, 184 pseudo-scientific approaches 14 psychology 14 pupil performance measurement 157 qualified behaviour analyst 186 quality assurance 146, 154 quality control 147, 154 quality of life assessments 197 Quality of Life Questionnaire 197 questionnaire on ABA for PEAT parents 245–6 Reading Master program 101 Rec Club (run by ANZ Waikato) 167, 181 receptive behaviour by feature, function and class (FFC) 118–19 sequence of steps in complex receptive FFC training 121 sequence of steps in receptive and early receptive FFC training 120 receptive language 34 receptive training 107 sequence of steps in 120 recreational therapy 14 reinforcement see positive reinforcement Republic of Ireland 30, 42, 150 requesting 112 research methodology 32 Resident Lifestyle Inventory 197 resources for parents 255–87 Rett’s disorder 71–2 diagnostic criteria 82 RFC 107 Riley, Richard W 41 rotational performance monitoring 160 Saplings Model of Education 146–61 Board of Management 151 classrooms and tuition 152 evolution 150–9 future 159–61 maintenance procedure 155 raw data sheets 155 scope and sequence of training course 155 teaching observation assessment 157 scatterplots 196, 197 school skills 103 science application to autism treatment 225–6 empowering parents with 18–52 positive and negative dangers of ignoring 237–9 Science and Human Behavior (Skinner) 19 Scotland 27, 225 self-care 198 self-esteem/empowerment 249 self-help skills 103 self-injury 195, 199, 202, 239 self-review 159 Setting Event Checklist 196 shaping 112, 144, 151, 155, 160, 242, 245 sibling’s perspective (of autistic brothers) 218–24 Siege, The: A Family’s Journey into the World of an Autistic Child (Claiborne Park) 34 simple correction 174 Sit-Down Games (Supported KC activity) 171, 175–6 skill development hierarchy 107 SUBJECT INDEX Skinner’s analysis of verbal behaviour 155 slavery 21 Snack Time (Supported KC activity) 171, 173, 175–6 social interaction 22, 68, 85, 110, 114, 119, 123, 199, 202, impairment in 26, 72, 79–82, 242 social model of disability 73 and ABA 85–6 social science 14 social skills 103 Society for Development and Behavioral Pediatrics 260 special education 14 special educational needs 28 special educational needs coordinator (SENCO) 137 special schools 31, 45, 57–9, 210, 212, 214, 220, 221 speech-language pathology 14 therapy (SLT) 28, 38, 60, 98, 153, 209, 210, 211, 216, 257 Sport (Little KC activity) 168–70 Square Time (Little KC activity) 168–71, 175, 177 staff training 147, 154 support 187–8 stages of learning 155 stamps reward system 172–4, 177, 180, 183 STARS (Striving to Achieve Real Success) project 138–45 after-school project 144 fundraising 141–3 Holiday Club 144 pre-school project 144 Summer Scheme 139, 141 Statement of Special Educational Needs (SEN) (UK) 211, 212, 213, 215, 216 stimming 26, 212, 242 stimulus 104, 108, 117, 238 control 118, 155, 160, 239 discrimination training 108, 144, 160, 245 non-verbal 117, 118, 119, 122 visual 118 Store (Supported KC activity) 171, 173, 177 price tag 178 streaming of behaviour 23 supercompetence 47 supervisory and management feedback 154 Supported Kids’ Club (Supported KC, run by ANZ Waikato) 167, 171–9, 181 symptoms 73, 74 systematic observation 22 systems level addressing support issues at 201–4 approach to organizational operation 146 tact-intraverbal 107 and intraverbal training 119 tact training (commenting) 107, 114, 117, 118 sequence of steps in early 117 sequence of steps in more complex 118 tantrums 67, 95, 96, 106, 128, 178, 179, 242, task analysis 151, 155, 160 299 Task Group on autism provision (Ireland) 42–4 Report 143 TEACCH (Treatment and Education of Autistic and related Communications Handicapped Children) 45, 143, 249 teachers 28 teaching environment 157 teaching observation assessment (Saplings) 158 technology application to autism treatment 225–6 of behaviour analysis 20 theory of mind 103 ‘therapies for autism’ and ABA, as category error 232–4 Theresa 140 Thorn in My Pocket, A (Cutler) 54 time-out 174 Tocker, Mahinarangi 75 toilet training 135, 155, training, type of 104–6 treatment 73, 74, 76–7 age of child at onset of, and treatment success 251 length of 251 tribunals, SEN 213–16 Turn Around, Bright Eyes (Gentry Skye) 54 UCLA Young Autism Project 255 United Kingdom (UK) 27, 48, 213 United States (US) 27, 48, 166 University of Columbia 30 University of Ulster 136 University of Waikato 164 300 APPLIED BEHAVIOUR ANALYSIS AND AUTISM verbal behaviour, introduction to 151 verbal behaviour analysis (VBA) 232–4 verbal operant 105, 106, 160 video modelling procedure for teaching skills 39 video presentation 154 Vineland Adaptive Behavior Scales 197 visual schedules 155 volunteers 187 Western Australia 59–61 Women’s Coalition (N Ireland) 42 worry/stress 248 ‘Young Autism Project’ (Lovaas) 53 Behavior Analyst Certification Board (BACB) 37, 43, 49, 86, 89 Benavidez, D.A 253 Berg, W 196, 200, 205, 207 Bibby, P 242, 243, 252 Abedi, M 161 Birch, J 54, 65 Abelson, R.P 87, 88, 90 Birch, S 51 About Health and Fitness Blacher, J 205 234, 240 Blausten, F 51 Accardo, P.J 259 Bondy, A 32, 46, 49, 233, Albin, R.W 193, 200, 205, 240 206, 207 Boyd, R.D 243, 244, 249, American Academy of Child 252 and Adolescent Psychiatry British Columbia Supreme 260 Court 261 American Academy of Bronson, D.E 243, 252 Pediatrics (AAP) 256, Bruner, E 84, 89 257 Buch, G.A 243, 253 American Psychiatric Burke Harrison, S 193, 207 Association (APA) 79, 80, 81, 89, 242, 252 California Departments of Anderson, S.R 32, 49, 251, Education 31, 49 252 Callias, M 243, 252 Ard, W.R Jr 206 Cambridge Center for Ashwal, S 259 Behavioral Studies 27, Association for Behavior 36, 49, 166, 188 Analysis 49 Campbell, A 157, 161 Autism Association of Western Carlson, J.I 205 Australia 72, 89 Carr, E.G 196, 205 Autism ACT of Australia 72, Center for Autism and Related 89 Disorders (CARD) 58, 65 Autism New Zealand 72, 89, Centers for Disease Control 166, 188 and Prevention 72, 89 Autism Society of America 72, Chiesa, M 241, 243, 252 89 Christian, W.P 252 Autismspeaks 27, 49 Christopher, K 21, 49 Avery, D.L 252 Cicchetti, D.V 197, 207 Claiborne Park, C 54, 65 Baer, D.M 46, 49, 241, 252 Cogan, J.F 21, 49 Baglio, C 253 Cohen, H.G 50, 252 Baker, B.L 195, 205 Cole, C 206 Balla, D.A 197, 207 Columbia Pacific Consulting Baranek, G.T 259 45, 49 Bauman, K.E 206 Compton, L.S 253 BBC News 36, 49 Author Index 301 Constitution of Ireland 150, 161 Cook, E.H Jr 259, 260 Cooper, J.O 20, 25, 49, 108, 131, 152, 161, 187, 188 Cooper, L.J 207 Corley, M.J 243, 244, 249, 252 Crimmins, D.B 196, 197, 206 Crnic, K.A 205 Crowder, J 54, 65 Curry, D 56, 65 Cutler, E 54, 65 Dadds, M.R 37, 51 Dahl, R 77, 89 Daniels, L.S.A 57, 65 Davidson, W.S 51, 206 Dawson, G 259 Day, H.M 206 Delprato, D.J 104, 131 