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Titlebook: Early Intervention for Young Children with Autism Spectrum Disorder; Russell Lang,Terry B. Hancock,Nirbhay N. Singh Book 2016 Springer Int

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发表于 2025-3-21 16:59:04 | 显示全部楼层 |阅读模式
书目名称Early Intervention for Young Children with Autism Spectrum Disorder
编辑Russell Lang,Terry B. Hancock,Nirbhay N. Singh
视频video
概述Explores early intervention (EI) for young children with autism spectrum disorder (ASD).Analyzes theoretical underpinnings, evidence base, and future directions for EI research.Examines interventions
丛书名称Evidence-Based Practices in Behavioral Health
图书封面Titlebook: Early Intervention for Young Children with Autism Spectrum Disorder;  Russell Lang,Terry B. Hancock,Nirbhay N. Singh Book 2016 Springer Int
描述This book examines early intensive behavioral intervention (EIBI) programs for young children with autism spectrum disorder (ASD). It analyzes current research on early intervention (EI) and explains the importance of accurate, timely detection of ASD in facilitating the use of EI. Chapters address five widely researched EIBI approaches: Discrete Trial Training, Pivotal Response Training, the Early Start Denver Model, Prelinguistic Milieu Teaching, and Enhanced Milieu Teaching. This in-depth study of current EIBI approaches offers a rigorous guide to earlier and more intensive interventions for children with ASD, leading to greater autonomy and improved later life outcomes for individuals..Featured topics include:.Parent-implemented interventions and related issues..Evaluations of controversial interventions used with children with ASD..Factors contributing to rising ASD prevalence..Obstacles to obtaining accurate ASD diagnosis in young children..Early Intervention for Young Children with Autism Spectrum Disorder. is an essential resource for researchers, clinicians, and graduate students in developmental, clinical child, and school psychology, behavioral therapy/rehabilitation, so
出版日期Book 2016
关键词ASD prevalence and early intervention; Applied Behavioral Analysis and ASD; DSM-V and early interventi
版次1
doihttps://doi.org/10.1007/978-3-319-30925-5
isbn_softcover978-3-319-80918-2
isbn_ebook978-3-319-30925-5Series ISSN 2366-6013 Series E-ISSN 2366-6021
issn_series 2366-6013
copyrightSpringer International Publishing Switzerland 2016
The information of publication is updating

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https://doi.org/10.1007/978-3-642-98995-7gnosis varies widely internationally and nationally. A number of obstacles often dissuade or preclude an accurate ASD diagnosis and current research-based approaches capable of diagnosing ASD very early in life (i.e., less than 18 months old) are rarely available. We first present the diagnostic cha
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https://doi.org/10.1007/978-3-7091-5756-5p difficulties that are associated with a diagnosis of autism spectrum disorder (ASD). Originally based on the early work of Ivar Lovaas, DTT has been studied extensively and remains one of the most commonly used teaching procedures and models of programming for early intervention. This chapter prov
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Wie regele ich meine Nachfolge?lized and empirically-validated. The ESDM fuses developmental principles with empirically based teaching strategies from applied behavior analysis incorporated throughout the routines that fill children’s daily lives—during play with both objects and people, caretaking, family meals, bathing, outdoo
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https://doi.org/10.1007/978-3-663-12876-2he use of first words and may need guidance to learn how to communicate. Because prelinguistic communication (e.g., facial expressions, natural gestures, and vocalizations.) is seen as a foundation for spoken word production, helping children to develop their prelinguistic communication may facilita
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https://doi.org/10.1007/978-0-230-10298-9ervention. Ten EMT studies investigating the effects of EMT with children with autism spectrum disorder and other developmental or language delays are then summarized and discussed. Next, each of the EMT intervention components and strategies are described and clarifying examples are provided. Commo
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https://doi.org/10.1057/9780230354012e unequaled access to their children and, in many cases, may be the most efficient and natural intervention agents. However, parent implemented interventions have also been identified as a source of stress for some families and obstacles, such as limited time, may preclude effective parent-implement
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