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Eikeseth, S., Klintwall, L., Jahr, E., & Karlsson, P. (2012). Outcomes for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings. Research in Autism Spectrum Disorders, 2, 829-835. doi: 10.1016/j.rasd.2011.09.002 Reviewed by: Casey L. Nottingham Caldwell University Why review this topic? Early and intensive behavioral intervention (EIBI) is…
Question: I am a newly-minted BCBA, working in a public school. I really love my job and the students with whom I work. A concern I have is how to help parents and others understand what it is that I do, especially as it relates to some of the more fundamental principles that underlie our…
My child is doing well with many of his ABA programs, even the ones that focus on the development of play skills. Unfortunately, he doesn’t play with most of the toys that we give him, and he has worked for the same five things since our program began a year ago (marshmallow peeps, Thomas trains,…
Conducted by David Celiberti, PhD, BCBA-D Executive Director, Association for Science in Autism Treatment I had the opportunity to interview Dr. Catherine Maurice, a founding member of ASAT and current member of our Professional Advisory Board. Dr. Maurice has been a long-term supporter and integral part of ASAT’s success. We are deeply grateful for her…
By Daniel W. Mruzek, PhD, BCBA-D University of Rochester Marketers of purported interventions for autism spectrum disorder (ASD), whether they are pills, devices, or exercises, claim that their products are effective. As proof, they point to any number of measures: some valid, some questionable, and some potentially misleading. Given that many of these “treatments” may…
By Diane Adreon, EdD Associate Director University of Miami-Nova Southeastern University Center for Autism & Related Disabilities Contact: dadreon@miami.edu We are older parents and often lay awake at night worrying about our daughter’s ability to function independently when we are no longer able to care for her ourselves. She is 17 years old and is…
“I am a parent of a young boy with autism. I don’t know of any other individuals in my family with an autism diagnosis but am considering having more children. How likely is it that I could have another child with autism?” Answered by Scott M. Myers, MD, FAAP, Neurodevelopmental Pediatrician, Geisinger Autism & Developmental…
My child with autism is doing well in his academic programming, but I’d like to help him develop social skills with peers. He participates in playdates, but I often worry that we are not making the most of these opportunities. How can I help him learn to play with a friend? Considering the recent pandemic,…
Maximizing motivation is an essential component of effective teaching and behavior reduction; therefore, preference assessments can help identify those items and activities that will be most motivating for individuals with autism. In this issue of Clinical Corner, Niall Toner shares why preference assessments are so important and provides an excellent overview of the various types…
Written by Bob LaRue, PhD, BCBA-D Associate Director of Behavioral and Research Services Douglass Developmental Disabilities Center, Rutgers University & Amy Hansford, BA Autism is a complex disorder characterized by significant deficits in social reciprocity and communicative ability as well as the presence of repetitive behavior/restricted interests. Given the heterogeneous nature of autism, many interventions…
by Kate Fiske, PhD, BCBA-D Though many parents and professionals recognize the importance of implementing evidence-based practices for children with autism, they may struggle with identifying resources that offer practical strategies for implementing these practices. The National Professional Development Center (NPDC) on Autism Spectrum Disorders (ASD) has compiled a series of briefs on 24 evidence-based…