Series Preface
Series Editors and Editorial Advisory Board
About the Editors
About the Contributors
Volume Preface
Acknowledgments
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
Communication Needs
Pat Mirenda
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
Index
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
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