Treatment Planning For Children With Autism Spectrum Disorders -- Table of Contents -- Preface -- Acknowledgments -- About the Authors -- 1 Introduction: Looking at Treatment Planning Through a Different Lens -- Defining Best Practices -- Media Overload -- A New Way of Thinking About Autism Treatment -- Core Deficits of Autism -- How the Book Is Organized -- Why There Is Confusion About Evidence Based Practice in Treating ASD -- Case Studies -- About the Appendices -- 2 What Is Evidence-Based Practice? -- What Is So Important About EBP? -- Common Errors in Evaluating Treatments -- Correlation Versus Causality -- Determining Treatment Effect When the Child Is Receiving Multiple Treatments -- Emotions Versus Logic -- Face Validity -- How Can Treatments Be Evaluated? -- History of Evidence-Based Practice in Psychology -- Brief History of EBP and Autism -- Evolution and Expansion of EBP -- EBP as it Pertains to Autism -- Clinical Judgment -- Autism-Specific Versus Nonspecific Treatments -- The Evolution of Treatment Models and Terminology -- Client Voice in What to Treat and How to Treat -- Family Preferences -- What Is Important to Study? What Is Important to Treat? -- The Role of Context in Treatment Selection -- Positive and Negative Policy Implications of Uses of EBP in Autism Treatments -- Conclusions and Recommendations -- 3 The Individualized, Problem-Solving Treatment Process -- Our Beliefs and Biases -- The Role of Children's Emotions -- The Challenge of Generalization -- Strengthening Social Connections -- Step 1: Gather Background Information -- Keep Asking Questions -- Whose Priorities? -- Making the Right Match -- Starting in the Middle -- Step 2: Identify the Problem -- Identifying Onset May Lead to a Quicker Solution -- "But He Never Does This at School …" -- Input From Key Players -- Step 3: State the Hypothesis, Yours and Others.

FBAs Provide Valuable Information -- The Blame Game -- Step 4: Review Research -- Get Team Input -- Literature Reviews -- Think Like a Scientist -- Step 5: Design the Treatment Plan -- Determining Length of Treatment -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Monitoring Satisfaction -- Evaluating Effectiveness -- Help With Data Collection -- Step 7: Redesign the Plan as Needed -- Unintended Consequences -- Plan for Changes Over Time -- Moving From Theory to Practice -- 4 Jamal: A Previously Happy Preschooler Disengages -- Step 1: Gather Background Information -- Program Components -- Step 2: Identify the Problem -- Seeking Out an Experienced Consultant -- Looking for Explanations -- Step 3: State the Hypothesis, Yours and Others -- Same Techniques, Different Styles -- Step 4: Review Treatment Approaches -- Time to Warm Up -- More Than One Approach Needed -- Step 5: Designing the Treatment Plan -- Targeting Behaviors for Data Collection -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Step 7: Redesign the Plan as Needed -- 5 Katherine: A 9-Year-Old Learns to Cope With Her Own Explosive Episodes -- Step 1: Gather Background Information -- Many Services in Place -- Step 2: Identify the Problem -- Unpredictability Causes Anxiety -- Step 3: State the Hypothesis, Yours and Others -- Is It Autism or Something Else? -- Problems Affect Everyone in the Family -- Behaviors Hard to Handle for Friends -- Step 4: Consider Treatment Approaches and Opinions -- No Single Explanation -- Need for More Training -- Make Training Cost Effective -- Step 5: Design the Treatment Plan -- Problem‐Solving Model -- Prevention Trumps Intervention -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Student Input Increases Likelihood of Success -- Additional Interventions Also Yield Positive Results.

