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Autism Service Delivery : Bridging the Gap Between Science and Practice.

By: Contributor(s): Material type: TextTextSeries: Autism and Child Psychopathology SeriesPublisher: New York, NY : Springer, 2015Copyright date: ©2015Edition: 1st edDescription: 1 online resource (495 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781493926565
Subject(s): Genre/Form: Additional physical formats: Print version:: Autism Service DeliveryDDC classification:
  • 616.85/882
LOC classification:
  • BF712-724.92
Online resources:
Contents:
Intro -- Preface -- References -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Chapter-1 -- Origins of Clinical Innovations: Why Practice Needs Science and How Science Reaches Practice -- 1.1 Introduction -- 1.2 An Urgent Need for Treatment Innovation -- 1.3 Clinical Origins of Clinical Innovations -- 1.3.1 Vulnerabilities of Clinical Insight -- 1.4 Research: Insight with Oversight -- 1.4.1 Clinical R&amp -- D: "Pure Applied" Research -- 1.4.2 Research That Harnesses "Theoretical Oversight" -- 1.5 Impediments to Spontaneous Translation -- 1.5.1 Limited Attention in Basic Research to Clinical Problems -- 1.5.2 Limited Awareness of Basic Science Among Applied Professionals -- 1.6 Varieties of Translational Scholarship -- 1.6.1 Nonexperimental Approaches -- 1.6.1.1 Narrative Interpretation -- 1.6.1.2 Descriptive Interpretation -- 1.6.2 Experimental Approaches -- 1.6.2.1 Use-Inspired Basic Research -- 1.6.2.2 Theory-Guided Applied Research -- 1.7 The Role of Practitioners in Translation -- References -- Chapter-2 -- Stimulus Control and Generalization -- 2.1 Introduction -- 2.2 The Three-Term Contingency -- 2.2.1 Simple Discrimination Basics -- 2.2.2 Issues in Establishing Simple Discriminations -- 2.2.3 Stimulus Classes, Generalization, and Generalized Discriminated Operants -- 2.3 The Four-Term Contingency -- 2.3.1 Conditional Discrimination Basics -- 2.3.2 Issues in Establishing Conditional Discriminations -- 2.3.3 Stimulus Classes and Higher-Order Conditional Discriminated Operants -- 2.4 The Five-Term Contingency -- 2.5 Conclusion -- References -- Chapter-3 -- Stimulus Salience in Autism: A Social Learning Disorder -- 3.1 Introduction -- 3.2 Stimulus Control -- 3.2.1 Operant Stimulus Control -- 3.2.2 Respondent Stimulus Control -- 3.2.3 Stimulus Salience -- 3.3 Why Does Autism Occur? -- 3.3.1 What is Autistic Behavior?.
3.3.2 Altered Stimulus Salience -- 3.3.3 Early Differences in Children with Autism -- 3.3.3.1 Developmental Framework -- 3.3.3.2 A Functional Account -- 3.4 Autism as a Social Learning Disorder -- 3.5 Implications for Treatment -- 3.5.1 Targeting Repetitive Behavior -- 3.5.2 Targeting Social Behavior -- 3.5.3 Observational Learning -- 3.6 Conclusion -- References -- Chapter-4 -- Challenging Behaviors and Task Transitions in Autism: Translating Clinical Phenomenology and Basic Behavioral Process -- 4.1 Introduction -- 4.2 Clinical Phenomenology -- 4.2.1 Challenging Behaviors -- 4.2.2 Transition Difficulties -- 4.3 Current Theory of Transition Difficulties in Autism -- 4.3.1 Basic Behavioral Process and Aversive Transitions -- 4.3.1.1 Basic Research on Unpredictable Versus Predictable Schedules of Positive Reinforcement -- 4.3.1.2 Unpredictable Versus Predictable Aversive Events -- 4.3.2 Negative Incentive Contrast -- 4.3.2.1 Successive Negative Contrast -- 4.3.3 Aversive Properties of Reinforcement Schedules -- 4.3.3.1 Simple, FR Schedules -- 4.3.3.2 Multiple Schedules -- 4.4 Conclusion -- References -- Chapter-5 -- Assessment and Treatment of Problem Behavior Associated with Transitions -- 5.1 Introduction -- 5.2 Assessment -- 5.2.1 Assessing Variables Related to the Structural Features of a Transition -- 5.2.1.1 Assessing the Effects of Activity Termination and Initiation (Mundane Contingencies Attention, Tangible, Escape, and Automatic) -- 5.2.1.2 Assessing the Effects of Physical Movement -- 5.2.1.3 Suggestions -- 5.2.2 Assessing the Effects of Variables Associated with Changes in Activities (Rich-to-Lean Transitions) -- 5.2.3 Assessing Variables that May Be Unique to ASDs -- 5.2.3.1 Suggestions -- 5.2.4 Suggestions for the Functional Assessment Process -- 5.3 Treatment -- 5.3.1 Antecedent-Based Treatments.
