Evidence-Based Treatment for Children with Autism

The CARD Model

1st Edition - August 21, 2014
Authors: Doreen Granpeesheh, Jonathan Tarbox, Adel C. Najdowski, Julie Kornack
Language: English
Paperback ISBN:
9 7 8 - 0 - 1 2 - 8 1 0 0 0 0 - 4
Hardback ISBN:
9 7 8 - 0 - 1 2 - 4 1 1 6 0 3 - 0
eBook ISBN:
9 7 8 - 0 - 1 2 - 4 1 1 6 1 8 - 4

This manual is a user-friendly, comprehensive description of the Center for Autism and Related Disorders (CARD) model of autism treatment—the latest scientific information on wh… Read more

Evidence-Based Treatment for Children with Autism

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This manual is a user-friendly, comprehensive description of the Center for Autism and Related Disorders (CARD) model of autism treatment—the latest scientific information on what truly works in treating autism in an integrated, organized, consumable format. The book details effective early behavioral intervention, covering topics such as challenging behavior, visual modification, parental involvement, improving language, cognition, and social skills, and ends with a section that explains how all of the treatments can be put together in real-life service provision organizations. The CARD model is highly comprehensive and provides useful clinical information to form cutting-edge treatment programs.

Preface
Acknowledgments
Chapter 1: Introduction
- Abstract
- Introduction to Early Intensive Behavioral Intervention
- Format of This Book
- History of the CARD Model
- Tone of this Book
Chapter 2: Philosophy and Mores
- Abstract
- All Humans Are Capable of Learning
- Children with Autism are Whole People
- Fearlessness
- Innovation
- Open-Mindedness
- Insistence on Highest Quality
- The Right to Evidence-Based, Effective Treatment
- Global Reach
- Recovery from ASD is Possible
- Personal Dignity and Self-Determination
- Summary
Chapter 3: The Diagnosis of Autism Spectrum Disorder
- Abstract
- Professionals Who Can Diagnose ASD
- Diagnostic Criteria
- Changes from DSM-IV
- Diagnostic Assessments
- Summary
Chapter 4: Principles and Procedures of Acquisition
- Abstract
- Background
- Positive Reinforcement
- Prompting and Prompt Fading
- Discrete Trial Training
- Natural Environment Training
- Chaining and Shaping
- Behavioral Skills Training
- Fluency-Based Instruction
- Summary
Chapter 5: A Functional Approach to Challenging Behavior
- Abstract
- The Need for Functional Assessment and Treatment of Challenging Behavior
- Step 1: Identify, Define, and Prioritize the Target Behavior
- Step 2: Determine Outcome Goals
- Step 3: Conduct a Functional Assessment
- Step 4: Design a Function-Based Behavior Intervention Plan
- Step 5: Write the Behavior Intervention Plan
- Step 6: Evaluate the Effectiveness of the Plan
- Step 7: Troubleshoot and Follow Up
- Summary
Chapter 6: Visual and Other Sensory Modifications
- Abstract
- The Response Modification
- Clinical Indicators for Use of Response Modifications
- The Stimulus Modification
- Visual Supports for Organizing the Environment
- Other Sensory Modifications
- Summary
Chapter 7: Generalization and Maintenance
- Abstract
- Generalization
- Maintenance
- Summary
Chapter 8: Treatment Settings
- Abstract
- The Home Setting
- School-Based Services
- Center-Based Services
- Licensed Private Schools
- Summary
Chapter 9: Parent Involvement
- Abstract
- Building A Therapeutic Relationship with Parents
- Designing the Parent Training Program
- Delivering Parent Training
- Troubleshooting
- Summary
Chapter 10: Introduction to the Center for Autism and Related Disorders Curriculum Series
- Abstract
- History and Background
- Philosophy Behind the CARD CURRICULUM SERIES
- Development and Framework of the CARD CURRICULUM SERIES
- Summary
Chapter 11: Language
- Abstract
- Echoics
- Mands
- Matching
- Understanding the Verbal Behavior of Others
- Tacts
- Intraverbals
- Improving Articulation and Increasing Complexity
- Strategies for Success
- Summary
Chapter 12: Play
- Abstract
- Why Bother Teaching Play?
- Domains of Play
- Progression Through Play Training
- Strategies for Success in Teaching Play
- Common Pitfalls in Teaching Play
- Summary
Chapter 13: Adaptive
- Abstract
- Adaptive Skill Domains
- When Are Adaptive Skills a Priority?
- Strategies for Success
- Common Pitfalls in Teaching Adaptive Skills
- Summary
Chapter 14: Motor
- Abstract
- Motor Domains
- Teaching Procedures
- Strategies for Success in Teaching Motor Skills
- Common Pitfalls in Teaching Motor Skills
- Summary
Chapter 15: Academics
- Abstract
- Academic Domains
- Teaching Procedures
- Strategies for Success
