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

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

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

1. Goodness of Fit of NDBI Approaches
   Functional Skills
   The Natural Environment
   Case Example: Jin
   

1. Parent-Mediated Interventions and NDBI
   Psychological Functioning in Parents of Children With ASD
   Effective Parent Coaching Practices
   Case Example: Gabe

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

1. NDBI and Motivation
   Measuring Motivation
   Strategies That Enhance Motivation

1. Preparing to Teach
   Setting Up Opportunities in NDBI
   Case Example: Ty

1. Definitions
   Learning Opportunities Across NDBI Models
   Prompting Strategies
   Prompt Fading
   Examples of Prompts for Specific Skills
   Case Example: Leah

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

1. Formulating Goals
   Assessment
   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

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

1. Social Initiations
   Imitation Skills
   Play
   Teaching Play With Friends

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

1. Including NDBI Components in Group or Academic Settings
   School-Based Activities Most Suited for NDBI
   Examples of Activities and Lessons

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

1. Quality Indicators Versus Common Features
   Specific Program Elements to Look for in a Quality NDBI Program

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.

Reviews

"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