5.3.1.1 Efficacy of Signals ("Advanced Notice") -- 5.3.1.2 Extinction -- 5.3.1.3 Differential Reinforcement -- 5.3.1.4 Functional Communication Training and Multiple-Schedule and Chained-Schedule Treatments -- 5.4 Conclusion -- References -- Chapter-6 -- Basic Choice Research -- 6.1 Introduction -- 6.2 Choice, Options, and Choosing -- 6.2.1 Toward a Behavioral Definition of "Choice" -- 6.2.1.1 "Choice" as Everything an Organism Does -- 6.2.2 "Choice" as Interaction with Options -- 6.2.3 "Freedom" to Choose -- 6.2.4 Choice Overload -- 6.3 Models of Choice -- 6.3.1 Prospect Theory -- 6.3.2 The Matching Law -- 6.3.2.1 Basic Matching -- 6.3.2.2 Generalized Matching -- 6.3.3 Single-Alternative Matching -- 6.4 Summary -- References -- Chapter-7 -- Translational and Applied Choice Research -- 7.1 Introduction -- 7.2 Identifying High-Quality Reinforcers -- 7.2.1 Stimulus Preference Assessments and Reinforcer Assessments -- 7.3 Providing Access to Choice-Making Opportunities -- 7.4 Understanding Response Allocation in Multi-response Environments: The Matching Law -- 7.4.1 Descriptive Accounts of Matching in Applied Contexts -- 7.4.2 Functional Accounts of Matching in Applied Contexts -- 7.4.3 Implications of Matching Theory for Practice -- 7.5 Conclusion -- References -- Chapter-8 -- Basic Research Informing the Use of Token Economies in Applied Settings -- 8.1 Introduction -- 8.2 Historical Foundations of Token Economies -- 8.3 Research Regarding the Establishment of a Token Economy -- 8.3.1 Tokens -- 8.3.1.1 Elicited Behavior and the Use of Manipulable Versus Non-manipulable Tokens -- 8.3.1.2 Establishing Tokens as Effective Stimuli -- 8.3.1.3 Effectively Administering Tokens -- 8.3.2 Training the Effective use of Token Economies -- 8.4 Behavioral Functions of Tokens -- 8.4.1 Reinforcing Functions -- 8.4.2 Discriminative Stimulus.
8.5 Schedules of Token Reinforcement -- 8.5.1 Token Production -- 8.5.1.1 Basic Research on Token-Production Schedules -- 8.5.1.2 Scheduling Token Production in Applied Settings -- 8.5.2 Exchange Production -- 8.5.2.1 Basic Research on Ratio Exchange-Production Schedules -- 8.5.2.2 Basic Research on Interval Exchange-Production Schedules -- 8.5.2.3 Scheduling Exchange Production in Applied Settings -- 8.5.3 Token Exchange -- 8.5.3.1 Basic Research on Token-Exchange Schedules -- 8.5.3.2 Scheduling Token Exchange in Applied Settings -- 8.6 Aversive Control -- 8.7 Summary and Future Directions -- References -- Chapter-9 -- Token Economy for Individuals with Autism Spectrum Disorder -- 9.1 Introduction -- 9.2 Conditioned Reinforcement in Token Economies -- 9.3 Arranging a Token Economy -- 9.3.1 Step One: Token Identification -- 9.3.2 Step Two: Target Behavior Identification and Definition -- 9.3.3 Step Three: Schedule of Reinforcement for Target Behavior -- 9.3.4 Step Four: Backup Reinforcement -- 9.3.5 Step Five: Exchange Procedures -- 9.3.5.1 Exchange Pricing -- 9.3.5.2 Exchange Frequency -- 9.3.6 Step Six: Behavioral Goal Identification and Data Collection -- 9.3.7 Step Seven: Token Economy Fading -- 9.4 Additional Considerations for Using Token Economies -- 9.4.1 Getting the Token Economy Started -- 9.4.2 Settings -- 9.4.3 Response Cost -- 9.4.4 Maintenance and Generalization -- 9.4.5 Training Others to Implement the Token Economy -- 9.5 Contingency Contracting -- 9.5.1 Group Contingencies -- 9.6 Example of Arranging a Token Economy -- 9.7 Summary and Future Directions -- References -- Chapter-10 -- Basic Research on the Behavioral Economics of Reinforcer Value -- 10.1 Introduction -- 10.2 Basic Preparations for Measuring Reinforcer Value -- 10.2.1 Common Design Elements in Evaluating Reinforcer Value: A Parametric Approach.