Department of Education, Northern Ireland 40, 42, 52, 145 DeRaad, A.O 207 DeVillis, R 253 Dillenburger, G 88 Dillenburger, K 14, 16, 17, 23, 27, 28, 33, 49, 50, 145 DiPietro, E.K 252 Donnellan, A.M 200, 206 Dorsey, M.F 206 Dunlap, G 191, 206, 207 Durand, V.M 196, 197, 206 Edelbrock, C 205 Edwards, G.L 252 Eikeseth, S 251, 252 Eldevik, S 251, 252 Emerson, E 195, 206 Encarta 32, 49 Engelmann, S 84, 89 Evans, A 37, 50, 252 302 APPLIED BEHAVIOUR ANALYSIS AND AUTISM Evans, I.M 200, 206, 245, 252 Fassbender, L 206 Fenske, E.C 84, 89, 233, 240, 251, 252 Filipek, P.A 259 Flannery, K.B 205 Forest, M 193, 206, 207 Fox, L 193, 200, 206 Foxx, R.M 32, 47, 50, 51 Freeman, S 45, 49 Friman, P.C 21 Frost, L 32, 46, 49 Fuller, P.R 20 Gallagher, S 34, 252 Gamby, T.E 243, 253 Gardner, W 196, 206 Gentry Skye, L 54, 65 Ginestet, C.E 37, 50 Glenn, S.S 23, 50 Goff, L.M 228, 240 Goldiamond, I 77, 83, 84, 90 Grant, L 37, 50, 245, 252 Green, G 15, 27, 32, 40, 44, 50, 51, 118, 131, 166, 188, 242, 252, 253 Gross, R 37, 50 Haddox, P 84, 89 Hamerlynck, L.A 37, 52 Harding, J.W 196, 207 Harris, S.I 32, 50 Hart, B 104, 131 Herbert, M 243, 253 Heron, T.E 20, 49, 108, 131, 152, 161, 187, 188 Heward, W.L 20, 45, 49, 108, 131, 152, 161, 187, 188 Hieneman, M 207 Holburn, S 191, 206 Holmes, P 75 Holth, P 36, 50, 242, 243, 252 Horner, C.H 206 Horner, R.H 200, 205, 206, 207 Howard, J.S 24, 50, 242, 252, 253 Hudson, B.L 37, 50 Hull, R 46, 47, 51 Iktonen, T 200, 206 Intervention Services for Autism and Developmental Delay (ISADD) 65 Ives, M 236, 240, 251, 252 Iwata, B.A 206 Jacobson, J.W 44, 47, 50, 166, 188 Jahr, E 251, 252 Janney, R 201, 206 Johnson, C 54, 65 Johnson, K.R 84, 90 Johnston, J.M 32, 50 Jones, G 251, 252 Jordan, R 242, 251, 252 Kanda, E 206 Karamn, O 206 Kazdin, A.E 245, 252 Keenan, M 14, 16, 17, 135, 145 Keith, K.D 197, 207 Kemp, D.C 205 Kennedy, C.H 197, 200, 206 Kerr, K.P 16, 27, 30, 50, 145, 157, 161, 242, 253 Keyes, K 62, 65 Kincaid, D 193, 200, 206 Kirk, S 21, 50 Koegel, L.K 104, 131, 191, 192, 196, 200, 206 Koegel, R.L 84, 90, 104, 131, 191, 192, 196, 200, 206 Krantz, P.J 84, 89, 104, 131, 233, 240, 252 Kutchins, H 21, 50 Lancioni, G 200, 207 Langer, E.J 87, 88, 90 Langer, S.N 197, 207 Lansing, M 51 Larsson, E.V 27, 255–87 LaVigna, G.W 147, 154, 161, 206 Layng, T.V.J 84, 90 L’Estrange-Corbet, D 75 Levin, L 205 Lewis, T.J 207 Liaupsin, C 207 Like Minds, Like Mine 75, 90 Lindsley, O.R 157, 161 Loftus, E.F 228, 240 Loftus, G.R 228, 240 Lovaas, N.W 57, 66 Lovaas, O.I 32, 50, 53, 57, 66, 90, 104, 131, 233, 240, 242, 253, 256 Luce, S.C 32, 51, 242, 253 Lucyshyn, J.M 193, 205, 206 Lusthaus, E 193, 206 McClannahan, L.E 84, 89, 104, 131, 233, 240, 252 McConnachie, G 205 McDermott, K.B 228, 240 McDonald, G.M 37, 50 MacDonald, M.L 51 MacDonald, R.F 197, 207 McDowell, C 157, 161 McEachin, S.J 242, 253 McElhinney, M 252 AUTHOR INDEX McGee, G.G 104, 131 McGill, P 195, 196, 206 McGrory 157, 161 Maine Administrators of Services for Children with Disabilities 258 Mansell, J 195, 206 Martin, G.L 24, 37, 50, 83, 90 Martin, N.T 252 Mathews, B 84, 90 Matson, J.L 242, 254 Mattaini, M.A 37, 50 Matthews, L 56, 65 Maurice, C 13, 32, 43–4, 51, 54, 65, 102, 131, 242, 253 Mayer, G.R 37, 52 Mesibov, G.B Meyer, L.H 200, 201, 206 Michael, J.L 196, 206 Ministry of Education 58, 65 Moffatt, C 30, 41, 51 Morris, E.K 33, 51 Mount, B 193, 207 Moynahan, L 23, 51 Mudford, O.C 252 