| Preface | |
| Standards of Practice in Autism Education and Intervention | |
| Evidence-Based, Empirically Supported, or Best Practice? A Guide for the Scientist-Practitioner | p. 3 |
| Practice Guidelines for Autism Education and Intervention: Historical Perspective and Recent Developments | p. 27 |
| The National Standards Project: Promoting Evidence-Based Practice in Autism Spectrum Disorders | p. 37 |
| Single-Case Research Methodology to Inform Evidence-Based Practice | p. 61 |
| Program Practice Guidelines | |
| Early Intensive Applied Behavior Analysis Intervention for Autism | p. 83 |
| Essential Components for Effective Autism Educational Programs | p. 111 |
| Generalized Behavior Change in Young Children with Autism | p. 137 |
| Best Practice Methods in Staff Training | p. 159 |
| Procedures for Increasing Skills | |
| Discrete Trial Training as a Teaching Paradigm | p. 181 |
| Skill Acquisition, Direct Instruction, and Educational Curricula | p. 195 |
| Naturalistic Teaching Procedures | p. 213 |
| Video-Based Instruction for Children with Autism | p. 241 |
| Teaching Social Skills in School Settings | p. 269 |
| Developmental Play Assessment and Teaching | p. 299 |
| Augmentative and Alternative Communication Intervention for Children with Autism: A Systematic Review | p. 325 |
| Behavior Support and Intervention | |
| Antecedent (Preventive) Intervention | p. 393 |
| Using Positive Reinforcement to Decrease Challenging Behavior | p. 413 |
| Behavior-Contingent (Restrictive) Intervention: A Function-Based Approach | p. 433 |
| Family Support and Participation | p. 455 |
| Index | p. 491 |
| Table of Contents provided by Blackwell. All Rights Reserved. |
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