ABA for SLPs: Interprofessional Collaboration for Autism Support Teams / Edition 1

by Joanne E. Gerenser

Overview

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.

READ THIS BOOK TO:

• 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.

Product Details

ISBN-13:	9781681252056
Publisher:	Brookes Publishing
Publication date:	06/01/2019
Pages:	432
Product dimensions:	7.00(w) x 10.00(h) x 0.00(d)

About the Author

 

Sally J. Rogers is a developmental psychologist who has been the principal investigator of several autism research programs, including a ten-year CPEA program project from NICHD and two NIMH/NICHD funded Autism Centers of Excellence (ACE) network projects. She is the director of an NIMH funded T32 interdisciplinary postdoctoral training grant for interdisciplinary autism research and a LENDinterdisciplinary training grant for professionals in NDD funded by the US Dept of Health and Human Services. She has carried out major clinical and research activities involving autism at the national and international levels, including past vice presidency and presidency of the International Society for Autism Research, associate editor of the journal Autism Research, member of the Autism Speaks Global Autism Public Health Initiative, and a fellow of the American Psychological Association, the Association for Psychological Science, and the International Society for Autism Research. She was a member of the Autism, PDD, and other developmental Disorders workgroup for the DSM 5. She has received many awards of her teaching, research, and clinical contributions, including the UC Davis School of Medicine Research Award in 2008 and the John W. Jacobsen Career Award from the American Psychological Association in 2013. The intervention model that she first developed with colleagues at University of Colorado Health Sciences Center, and then elaborated with Geri Dawson and colleagues at the University of Washington, and her own team at University of California Davis –- is internationally known and was recognized by Time.com and Autism Speaks as one of the 10 main medical breakthroughs of 2012. The treatment manual. Early Start Denver Model for Young Children with Autism: Promoting Language, Learning and Engagement, and instrumentation for this approach have been translated intomany languages and are being used across the globe. The self-help treatment manual for parents, An Early Start for your Child with Autism, was awarded the #1 Consumer Health publication of 2012 by the American Journal of Nursing.

 

Samantha Russo, Ph.D., received her doctoral degree from Endicott College in Applied Behavior Analysis, where she continues as an adjunct professor in the Master's in Applied Behavior Analysis and Autism program. She is the director of the Intensive Behavior Support Program at Elwyn New Jersey, where she works with young adults with autism who engage in severe challenging behavior. Her research interests include functional analysis, feeding disorders and biofeedback.

 

Coleen Sparkman, M.A., CCC-SLP, iis a licensed and certified speech-language pathologist. She is Cofounder and President of Therapeutic Pathways, Inc., an organization that provides evidence-based treatment to individuals with autism spectrum disorder (ASD). She has published research focusing on treatment outcomes for children with autism. Ms. Sparkman helped write the Guidelines for Effective Interventionas a member of the Advisory Committee for the State of California Developmental Disabilities Task Force on Autism Spectrum Disorders. In addition, she was a conceptual reviewer for the National Standards Project, a national task force devoted to the identification of evidence-based treatment for individuals with ASD.

 

Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.

 

Tracy Vail, M.S., CCC-SLP, Ms. Vail has been working with children with autism since 1982 in a variety of set-tings, including public schools, private schools, homes, and private practice. She has received postgraduate training in many treatment strategies, including the Social-Communication, Emotional Regulation, and Transactional Support (SCERTS®), Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH), applied behavior analysis, Relationship Development Inter-vention (RDI), Developmental Individual-difference Relationship-based model (DIR)/Floortime, the Picture Exchange Communication System (PECS), and the Early Start Denver Model (ESDM).

 

Mary Jane Weiss, Ph.D., BCBA, Director of Research and Training, Douglass Developmental Disabilities Center, Rutgers University, 151 Ryders Lane, New Brunswick, New Jersey 08901. Dr. Weiss is an associate research professor at Rutgers University. Her clinical and research interests center on defining best practice applied behavior analysis (ABA) techniques, on identifying the specific utilities of various instructional methodologies within ABA, on evaluating the impact ofABAin learners with autism spectrumdisorders, and in maximizing family members’ expertise and adaptation. She has written numerous articles and four books on autism and is a regular presenter at regional and national conferences.