Mulick, J.A 44, 47, 50, 166, 188 Munro, N 236, 240, 251, 252 Murray, D 251, 252 National Alliance for Autism Research 72, 90 National Autistic Society (NAS) 26, 51, 72, National Award for Model Professional Development 41, 51 National Research Council 258 Negri-Schoultz, N 206 Nelson, C.M 207 New York State Department of Health 31, 51, 258, 259 Newman, B 32, 51 Newton, J.S 206, 207 Nietzel, M.T 37, 51 Nikopoulos, C.K 38, 51 Novak, G 23, 51 Nye, R.D 33, 51 O’Brien, C.L 193, 207 O’Brien, J 193, 207 O’Dell, M.C 104, 131 O’Neill, R.E 191, 192, 196, 197, 207 O’Reilly, M.F 200, 207, 243, 253 Office for Disability Issues 56, 65 Osborne, J.G 37, 50 Paclawskyj, T 253 Palmer, J.C 228, 240 Parent Company 101, 131 Parents As First Teachers (PAFT) 95, 132 Parents for the Early Intervention of Autism in Children (PEACH) 166, 188 Partington, C.A 104, 105, 132 Passacantando, J 51 Pear, J 24, 37, 50, 83, 90 Pearpoint, J 193, 207 Pennypacker, H.S 32, 50 Personal Outcome Measures for Children and Youth 193, 207 Peter, L.J 46, 47, 51 Pitonyak, D 194, 207 Pomeroy, J 260 Pryor, K 135, 145 303 Realmuto, G 260 Reese, E.P 253 Reese, T.W 242, 253 Reeves, D 252 Reichler, R.J 51 Reimers, T.M 200, 207 Reinecke, D 51 Reuf, M 207 Richman, G.S 206, 243, 253 Risley, T.R 104, 131, 192, 207, 241, 252 Roediger, H.L 228, 240 Romancyzk, R.G 32, 49 Rowe, D 21, 50 Ryle, G 227, 240 Sailor, W 207 Sallows, G 43, 51 Sanders, M.R.37, 51 Sasso, G 200, 205 Satcher, D 259 Schalock, R.L 197, 207 Schopler, E 43, 51, 249, 253 Scott, T 207 Shaull, J.F 161 Short, A 253 Shorter Oxford English Dictionary 228, 240 Sidman, M 32, 37, 51, 228, 240 Sines, D 253 Skinner, B.F 19, 33, 51, 52, 104, 132, 135, 228, 233, 240 Slifer, K.J 206 Smith, C.E 205 Smith, T 57, 66, 104, 132, 242, 243, 251, 253 Smull, M 193, 207 Sparkman, C.R 50, 252 Sparrow, S.S 197, 207 Spinelli, E 37, 52 Sprague, J.R 207 Stanislaw, H 50, 252 304 APPLIED BEHAVIOUR ANALYSIS AND AUTISM Storey, K 207 Sugai, G 191, 207 Sulzer-Azaroff, B 37, 52 Sundberg, M.L 104, 105, 132 Supreme Court of British Columbia 42, 52 Surgeon General 31, 52 Sweitzer, M 161 Tanguay, P 260 Task Force Report 251, 253 Tavris, C 21, 52 Thompson, T 27, 52 Thyer, B.A 37, 50, 243, 252 Tincani, M 32, 49 Tocker, M 75 Touchette, P.E 196, 197, 207 Turnbull, A.P 207 Turnbull, H.R III 207 Twatchman-Cullen, D 153, 161 Twatchman-Reilly, J 153, 161 Vaughn, B.J 206 Vietze, P 191, 206 Volkmar, F 260 Wacker, D.P 196, 199, 207 Wagner, G.A 193, 207 Walsh, P 37, 52 Webster-Stratton, C 243, 253 Weiss, M.J 32, 50, 251, 254 Weiten, W 74, 90 Werry, J 56, 66 West, R.P 37, 52 Wickham, D 207 Wilcox, B 207 Williams, W.L 201, 207 Willis, T.J 161 Winett, R.A 51 Wolf, M.M 241, 245, 252, 254 World Health Organization 79 Wyatt, W.J 33, 52 Zalenski, S 252 Zanni, G 228, 240 Zwernik, K 193, 207 ... science and Applied Behaviour Analysis Selection, definition and measurement of behaviour Reinforcement Prompting and fading Shaping, chaining and task analysis Behavioural objectives and IEPs... 10-day course on Applied Behaviour Analysis or Watch video Number in Video Training Sequence and Read Handout from the 10-day course on Applied Behaviour Analysis Read Chapters 3, and of How Well... schedules 19 Toilet training 20 Saplings raw data sheets 21 Saplings maintenance procedure 155 156 APPLIED BEHAVIOUR ANALYSIS AND AUTISM Box 6.1 Module 6: Behavioural objectives and IEPs Complete Day