10.2.2 Preparations that Render Demand Curves -- 10.2.2.1 Progressive-Ratio Schedules and Breakpoint -- 10.2.2.2 FR Schedules and Rapid Demand Assays -- 10.2.2.3 Hypothetical Purchase Tasks -- 10.3 Quantitative Analysis of Reinforcer Value -- 10.3.1 The Use of Logarithmic Scales in Demand Curves -- 10.3.2 The Linear-Elasticity Model and Its Limitations -- 10.3.2 The Exponential Model -- 10.4 Factors Modulating Reinforcer Value -- 10.4.1 Open Versus Closed Economies -- 10.4.2 Substitutability and Complementarity -- 10.5 Conclusion -- References -- Chapter-11 -- Preference and Demand Characteristics of Reinforcement: Practical Extensions -- 11.1 Introduction -- 11.2 Preference and Reinforcement -- 11.2.1 Overview of Preference Assessment Procedures -- 11.2.1.1 Single-Stimulus Assessment -- 11.2.1.2 Paired-Choice Preference Assessment -- 11.2.1.3 Multiple-Stimulus Preference Assessment -- 11.2.1.4 Free-Operant Preference Assessment -- 11.2.1.5 Preference and Reinforcer Efficacy -- 11.3 Behavioral Economics: Foundations and Underlying Principles -- 11.3.1 Reinforcer Demand and Related Concepts -- 11.3.1.1 Demand Elasticity and Substitutability -- 11.3.1.2 Clinical Applications of Demand-Related Concepts -- 11.3.2 Other Economic Principles that Influence Clinical Practice -- 11.4 Conclusion -- References -- Chapter-12 -- Behavioral Momentum Theory: Understanding Persistence and Improving Treatment -- 12.1 Introduction -- 12.2 Reinforcement and Behavioral Momentum Theory -- 12.3 Basic Research: Resistance to Change -- 12.4 Primer on Quantitative Analyses in Behavioral Momentum Theory -- 12.5 Basic Research: Relapse -- 12.6 Applied Implications -- 12.7 A Proposed Solution -- 12.8 Issues with the Proposed Solution -- 12.9 Extending These Findings -- 12.10 How to Implement? -- 12.11 Conclusion -- References -- Chapter-13.
Implications of Behavioral Momentum Theory for Intervention in Autism Spectrum Disorder.
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Intro -- Preface -- References -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Chapter-1 -- Origins of Clinical Innovations: Why Practice Needs Science and How Science Reaches Practice -- 1.1 Introduction -- 1.2 An Urgent Need for Treatment Innovation -- 1.3 Clinical Origins of Clinical Innovations -- 1.3.1 Vulnerabilities of Clinical Insight -- 1.4 Research: Insight with Oversight -- 1.4.1 Clinical R&amp -- D: "Pure Applied" Research -- 1.4.2 Research That Harnesses "Theoretical Oversight" -- 1.5 Impediments to Spontaneous Translation -- 1.5.1 Limited Attention in Basic Research to Clinical Problems -- 1.5.2 Limited Awareness of Basic Science Among Applied Professionals -- 1.6 Varieties of Translational Scholarship -- 1.6.1 Nonexperimental Approaches -- 1.6.1.1 Narrative Interpretation -- 1.6.1.2 Descriptive Interpretation -- 1.6.2 Experimental Approaches -- 1.6.2.1 Use-Inspired Basic Research -- 1.6.2.2 Theory-Guided Applied Research -- 1.7 The Role of Practitioners in Translation -- References -- Chapter-2 -- Stimulus Control and Generalization -- 2.1 Introduction -- 2.2 The Three-Term Contingency -- 2.2.1 Simple Discrimination Basics -- 2.2.2 Issues in Establishing Simple Discriminations -- 2.2.3 Stimulus Classes, Generalization, and Generalized Discriminated Operants -- 2.3 The Four-Term Contingency -- 2.3.1 Conditional Discrimination Basics -- 2.3.2 Issues in Establishing Conditional Discriminations -- 2.3.3 Stimulus Classes and Higher-Order Conditional Discriminated Operants -- 2.4 The Five-Term Contingency -- 2.5 Conclusion -- References -- Chapter-3 -- Stimulus Salience in Autism: A Social Learning Disorder -- 3.1 Introduction -- 3.2 Stimulus Control -- 3.2.1 Operant Stimulus Control -- 3.2.2 Respondent Stimulus Control -- 3.2.3 Stimulus Salience -- 3.3 Why Does Autism Occur? -- 3.3.1 What is Autistic Behavior?.

