Series Editors and Editorial Advisory Board
About the Editors
About the Contributors
Part I: Overview
Chapter 1 Characteristics of Individuals with Autism Spectrum Disorder Who Have Complex Communication Needs
Richard L. Simpson
Chapter 2 Autism-Focused Assessment and Program Planning
Cynthia A. Riccio and Christopher S. Prickett
Part II: Overview of Evidence-Based Practices for Implementation with Individuals with Autism Spectrum Disorder and Complex Communication Needs
Chapter 3 Overview of Evidence-Based Practices for Individuals with Autism Spectrum Disorder and Complex Communication Needs
Jennifer B. Ganz, Ee Rea Hong, & Ching-Yi Liao
Chapter 4 Overview of AAC for Individuals with Autism Spectrum Disorder and Complex
Chapter 5 Considerations in Implementing Aided Low-Tech AAC Systems for Individuals with Autism Spectrum Disorder and Complex Communication Needs
Joe Reichle, Jessica Simacek, & Quannah Parker-McGowan
Chapter 6 High-Tech Aided AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs
Jessica G. Caron & Christine Holyfield
Chapter 7 Functional Communication Training for Durable Behavior Change
Jennifer McComas, David Wacker, Kelly Schieltz, Jessica Simacek, & Wendy K. Berg
Part III: Evidence-Based Practices to Address Communication
Chapter 8 Effective Strategies for Working with Young Children with Autism Spectrum Disorder and Complex Communication Needs
Ilene S. Schwartz, Ariane Gauvreau, & Katy Bateman
Chapter 9 Evidence-Based Methods for Teaching School-Aged Children and Youth with Autism Spectrum Disorder and Complex Communication Needs
Billy T. Ogletree, Amy Rose, & Georgia Hambrecht
Chapter 10 Evidence-Based Practices for Adolescents and Adults with Autism Spectrum Disorder and Complex Communication Needs
Erik W. Carter & Elizabeth E. Biggs
Part IV: Evidence-Based Practices Implemented in Natural Contexts
Chapter 11 Naturalistic Developmental Behavioral Interventions for Young Children with Autism Spectrum Disorder and Complex Communication Needs
Kyle Sterrett & Connie Kasari
Chapter 12 Parent- and Peer-Mediated Interventions for Children with Autism Spectrum Disorder and Complex Communication Needs
Rose Mason & Stephanie Gerow
Chapter 13 Visual and Environmental Supports for Learners with Autism Spectrum Disorder and Complex Communication Needs
Joanne M. Cafiero & Tabitha Jones-Wohleber
Chapter 14 Conclusions and Future Research Directions
Jennifer B. Ganz & Richard L. Simpson
Jessica Gosnell Caron, M.S., CCC-SLP, graduated from MGH
Institute of Health Professions in 2007 with a master's in
communication science disorders. Since 2008, she has been a speech
language pathologist in the Augmentative Communication Program at
Children's Hospital, Boston. Her clinical focus includes assessment
and intervention for children and adults who present with complex
communication needs; with special interest in high-tech users of
augmentative and alternative communication (AAC). She has published
articles on the topic of using iDevices and applications, including
Apps: An Emerging Tool for SLPs (ASHA Leader, 2011) and
There Isn't Always an App for That (Perspectives
Journal, 2011). She has lectured nationally and internationally
on the topic of high-tech AAC and has taught graduate- level
courses in augmentative communication at both Mass General
Institute of Health Professions and Northeastern University.
Billy T. Ogletree, Ph.D., Professor and Head, Department of Communication Sciences and Disorders, Western Carolina University, 4121 Little Savannah Road, 158A HHSB, Cullowhee, North Carolina 28723
Dr. Billy Ogletree is Professor and Head of the Department of Communication Sciences and Disorders at Western Carolina University. His research interests include the communication abilities and needs of individuals with severe intellectual disabilities, including autism. Dr. Ogletree chairs the National Joint Committee for the Communicative Needs of Persons with Severe Disabilities.
Joe Reichle, Ph.D., Professor, Speech Language Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Drive Southeast, University of Minnesota, Minneapolis, Minnesota 55455.
Dr. Joe Reichle holds appointments in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative communication and communication intervention for persons with significant developmental disabilities and has written over 100 articles and chapters. Dr. Reichle has co-edited 10 books focused on his areas of expertise. He has served as a co-editor of the flagship journal (Journal of Speech-Language-Hearing Research) of the American Speech-Language and Hearing Association. Dr. Reichle was a former Associate Chair of the Department of Speech-Language-Hearing Sciences. During his 33-year career he has served as a PI, co-PI, and investigator on numerous federally funded projects. Currently, he is the Director of the University of Minnesota's Leadership Training Program in Neurodevelopmental Disabilities.
Ilene S. Schwartz, Ph.D. is Professor at the University of Washington in the area of special education. Dr. Schwartz has an extensive background working with young children with special needs, specifically with young children with autism and other disabilities. Dr. Schwartz is the Director of the Haring Center for Research and Training in Inclusive Education at the University of Washington. Dr. Schwartz is the faculty advisor for the inclusive preschool and kindergarten programs at the Experimental Education Unit at the University of Washington, where she maintains an active line of research and personnel preparation activities. Dr. Schwartz is Principal Investigator of several projects, including a model demonstration project to develop school-based services for young children with autism, a research project to assess the differential effectiveness of preschool programs for young children with autism, and a personnel preparation program for early childhood education teachers who work with children with severe disabilities in inclusive settings. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of the Journal of Early Intervention and Topics in Early Childhood Special Education.
Dr. Mirenda earned her doctorate in behavioral disabilities from the University of Wisconsin-Madison. For 8 years, she was a faculty member in the Department of Special Education and Communication Disorders, University of Nebraska Lincoln. From 1992 to 1996, she provided a variety of training, research, and support services to individuals with severe disabilities through CBI Consultants, Ltd., in Vancouver, British Columbia. She is now Professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia. From 1998 to 2001, she was editor of the journal Augmentative and Alternative Communication. In 2004, she was named a Fellow of the American Speech-Language-Hearing Association and was awarded the Killam Teaching Prize at the University of British Columbia. In 2008, she was named a Fellow of the International Society for Augmentative and Alternative Communication. Dr. Mirenda is the author of numerous book chapters and research publications; she lectures widely and teaches courses on augmentative and alternative communication, inclusive education, developmental disabilities, autism, and positive behavior support. Her current research focuses on describing the developmental trajectories of young children with autism and factors that predict the outcomes of early intervention.
Erik Carter is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities.
Connie Kasari, Ph.D., Professor, Human Development and Psychology, Center for Autism Research and Treatment, University of California Los Angeles, 68-268 Semel Institute, 760 Westwood Plaza, Los Angeles, California 90024
Dr. Connie Kasari is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally.
"This book provides a comprehensive synthesis of the literature related to evidence-based practices for meeting the communication needs of individuals with ASD across the lifespan." --Debra Leach, Ed.D., BCBA