Linda Bezjian Wright, M.A., CCC-SLP/L, BCBA, is a certified behavior analyst and speech-language pathologist. She has implemented the Lovaas model of applied behavior analysis (ABA) for the past 30 years, after studying under Dr. O. Ivar Lovaas at the University of California, Los Angeles. She is the co-owner of the Lovaas Institute, along with her husband, Scott Wright, and serves as clinical director of the Lovaas Institute’s Philadelphia and Southern New Jersey offices. She provides supervision of ABA services, training and mentoring of one-to-one therapists and supervisory staff, and quality control oversight.
 

Joanne E. Gerenser, Ph.D., is the Executive Director of the Eden II Programs, located in Staten Island, NY. She received her Ph.D. in Speech and Hearing Science from the City University of NY Graduate Cetner. Joanne teaches courses in autism at Temple University, Brooklyn College, as well as the Penn State University World Campus. She is the chair of the board of the Council of Autism Service Providers. Joanne has authored book chapters and articles on autism and related disorders.

 

Mareile A. Koenig, Ph.D., CCC-SLP, BCBA, serves as Professor and Graduate Program Coordinator of Communication Sciences and Disorders at West Chester University in Pennsylvania. She teaches courses on language development and intervention and has consulted with families of learners with autism for more than 25 years. Mareile served as editor of the Journal of SLP-ABA. She participated as Co-Chair of the Education/Certification Subcommittee on the Pennsylvania Autism Task Force. She has published papers and delivered presentations on topics related to Autism and SLP-ABA Collaboration at regional, national, and international conferences.

 

Dana Battaglia, Ph.D., CCC-SLP, received her Bachelor's degree in Speech-Language Pathology from C.W. Post/Long Island University, and her Master's degree in Speech-Language Pathology from St. John's University in Queens, New York. Dr. Battaglia earned her Ph.D. in speech-language-hearing sciecnes at the CUNY Graduate Center. She is an Associate Professor in the department of Communiction Sciences and Disorders at Adelphi University, teaching coursework related to autism spectrum disorders (ASD). She presents at state, national, and international levels, while holding consultancies for individuals and organizations serving individuals with ASD.

 

Andy Bondy, Ph.D., Dr. Bondy has almost 50 years of experience working with children and adults with autism and related developmental disabilities. For more than a dozen years, he served as the director of a statewide public school program for students with autism. He codeveloped the Picture Exchange Communication System (PECS) and designed the Pyramid Approach to Education as a comprehensive combination of broad-spectrum behavior. Dr. Bondy cofounded Pyramid Educational Consultants, Inc., an internationally based team of specialists from many fields promoting the principles of applied behavior analysis within functional activities and an empha-sis on developing functional communication skills. He was the recipient of the 2012 Society of the Advancement of Behavior Analysis (SABA) Award for International Dissemination of Behavior Analysis.

Aimee Bord, M.A., CCC-SLP is a speech-language pathologist trained in the Early Start Denver Model and has worked extensively with children and families with autism. Ms. Bord served as a speech-language pathologist at the University of California Davis MIND (Medical Investigation of Neurodevelopmental Disorders) Institute and as the lead speech-language pathologist for the Early Start Denver Model Early Steps study and Toddlers with Autism: Developing Opportunities for Learning (TADPOLE) research projects. She works with children and families privately in Sacramento, California.
 

David A. Celiberti, Ph.D., BCBA, is the part time Executive Director of the Association for Science in Autism Treatment and Past-President of its Board of Directors, a role he served from 2006 and 2012. He is the Co-Editor of ASAT’s newsletter, Science in Autism Treatment. He received his PhD in clinical psychology from Rutgers University in 1993. Dr. Celiberti has served on a number of advisory boards and special interest groups in the field of autism, applied behavior analysis, and early childhood education. He works in private practice and provides consultation to public and private schools and agencies in underserved areas. He has authored several articles in professional journals and presents frequently at regional, national, and international conferences. In prior positions, Dr. Celiberti taught courses related to applied behavior analysis (ABA) at both the undergraduate and graduate levels, supervised individuals pursuing BCBA certifications, and conducted research in the areas of ABA, family intervention, and autism.