Visual Aids Enhance Learning -- Developing Self‐Awareness -- Parent Support a Helpful Addition -- More Frequent Meetings -- 6 Brandon: Developmental Delays and OCD Present a Big Challenge for a Nonverbal Preschooler -- Step 1: Gather Background Information -- Change in Program Leads to Initial Gains -- PECS Helps Nonverbal Student -- Step 2: Identify the Problem -- Lagging Social Skills -- Step 3: State the Working Hypothesis, Yours and Others -- Unintentional Positive Reinforcement -- Academic Pressure, Even in Kindergarten -- Step 4: Review Treatment Approach(es) -- Functional Communication Always Helpful -- Adapted CBT (ERP) for Treating OCD -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- OCD Proves Difficult to Treat -- Step 7: Redesign the Plan as Needed -- 7 Rafael: A Happy, Well-Behaved 6-Year-Old Becomes Increasingly Rigid -- Step 1: Gather Background Information -- Progress in Preschool -- Step 2: Identify the Problem -- Step 3: State the Hypothesis, Yours and Others -- Rule Out Depression -- Many Theories, No Consensus -- Step 4: Review Treatment Approaches -- Noncompliance Not an Issue -- Parental Buy‐In a Necessary Component -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Meaningful Play Leads to Social Gains -- Picture Schedules Help -- Step 7: Redesign the Plan as Needed -- 8 Alex: Extreme Mood Dysregulation Interferes With School and Home Functioning for a Fourth Grader -- Step 1: Gather Background Information -- Observation Sheds Light on Strengths and Challenges -- Step 2: Identify the Problem -- Step 3: State the Hypothesis, Yours and Others -- No Positive Peer Interactions -- Seeking Out Opinions Yields Additional Information -- Mood Issues Considered -- Step 4: Review Treatment Approaches.

Initiating Discussions About Asperger's -- Step 5: Design the Treatment Plan -- Up‐to‐Date Evaluations Inform Decision Making -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- A Closer Look at Friendship -- Asperger Pride -- Step 7: Redesign the Plan as Needed -- 9 Emily: A Passive Teenager Begins to Learn Self-Help Skills -- Step 1: Gather Background Information -- Coping With the Present -- Worried About the Future -- Step 2: Identify the Problem -- Teaching Self‐Help Routines -- Step 3: State the Hypothesis, Yours and Others -- Working Toward Greater Independence -- Seeking Out Recreational Activities -- Step 4: Review Treatment Approaches -- Need for Generalization -- Community Resources -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Supported Participation -- Step 7: Redesign the Plan as Needed -- 10 Chen: A Teenager With Asperger's Hits Bottom, But With Help and Determination, Heads for College -- Step 1: Gather Background Information -- Bright But Different -- Focus on Social Skills -- Impact of Loss -- Cognitive‐Behavioral Therapy May Help With Anxiety -- Step 2: Identify the Problem -- Learning About Learning Disabilities -- Sensory Sensitivities -- Step 3: State the Hypothesis, Yours and Others -- Step 4: Review Treatment Approaches -- Processing Problems -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Making Friends Makes a Difference -- Step 7: Redesign the Plan as Needed -- Considering Educational Options -- 11 Michael: A 10-Year-Old Whose Behaviors Are Becoming More Disruptive and Aggressive -- Step 1: Gather Background Information -- Behaviors Escalate -- Exhaustion Increases Stress -- Seeking Out Home‐Based Behavioral Help -- Finally, a Diagnosis -- Step 2: Identify the Problem -- Slow Progress.

Step 3: State the Hypothesis, Yours and Others -- Impulsivity Hard to Control -- Step 4: Review Research -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Building in More Predictability -- Step 7: Redesign the Plan as Needed -- Comprehensive Services Make a Major Impact -- 12 Jake: A 5-Year-Old Who Has Responded Well to Floortime -- Step 1: Gather Background Information -- How It All Began -- Building a Home‐Based Team -- Step 2: Identify the Problem -- Step 3: State the Hypothesis, Yours and Others -- Step 4: Review Research -- Parent Involvement/Parent Demands -- Step 5: Design the Treatment Plan -- Step 6: Evaluate Effectiveness and Generate Your Own Evidence -- Afterword -- Appendix: Autism Treatment Approaches -- References -- Author Index -- Subject Index.