- Common Pitfalls
- Summary
Chapter 16: Social
- Abstract
- Common Social Difficulties in Autism Spectrum Disorder
- Domains of Social Skills Instruction
- Teaching Strategies
- Strategies for Success in Teaching Social Skills
- Common Pitfalls in Social Skills Instruction
- Summary
Chapter 17: Cognition
- Abstract
- Perspective-Taking Deficits in Children with Autism
- Desires
- Preferences
- Emotions
- Physical States
- Sensory Perspective Taking
- Knowing
- Beliefs
- Deception
- Thinking
- Detecting Sarcasm
- Intentions
- General Tips for Success
- Common Pitfalls When Teaching Perspective-Taking Skills
- Summary
Chapter 18: Executive Functions
- Abstract
- Structure of the Executive FUNCTIONS Curriculum
- Flexibility
- Memory
- Self-Management and Related Skills
- Problem Solving
- Planning
- General Tips for Success
- Common Pitfalls in TEACHING Executive Function Skills
- Summary
Chapter 19: Clinical Supervision
- Abstract
- Supervising the Child’s Learning: Programming
- Supervision Across the Treatment Life Cycle
- Ongoing Clinical Problem Solving
- Critical Repertoires of Clinical Supervisor Behavior
- Common Pitfalls in the Supervision Process
- Supervising the Therapy Team: Staff Management
- Parent Training and Support
- Summary
Chapter 20: Data Collection and Treatment Evaluation
- Abstract
- Data Collection
- Treatment Evaluation and Data Analysis
- Summary
Chapter 21: Organizational Structure
- Abstract
- Clinical Job Descriptions
- Higher Level Clinical Leadership
- Management and Administration
- Summary
Chapter 22: Training and Quality Control
- Abstract
- Therapist Training
- Senior Therapist
- Therapist Liaisons
- Clinical Supervisor Training
- Clinical Supervisor Ongoing Quality Assurance
- Summary
Chapter 23: Ethics
- Abstract
- Summary
Chapter 24: Medical Treatment and Interdisciplinary Collaboration
- Abstract
- Medical Treatment for Autism
- Building Productive Collaborative Relationships
- Summary
Chapter 25: Standardized Assessment
- Abstract
- Categories of Standardized Assessment
- Psychometrics
- Interpreting Standardized Assessment Scores
- Bell Curve
- Raw Scores
- Assessments
- Using the Results of Standardized Assessments
- Summary
Chapter 26: Technology
- Abstract
- Assessment and Curriculum
- Teaching Technology
- Communication Applications
- Challenging Behavior Management
- Other Clinical Tools
- Data Collection
- Care Coordination and Case Management
- Training
- Telemedicine
- ABA Business Management Solutions
- Community Outreach
- Summary
Chapter 27: Research
- Abstract
- The Importance of Research
- Foundational Research of which You Should be Aware
- Research at the Center for Autism and Related Disorders
- Autism Research Group
- How to Stay Connected to New Research
- How to Do Research in Your Organization
- Summary
Chapter 28: Global Dissemination
- Abstract
- Remote Clinical Services Model
- Affiliate Sites
- Cultural Challenges
- Summary
CARD Indirect Functional Assessment (CIFA)
Appendix B: Behavior Intervention Plan Short Format
Appendix C: Sample Curriculum Lesson from Skills® (abridged for length), Reprinted with permission from the Center for Autism and Related Disorders, Inc.
Appendix D: CARD Language Curriculum
Appendix E: Card Play Curriculum
- I. Level One
- II. Level Two
- III. Level Three
- IV. Level Four
- V. Level Five
- VI. Level Six
- VII. Level Eight
Appendix F: Card Adaptive Curriculum
- I. Level One
- II. Level Two
- III. Level Three
- IV. Level Four
- V. Level Five
- VI. Level Six
- VII. Level Seven
- VIII. Level Eight
- IX. Level Ten
- X. Level Eleven
- XI. Level Twelve
Appendix G: Card Motor Curriculum
- I. Level One
- II. Level Two
- III. Level Three
- IV. Level Four
- V. Level Five
- VI. Level Six
Appendix H: Card Academic Curriculum
- I. Level Three
- II. Level Four
- III. Level Five
- IV. Level Six
- V. Level Seven
- VI. Level Eight
- VII. Level Nine
- VIII. Level Ten
Appendix I: Card Social Curriculum
- I. Level One
- II. Level Two
- III. Level Three
- IV. Level Four
- V. Level Five
- VI. Level Six
- VII. Level Seven
- VIII. Level Eight
- IX. Level Nine
- X. Level Ten
- XI. Level Eleven
- XII. Level Twelve
Appendix J: CARD Cognition Curriculum
- I. Level Two
- II. Level Four
- III. Level Six
- IV. Level Seven
- V. Level Eight
- VI. Level Nine
- VII. Level Ten
- VIII. Level Eleven
- IX. Level Twelve
Appendix K: Card Executive Functions Curriculum
- I. Level One
- II. Level Two
- III. Level Three
- IV. Level Four
- V. Level Five
- VI. Level Six
- VII. Level Seven
- VIII. Level Nine
- IX. Level Ten
- X. Level Eleven
- XI. Level Twelve
References
Glossary
Index