 

Frank R. Cicero, Ph.D., BCBA, is an assistant professor and director of the Applied Behavior Analysis program at Seton Hall University. He is a licensed psychologist and licensed behavior analyst in New York as well as a Board Certified Behavior Analyst. He has over 23 years of experience working in applied behavior analysis with individuals with autism spectrum disorder, related developmental disabilities and other behavioral challenges.

 

Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.

 

Lori Frost, M.S., CCC-SLP, is the cofounder of Pyramid Educational Consultants, Inc., and cocreator of the PECS. She is coauthor of the PECS Training Manual, Second Edition (Pyramid Educational Consultants, 2002); A Picture's Worth: PECS and Other Visual Communication Strategies in Autism, Second Edition (Woodbine House, 2011); and Autism 24/7 (Woodbine House, 2008). Ms. Frost has taught international workshops and graduate courses on communication intervention in ASD, PECS, and SLP–ABA collaboration. She consults to schools and families worldwide.

Melanie Olson Giles, M.A., M.Ed., CCC-SLP, BCBA,,LABA,,Speech-Language Pathologist/Board Certified Behavior Analyst, Endicott College is a certified and licensed speech-language pathologist and behavior analyst.She is pursuing her doctoral degree in applied behavior analysis at Endicott College. Ms. Giles has a strong interest in collaboration between speech pathology and behavior analysis.
 

Jennifer Hilton, M.Ed., Ph.D., received her master's degree in Autism and Applied Behavior Analysis and her Ph.D. in Applied Behavior Analysis from Endicott College. Jennifer has worked in the public education system with a variety of different learners over the past 12 years. Jennifer's research interests include fluency-based instruction as applied to a variety of different learners, as well as evidence-based techniques in higher education.

Jane S. Howard, Ph.D., BCBA-D, is a licensed psychologist and a Board Certified Behavior-Analyst. Doctoral. She is the cofounder and chief executive officer of Therapeutic Pathways, Inc., an organization that provides evidence-based treatment to individuals with autism spectrum disorder. She has published research focusing on treatment outcomes for children with autism and other developmental delays. In addition to her work as a practitioner, Dr. Howard was a professor of psychology at California State University, Stanislaus, where she trained graduate students in psychology and special education. She also served as Past President of the board of directors of the Behavior Analyst Certification Board.
 

Lynn Kern Koegel, Ph.D., CCC-SLP, is a clinical professor at the Stanford School of Medicine. She has been active in the development of programs to improve communication in children with autism, including the development of first words, grammatical structures, pragmatics, and social conversation. In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts and by parents throughout the United States and have been translated in other major languages. Dr. Lynn Koegel is the author of Overcoming Autism and Growing Up on the Spectrum with parent Claire LaZebnik, published by Viking/Penguin and available in most bookstores. In addition, she appeared on ABC's hit show “Supernanny” working with a child with autism.

 

Eric V. Larsson, Ph.D., LP, BCBA-D implements the intensive early intervention program at the Lovaas Institute Midwest using behavior therapy and conducts extensive evaluation research on the program. He engages in active advocacy on behalf of families to access healthcare coverage for treatment. He teaches courses in behavior analysis and autism at the University of Minnesota.

 

Tracie L. Lindblad, M.Sc., Reg. SLP (CASLPO), M.Ed., BCBA is a dually credentialed Speech-Language Pathologist and Board Certified Behavior Analyst® (BCBA) with over 30 years' experience working within school settings and private practice. She has extensive experience working with children, youth, and adults with developmental disabilities, severe problem behaviour, ASD, complex communication needs, and dual diagnosis. She has presented workshops and training sessions to numerous school boards, agencies, and organizations throughout Canada, the United States, and Europe, on a variety of topics related to the fields of speech-language pathology, Autism Spectrum Disorders, augmentative and alternative communication for individuals with complex communication needs, applied behaviour analysis, Interprofessional Education (IPE), and Interprofessional Practice (IPP). Tracie has also served as a research investigator on a number of projects within the fields of ABA and speech-language pathology for individuals with developmental disabilities, ASD, and Acquired Brain Injury through partnerships with various local agencies, universities, and through Monarch House.

