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Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder


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Table of Contents

About the Editors
About the Contributors
About the Online Materials

Chapter 1 Understanding NDBI 3
Schreibman, Allison B. Jobin, and Geraldine Dawson

  1. 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
  1. Early Start Denver Model
    Enhanced Milieu Teaching
    Incidental Teaching/Walden Toddler Program
    Joint Attention,Symbolic Play, Engagement, and Regulation
    Pivotal Response Treatment
    Project ImPACT
Chapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment
Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez
  1. 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
  1. Parent-Mediated Interventions and NDBI
    Psychological Functioning in Parents of Children With ASD
    Effective Parent Coaching Practices
    Case Example: Gabe

Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr
  1. 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
Chapter 6 Implementing Motivational Strategies

Mendy B. Minjarez and Yvonne Bruinsma
  1. NDBI and Motivation
    Measuring Motivation
    Strategies That Enhance Motivation
Chapter 7 Applying Antecedent Strategies
Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerney
  1. 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
  1. 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
  1. 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 ChildaEURO (TM)s Response
    Imitating the ChildaEURO (TM)s Response
    Troubleshooting NDBI Consequence Strategies
Chapter 10 Guiding Meaningful Goal Development
Grace W. Gengoux, Erin E. Soares, and Yvonne Bruinsma
  1. Formulating Goals
    Case Example: JosA (c)
    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
  1. 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
  1. Social Initiations
    Imitation Skills
    Teaching Play With Friends
Chapter 13 Supporting Behavior, Self-Regulation, and Adaptive Skills
Mendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos Bucio
  1. 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
  1. 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
  1. 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
  1. 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
  1. Research Future Directions
    Dissemination and Implementation: Future Directions


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. YvonneaEURO (TM)s focus is to blend research and reality in the highest quality treatment in a community setting.

Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.

Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children's Hospital, 3020 Children'sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children's Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.

Brooke Ingersoll, Ph.D., BCBA, Assistant Professor of Psychology, Michigan State University, 105B Psychology Building, East Lansing, Michigan 48824. Dr. Ingersoll is an assistant professor at Michigan State University, where she heads the Autism Research Laboratory. Her research is focused on social-communication development and interventions aimed at improving social-communication deficits in children with autism. She is a licensed psychologist and a Board Certified Behavior Analyst.

Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.

Jessica Suhrheinrich, Ph.D., Postdoctoral Fellow, University of California, San Diego, 9500 Gilman Drive, La Jolla, California 92093. Ms. Suhrheinrich has been implementing behavioral interventions with children on the autism spectrum for more than 10 years. Her research interests include training therapists, parents, and special education teachers to implement behavioral interventions. Currently, Dr. Suhrheinrich is a postdoctoral fellow at the University of California, San Diego.


"A call to action that operationalizes an empathic approach to each child. Well researched, and laying out [NDBI] principles clearly and broadly, [this book] can lead the field toward more humane and effective care. " -Joshua D Feder, MD, Editor in Chief, The Carlat Child Psychiatry Report

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