Behavioral Theories and Interventions for Autism -- Contents -- Preface: Behavioral Research and Interventions For Autism - New Directions -- Acknowledgments -- Part 1: The Characteristics of Autistic Spectrum Disorders and Behavioral Approaches to Their Treatment -- Matching Treatment to the Function of Destructive Behavior -- Function as the Basis for Treatment -- Epidemiological Studies of Functional Approaches to Treatment -- In-Home Assessment and Treatment of Destructive Behavior Maintained by Social Reinforcement -- Assessment and Treatment Procedures -- Case Example -- Assessment and Treatment Results for Children Diagnosed with ASD -- Clinic-Based Assessment and Treatment of Problem Behavior Maintained by Automatic Reinforcement -- Summary and Directions for Future Research -- Acknowledgments -- References -- Stimulus Overselectivity in Discrimination Learning -- Overselectivity Problem Areas -- Overselectivity in Discrimination Learning -- Examples of Stimulus Overselectivity in Special-Education Setting -- Experimental Procedures in Overselectivity Research -- A Selective Summary of Research Findings -- Research on Remediation of Overselectivity -- Remediation via Differential Observing Responses -- Summary -- Acknowledgments -- References -- Reciprocal Imitation Training: A Naturalistic Behavioral Approach to Teaching Imitation To Young Children With Autistic Spectrum Disorders -- Structured Behavioral Approach -- Developmental Approach -- Naturalistic Behavioral Approach -- Reciprocal Imitation Training -- Research on Reciprocal Imitation Training -- Ongoing Work -- Future Research -- Acknowledgments -- References -- Relational Frame Theory Interventions for Perspective-taking Deficits in Autistic Spectrum Disorder -- Precursors to Perspective Taking -- Theories of the Development of Social Interactions.

Language and Understanding Other Minds -- Training Theory of Mind -- Behavioral Account of Understanding Other Minds -- Skinner's Verbal Behavior -- Equivalence and Relational Frame Theory -- Perspective-Taking as Derived Relational Responding -- Perspective-Taking as Deribed Relational Responding: Empirical Evidence -- Summary and Future Directions -- Appendix 4.1. Protocol Employed by McHugh et al., 2004 Simple Relations -- References -- Part 2: Behavioral Systems for Intervention in Autistic Spectrum Disorders -- Early Intensive Behavioral Intervention in the Treatment of Autistic Spectrum Disorders -- Early Intensive Behavioral Intervention (EIBI) -- Early Educational Approaches -- Alternative Treatments -- Early Intensive Behavioral Research -- Case Studies Supporting Early Behavioral Intervention -- Parent Led EIBI Approaches -- Comparison Studies of Early Intensive Behavioral Intervention and 'Eclectic' or Special Education Provision -- References -- Teaching Verbal Behavior to Children and Adults with Developmental Disabilities, Including Autism Spectrum Disorder -- B.F. Skinner's Analysis of Verbal Behavior -- One Operant Becomes Another: The Stimulus Control Transfer Procedures -- Selecting a Communication Response Form -- Designing and Implementing ABA-Verbal Behavior Programs -- Data Collection, Fluency, Maintenance, and Skill Training -- Suggestions for Further Research and Instructional Development -- Acknowledgments -- References -- CABAS® Contributions to Identifying, Inducing and Sequencing Verbal Development -- The Functions of CABAS® Schools: Learner Driven Research and Demonstration Centers -- CABAS® System Training -- Components of the CABAS® System for Teaching as Applied Behavior Analysis -- Effectiveness and the Costs of CABAS® -- Components of CABAS® and Verbal Behavior Analysis -- Verbal Development Cusps.

An Empirically Driven Theory of Verbal Development -- Conclusion -- References -- Positive Behavior Support: Supporting Children and Adults with Autistic Spectrum Disorders and Challenging Behaviors -- Introduction -- Challenging Behaviors among People with Autistic Spectrum Disorders -- Applied Behavior Analysis -- The Three-Term Contingency -- Setting Events: A Four-Term Contingency -- Setting Event Hypothesis -- Positive Behavior Support and Applied Behavior Analysis -- Conclusion -- References -- Part 3: Family, Professional and Training Issues -- A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders -- Findings -- A Dynamic Transactional Model of Parent-Child Interactions -- Implications and Practical Applications -- Limitations and Future Research -- Summary -- References -- Teaching Parents to Use Applied Behavior Analysis with their Child with an Autistic Spectrum Disorder -- Parents as Teachers: A Brief History -- Parents as Teachers: The Early Research -- The General Impact of Parent Training -- Early Use of Naturalistic Methods -- Naturalistic Parent Training -- The Role of Siblings -- Parent Stress over Time -- The Impact of Cultural Factors -- Where Are We Headed? -- References -- Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders -- Training Specific to Autism Spectrum Disorders -- Fidelity of Implementation -- Collaboration -- Pre-service Training Model: Project PASS -- Community-Based Collaborative Model: SARRC -- Future Directions -- References -- Activity Schedules for Adults with Autism Spectrum Disorders -- The Evolution of Activity Schedules -- Why Use Activity Schedules? -- The Participants in PCDI's Adult Life-Skills Program -- Adults' Schedules: Some Examples -- Activity Schedules Promote Generalization.

Using Activity Schedules to Teach Self Monitoring -- Summary -- References -- Index.