Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder

Rooted in both ABA and developmental theory, Naturalistic Developmental Behavioral Interventions (NDBI) are some of today's most effective, evidence-based, and widely used interventions for autism spectrum disorder. Prepare tomorrow's autism professionals for success in the field with this graduate-level textbook, the first comprehensive introduction to the principles and practices of NDBI. Future professionals will start with a clear and detailed overview of NDBI, examining how these approaches use natural environments and personal interests to motivate the child and bring about lasting improvements in skills and behavior. Then they'll explore the foundational principles of NDBI, take an in-depth look at the most successful NDBI models, and learn how to use specific NDBI strategies to improve child outcomes. Prepare future professionals to: Identify quality indicators of NDBI programs Understand how proven NDBI models, including Pivotal Response Treatment, Early Start Denver, Enhanced Milieu Teaching, and Project ImPACT fit in the NDBI framework Select meaningful skills to teach children within their natural environment Write measurable and attainable goals across developmental domains Empower parents to use NDBI strategies during everyday interactions with their children Use NDBI strategies to support children in inclusive environments Enhance children's communication skills, social competence, and play skills Support positive behavior and self-regulation using an NDBI framework Work NDBI strategies into school-based activities and lessons COMPANION MATERIALS: Enhance your instruction with downloadable versions of the datasheets and other forms, sample syllabi to help you integrate this book into your course, PowerPoint decks that summarize key takeaways from the chapters to guide lectures, and a 158-question multiple-choice test bank to help you build course assessments and quizzes.

Table of Contents:
About the Editors About the Contributors Foreword Acknowledgments About the Online Materials SECTION I OVERVIEW Chapter 1 Understanding NDBI 3 Schreibman, Allison B. Jobin, and Geraldine Dawson ASD Defined History of ASD Intervention Developmental Science and Its Influence in ASD Early Intervention Integration of Behavioral and Developmental Sciences Examples of NDBI Common Elements of Empirically Validated NDBI Chapter 2 Considering NDBI Models 21 Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. Stahmer Early Start Denver Model Enhanced Milieu Teaching Incidental Teaching/Walden Toddler Program Joint Attention,Symbolic Play, Engagement, and Regulation Pivotal Response Treatment Project ImPACT SECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLES Chapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez Goodness of Fit of NDBI Approaches Functional Skills The Natural Environment Case Example: Jin Chapter 4 Empowering Parents Through Parent Training and Coaching Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-Frazee Parent-Mediated Interventions and NDBI Psychological Functioning in Parents of Children With ASD Effective Parent Coaching Practices Case Example: Gabe Chapter 5 Fostering Inclusion With Peers and in the Community Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr The Importance of Inclusion Inclusion in Practice Use of NDBI in Inclusive Settings Practical Suggestions for Incorporating NDBI Strategies Into Community Programs Common Challenges to Inclusion Case Example: Preschool Program Case Example: Adult Program SECTION III NDBI STRATEGIES Chapter 6 Implementing Motivational Strategies Mendy B. Minjarez and Yvonne Bruinsma NDBI and Motivation Measuring Motivation Strategies That Enhance Motivation Chapter 7 Applying Antecedent Strategies Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerney Preparing to Teach Setting Up Opportunities in NDBI Case Example: Ty Chapter 8 Implementing Instructional Cues and Prompting Strategies Kyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. Minjarez Definitions Learning Opportunities Across NDBI Models Prompting Strategies Prompt Fading Examples of Prompts for Specific Skills Case Example: Leah Chapter 9 Using Consequence Strategies Allison B. Jobin and Laura Schreibman Increasing the Strength of a Behavior Decreasing the Strength of a Behavior Applying the Premack Principle Promoting Consequence Effectiveness Using Consequences to Maintain Behavior Change Shaping and Chaining Using Natural Consequences Reinforcing Attempts Modeling and Expanding on Child’s Response Imitating the Child’s Response Troubleshooting NDBI Consequence Strategies Chapter 10 Guiding Meaningful Goal Development Grace W. Gengoux, Erin E. Soares, and Yvonne Bruinsma Formulating Goals Assessment Case Example: José Considerations for Goal Selection Case Example: Jenna Case Example: Kaleb Case Example: Ashir Developmental Considerations Case Example: Alex Case Example: Cole Case Example: Josephine Case Example: Marco Section IV Applications of NDBI Strategies Chapter 11 Targeting Communication Skills Mendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. Donaldson Communication Profile of Children With ASD Communication Development in Typically Developing Children Use of NDBI for Targeting Communication Teaching Communication Across Developmental Levels Using NDBI Strategies Chapter 12 Improving Social Skills and Play Yvonne Bruinsma and Grace W. Gengoux Social Initiations Imitation Skills Play Teaching Play With Friends Chapter 13 Supporting Behavior, Self-Regulation, and Adaptive Skills Mendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos Bucio NDBI and Challenging Behavior Relevant Applied Behavior Analysis Interventions NDBI Strategies for Teaching Self-Regulation and Adaptive Skills Promoting Self-Regulation in Individuals With ASD Teaching Adaptive Skills Tips for Teaching Self-Regulation and Adaptive Skills Case Example: Jonas Chapter 14 Implementing NDBI in Schools Aubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. Hall Including NDBI Components in Group or Academic Settings School-Based Activities Most Suited for NDBI Examples of Activities and Lessons Chapter 15 Collecting Data in NDBI Mendy B. Minjarez, Melina Melgarejo, and Yvonne Bruinsma General Framework for Data Collection Data Collection Across NDBI Models When and Why Data Are Collected Types of Data and Measurement Systems Data Collection in the Natural Environment Chapter 16 Identifying Quality Indicators of NDBI Programs Aubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz Aranbarri Quality Indicators Versus Common Features Specific Program Elements to Look for in a Quality NDBI Program Chapter 17 Considering Future Directions in NDBI Laura Schreibman, Mendy B. Minjarez, and Yvonne Bruinsma Research Future Directions Dissemination and Implementation: Future Directions Glossary Index

About the Author :
Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonne’s focus is to blend research and reality in the highest quality treatment in a community setting.