 

Alison Moors Lipshin, M.A., BCBA, LBAA., is a passionate and dedicated teacher, behavior therapist, and educational consultant helping to improve the lives of students and their families for over 25 years. She has had the pleasure of working with a wide variety of private and public-school systems throughout the United States and is also very proud of her international work within many developing countries worldwide. She is the program founder for the Academy for Precision Learning, a non-profit private school in Seattle, WA. Since 2007, APL is dedicated to the success of all students—including typically developing and those across the autism spectrum—learning withinan academically challenging and socially vibrant environment.

 

Joseph McCleery, Ph.D., is Assistant Professor in the Department of Psychology, and Executive Director of Academic Programs in the Kinney Center for Autism Education and Support, at Saint Joseph&aspo;s University. He earned an undergraduate degree in Psychology from Rutgers University, and both a Masters Degree and Ph.D. in Psychology from the University of California, San Diego. Dr. McCleery's research is focused on social, communicative, and emotional functioning and development in individuals with Autism Spectrum Disorder, including the development and testing of behavioral and cognitivebehavioral interventions. Dr. McCleery's research and ideas have been published in leading peerreviewed journals in the fields of Clinical Psychology, Psychiatry, and Neuroscience; and his research has been supported by a number of organizations, including the National Institutes of Health, Autistica, Autism Speaks, the M.I.N.D. Institute, the Economic and Social Research Council, the Leverhulme Trust, and the McMorris Family Foundation.

 

Mary E. McDonald, Ph.D., BCBA-D, LBA is a Professor in the the Special Education Department at Hofstra University where she directs the advanced certificate program in Applied Behavior Analysis. Dr. McDonald completed her Ph.D. in Learning Theory at the CUNY Graduate Center and is a Board Certified Behavior Analyst - Doctoral Level and a licensed behavior analyst. She serves as the Associate Executive Director for Eden II’s Genesis Program where she supervises clinical work and research with individuals with autism using applied behavior analysis methodology. She continues to serve the community by serving on advisory boards, presenting nationally and publishing chapters and articles on topics related to intervention for individuals with ASD.

 

Ian Terrell Melton, Ph.D., received his doctorate from Endicott College in applied behavior analysis. His research interests include evidence-based practices, effective interventions, and ethics of practice in autism spectrum disorder.

Corinne Murphy, Ph.D. BCBA-D, currently serves as the Dean of the College of Education and Behavioral Sciences at Western Kentucky University in Bowling Green, Kentucky. Dr. Murphy began supporting individuals with autism and their families over 20 years ago as a member of clinic- and school-based intervention teams. She is a Board-Certified Behavior Analyst-Doctoral and has held a variety of direct service as well as leadership roles on many interdisciplinary teams.
 

Daniel Openden, Ph.D., BCBA, Dr. Openden serves as the president and chief executive officer for the Southwest Autism Research and Resource Center, an internationally recognized nonprofit organization dedicated to autism research, education, evidence-based treatment, and community outreach to support individuals with autism and their families throughout their lifetimes. As a Board Certified Behavior Analyst-Doctoral, Dr. Openden has expertise in developing training programs for teaching parents and professionals to implement Pivotal Response Treatment. Dr. Openden is an adjunct professor at Arizona State University, is a founding member of the Council of Autism Service Providers, and serves on the Autism Speaks Mission Delivery Committee and the Scientific Council of the Organization for Autism Research.

Read an Excerpt

https://brookespublishing.com/resource-library/aba-slps-interprofessional-collaboration-autism-support-teams/

Table of Contents

About the Editors
About the Contributors
Preface
Acknowledgments

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

Glossary
Index

Editorial Reviews

A much needed and incredibly comprehensive resource for SLPs who want information on applied behavior analysis.

V. Mark Durand