3.3.2 Altered Stimulus Salience -- 3.3.3 Early Differences in Children with Autism -- 3.3.3.1 Developmental Framework -- 3.3.3.2 A Functional Account -- 3.4 Autism as a Social Learning Disorder -- 3.5 Implications for Treatment -- 3.5.1 Targeting Repetitive Behavior -- 3.5.2 Targeting Social Behavior -- 3.5.3 Observational Learning -- 3.6 Conclusion -- References -- Chapter-4 -- Challenging Behaviors and Task Transitions in Autism: Translating Clinical Phenomenology and Basic Behavioral Process -- 4.1 Introduction -- 4.2 Clinical Phenomenology -- 4.2.1 Challenging Behaviors -- 4.2.2 Transition Difficulties -- 4.3 Current Theory of Transition Difficulties in Autism -- 4.3.1 Basic Behavioral Process and Aversive Transitions -- 4.3.1.1 Basic Research on Unpredictable Versus Predictable Schedules of Positive Reinforcement -- 4.3.1.2 Unpredictable Versus Predictable Aversive Events -- 4.3.2 Negative Incentive Contrast -- 4.3.2.1 Successive Negative Contrast -- 4.3.3 Aversive Properties of Reinforcement Schedules -- 4.3.3.1 Simple, FR Schedules -- 4.3.3.2 Multiple Schedules -- 4.4 Conclusion -- References -- Chapter-5 -- Assessment and Treatment of Problem Behavior Associated with Transitions -- 5.1 Introduction -- 5.2 Assessment -- 5.2.1 Assessing Variables Related to the Structural Features of a Transition -- 5.2.1.1 Assessing the Effects of Activity Termination and Initiation (Mundane Contingencies Attention, Tangible, Escape, and Automatic) -- 5.2.1.2 Assessing the Effects of Physical Movement -- 5.2.1.3 Suggestions -- 5.2.2 Assessing the Effects of Variables Associated with Changes in Activities (Rich-to-Lean Transitions) -- 5.2.3 Assessing Variables that May Be Unique to ASDs -- 5.2.3.1 Suggestions -- 5.2.4 Suggestions for the Functional Assessment Process -- 5.3 Treatment -- 5.3.1 Antecedent-Based Treatments.

5.3.1.1 Efficacy of Signals ("Advanced Notice") -- 5.3.1.2 Extinction -- 5.3.1.3 Differential Reinforcement -- 5.3.1.4 Functional Communication Training and Multiple-Schedule and Chained-Schedule Treatments -- 5.4 Conclusion -- References -- Chapter-6 -- Basic Choice Research -- 6.1 Introduction -- 6.2 Choice, Options, and Choosing -- 6.2.1 Toward a Behavioral Definition of "Choice" -- 6.2.1.1 "Choice" as Everything an Organism Does -- 6.2.2 "Choice" as Interaction with Options -- 6.2.3 "Freedom" to Choose -- 6.2.4 Choice Overload -- 6.3 Models of Choice -- 6.3.1 Prospect Theory -- 6.3.2 The Matching Law -- 6.3.2.1 Basic Matching -- 6.3.2.2 Generalized Matching -- 6.3.3 Single-Alternative Matching -- 6.4 Summary -- References -- Chapter-7 -- Translational and Applied Choice Research -- 7.1 Introduction -- 7.2 Identifying High-Quality Reinforcers -- 7.2.1 Stimulus Preference Assessments and Reinforcer Assessments -- 7.3 Providing Access to Choice-Making Opportunities -- 7.4 Understanding Response Allocation in Multi-response Environments: The Matching Law -- 7.4.1 Descriptive Accounts of Matching in Applied Contexts -- 7.4.2 Functional Accounts of Matching in Applied Contexts -- 7.4.3 Implications of Matching Theory for Practice -- 7.5 Conclusion -- References -- Chapter-8 -- Basic Research Informing the Use of Token Economies in Applied Settings -- 8.1 Introduction -- 8.2 Historical Foundations of Token Economies -- 8.3 Research Regarding the Establishment of a Token Economy -- 8.3.1 Tokens -- 8.3.1.1 Elicited Behavior and the Use of Manipulable Versus Non-manipulable Tokens -- 8.3.1.2 Establishing Tokens as Effective Stimuli -- 8.3.1.3 Effectively Administering Tokens -- 8.3.2 Training the Effective use of Token Economies -- 8.4 Behavioral Functions of Tokens -- 8.4.1 Reinforcing Functions -- 8.4.2 Discriminative Stimulus.