Doreen Granpeesheh

Affiliations and expertise

Center for Autism and Related Disorders, Tarzana, CA, USA

Jonathan Tarbox

Dr. Jonathan Tarbox is the Co-Founder and Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California, as well as Director of Research at FirstSteps for Kids. Dr. Tarbox is the past Editor-in-Chief of the journal Behavior Analysis in Practice, a Board Member of the ABA Task Force to Eradicate Social Injustice, and a member of the Advisory Board of the Women in Behavior Analysis (WIBA) conference. He has published five books on applied behavior analysis and autism treatment, is the Series Editor of the Elsevier book series Critical Specialties in Treating Autism and Other Behavioral Challenges, and an author of over 90 peer-reviewed journal articles and chapters in scientific texts. His research focuses on behavioral interventions for teaching complex skills to individuals with autism, Acceptance and Commitment Training (ACT), and applications of applied behavior analysis to issues of diversity and social justice.

Affiliations and expertise

University of Southern California and FirstSteps for Kids, Los Angeles, CA, USA

Adel C. Najdowski

Adel C. Najdowski, PhD, BCBA-D (she/her/hers), is an Associate Professor and the Director of the Master of Science in Applied Behavior Analysis (ABA) program at Pepperdine University as well as Research Manager at Halo Behavioral Health. Dr. Najdowski has provided ABA-based services to children with autism spectrum disorder (ASD) and developmental disabilities since 1995. She has more than 45 publications, including her books Flexible and Focused: Teaching Executive Function Skills to Individuals With Autism and Attention Disorders and A Workbook of Ethical Case Scenarios in Applied Behavior Analysis. She currently serves on the editorial board of the Journal of Applied Behavior Analysis and has previously served for Behavior Analysis in Practice and as Guest Editor for a special issue in Research in Autism Spectrum Disorders. She currently serves on the board of directors for the Behavior Analyst Certification Board (BACB) and previously served on the board of directors for the California Association for Behavior Analysis (CalABA). She is also on the disciplinary review committee (DRC) for the BACB. Her current research interests include topics related to social justice teaching higher-order skills to children, teens, and adults diagnosed with ASD. She is a frequent speaker at conferences and on podcasts and web-based shows.

Affiliations and expertise

Pepperdine University, Department of Psychology, Los Angeles, CA, USA

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Evidence-Based Treatment for Children with Autism

The CARD Model

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Empowering Progress

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Doreen Granpeesheh

Jonathan Tarbox

Adel C. Najdowski