8.5 Schedules of Token Reinforcement -- 8.5.1 Token Production -- 8.5.1.1 Basic Research on Token-Production Schedules -- 8.5.1.2 Scheduling Token Production in Applied Settings -- 8.5.2 Exchange Production -- 8.5.2.1 Basic Research on Ratio Exchange-Production Schedules -- 8.5.2.2 Basic Research on Interval Exchange-Production Schedules -- 8.5.2.3 Scheduling Exchange Production in Applied Settings -- 8.5.3 Token Exchange -- 8.5.3.1 Basic Research on Token-Exchange Schedules -- 8.5.3.2 Scheduling Token Exchange in Applied Settings -- 8.6 Aversive Control -- 8.7 Summary and Future Directions -- References -- Chapter-9 -- Token Economy for Individuals with Autism Spectrum Disorder -- 9.1 Introduction -- 9.2 Conditioned Reinforcement in Token Economies -- 9.3 Arranging a Token Economy -- 9.3.1 Step One: Token Identification -- 9.3.2 Step Two: Target Behavior Identification and Definition -- 9.3.3 Step Three: Schedule of Reinforcement for Target Behavior -- 9.3.4 Step Four: Backup Reinforcement -- 9.3.5 Step Five: Exchange Procedures -- 9.3.5.1 Exchange Pricing -- 9.3.5.2 Exchange Frequency -- 9.3.6 Step Six: Behavioral Goal Identification and Data Collection -- 9.3.7 Step Seven: Token Economy Fading -- 9.4 Additional Considerations for Using Token Economies -- 9.4.1 Getting the Token Economy Started -- 9.4.2 Settings -- 9.4.3 Response Cost -- 9.4.4 Maintenance and Generalization -- 9.4.5 Training Others to Implement the Token Economy -- 9.5 Contingency Contracting -- 9.5.1 Group Contingencies -- 9.6 Example of Arranging a Token Economy -- 9.7 Summary and Future Directions -- References -- Chapter-10 -- Basic Research on the Behavioral Economics of Reinforcer Value -- 10.1 Introduction -- 10.2 Basic Preparations for Measuring Reinforcer Value -- 10.2.1 Common Design Elements in Evaluating Reinforcer Value: A Parametric Approach.

10.2.2 Preparations that Render Demand Curves -- 10.2.2.1 Progressive-Ratio Schedules and Breakpoint -- 10.2.2.2 FR Schedules and Rapid Demand Assays -- 10.2.2.3 Hypothetical Purchase Tasks -- 10.3 Quantitative Analysis of Reinforcer Value -- 10.3.1 The Use of Logarithmic Scales in Demand Curves -- 10.3.2 The Linear-Elasticity Model and Its Limitations -- 10.3.2 The Exponential Model -- 10.4 Factors Modulating Reinforcer Value -- 10.4.1 Open Versus Closed Economies -- 10.4.2 Substitutability and Complementarity -- 10.5 Conclusion -- References -- Chapter-11 -- Preference and Demand Characteristics of Reinforcement: Practical Extensions -- 11.1 Introduction -- 11.2 Preference and Reinforcement -- 11.2.1 Overview of Preference Assessment Procedures -- 11.2.1.1 Single-Stimulus Assessment -- 11.2.1.2 Paired-Choice Preference Assessment -- 11.2.1.3 Multiple-Stimulus Preference Assessment -- 11.2.1.4 Free-Operant Preference Assessment -- 11.2.1.5 Preference and Reinforcer Efficacy -- 11.3 Behavioral Economics: Foundations and Underlying Principles -- 11.3.1 Reinforcer Demand and Related Concepts -- 11.3.1.1 Demand Elasticity and Substitutability -- 11.3.1.2 Clinical Applications of Demand-Related Concepts -- 11.3.2 Other Economic Principles that Influence Clinical Practice -- 11.4 Conclusion -- References -- Chapter-12 -- Behavioral Momentum Theory: Understanding Persistence and Improving Treatment -- 12.1 Introduction -- 12.2 Reinforcement and Behavioral Momentum Theory -- 12.3 Basic Research: Resistance to Change -- 12.4 Primer on Quantitative Analyses in Behavioral Momentum Theory -- 12.5 Basic Research: Relapse -- 12.6 Applied Implications -- 12.7 A Proposed Solution -- 12.8 Issues with the Proposed Solution -- 12.9 Extending These Findings -- 12.10 How to Implement? -- 12.11 Conclusion -- References -- Chapter-13.

Implications of Behavioral Momentum Theory for Intervention in Autism Spectrum Disorder.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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