Autism Spectrum Disorder in Children and Adolescents:
For individuals in the U.S. & U.S. territories
School professionals and clinicians share the challenge of identifying and providing interventions for the increasing number of children with autism spectrum disorder (ASD).
This book is an authoritative resource that presents up-to-date research and evidence-based tools for accurate assessment and intervention. It includes procedures to help identify children using the new DSM-5 symptom criteria and offers essential guidance for assessing a variety of emotional, behavioral, and academic problems.
The book provides practitioners with an evidence-based assessment battery, which includes tests of cognitive, academic, neuropsychological, and adaptive functioning. The pragmatic, social-communicative functions of language are considered together with assessments to identify language deficits.
Readers will learn to identify co-occurring emotional and behavior problems of children with ASD and will also learn techniques and strategies to enhance home-school partnership and engage parents as active partners in the decision-making process.
Each chapter is based on the principles of evidence-based practice. Many chapters also use case vignettes to illustrate best practice in the school setting.
The volume concludes with a primer on ASD-related litigation issues and discusses relationships between special education law, provision of services, and placement decisions.
Introduction: Evidence-Based Practice for Autism Spectrum Disorder
Lee A. Wilkinson
I. Evidence-Based Assessment of Autism Spectrum Disorder
- Overview of Autism Spectrum Disorder
Adam W. McCrimmon, Alyssa A. Altomare, Amanda D. Smith, Katia Jitlina, Ryan L. Matchullis, and Donald H. Sakofske
- Multitier Screening and Identification
Lee A. Wilkinson
- Comprehensive Developmental Approach Assessment Model
Jonathan M. Campbell, Lisa A. Ruble, and Rachel K. Hammond
- Cognitive, Neuropsychological, Academic, and Adaptive Functioning
Linda C. Caterino
- Language and Social Communication
Diane Twachtman-Cullen and Jennifer Twachtman-Bassett
- Co-Occurring Emotional and Behavior Problems
Karla J. Doepke, Brea M. Banks, Jennifer F. Mays, Lauryn M. Toby, and Steven Landau
II. Evidence-Based Intervention for Autism Spectrum Disorder
- Evidence-Based Interventions in the Classroom
Jessica Suhrheinrich, Laura J. Hall, Sarah R. Reed, Aubyn C. Stahmer, and Laura Schreibman
- Continuum of Services and Individualized Education Plan Process
Sheila J. Wagner
- Curriculum and Program Structure
Susan Kabot and Christine Reeve
- Collaboration Between Families and Schools
Gena P. Barnhill
- Legal Issues Under IDEA
Perry A. Zirkel
About the Editor
Lee A. Wilkinson, PhD, NCSP, is an applied researcher, educator, and practitioner. He is a nationally certified school psychologist, licensed school psychologist, chartered educational psychologist, and certified cognitive–behavioral therapist.
Dr. Wilkinson currently practices in South Florida, where he provides diagnostic and consultation services for children with autism spectrum disorder and their families. He is also a university educator and serves on the school psychology faculty at Capella University and Nova Southeastern University, where he mentors doctoral researchers and teaches courses in assessment and intervention, child and adolescent psychopathology, legal and ethical issues in the school, research methods, and consultation.
Dr. Wilkinson's research and professional writing have focused primarily on behavioral consultation and therapy, and children and adults with autism spectrum disorders. He has published numerous journal articles on these topics both in the United States and internationally and has been an ad hoc reviewer for peer-reviewed journals such as the Journal of Remedial and Special Education, the Journal of Child Psychology and Psychiatry, Learning and Individual Differences, and Autism: The International Journal of Research and Practice.
Dr. Wilkinson is the author of the award-winning book A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools (2010).
Wilkinson has put together a book that is quite readable and interesting. Difficult concepts are explained clearly but concisely. The style and quality of writing is consistently good across chapters. A strength of this book is the breadth of coverage. The authors meet the goal of providing professionals with information on ASD, screening, assessment, and interventions for the classroom.
—Journal of Psychoeducational Assessment
Wilkinson has fashioned a very good book for ASD school practitioners, with commendable interdisciplinary appeal and a much needed dose of empiricism!
—New England Psychologist
An excellent and accessible synthesis of the evidence base for school-based interventions in ASD and a comprehensive look at the psychological profile of the child with autism.
—The Association for Child and Adolescent Mental Health
This book thoroughly integrates current research and theory as well as relevant practice in school settings and will allow practitioners to further their conceptual understanding of assessing and treating ASD.
—Canadian Journal of School Psychology
This concise book provides a comprehensive and very readable introduction to best practices in the assessment and treatment of ASD in school settings. It succinctly informs the professional reader about the theoretical and research foundations underlying its many suggestions for practice, which are further enhanced by the liberal use of vignettes.
This fantastic resource is a must-read for professionals and students across many disciplines. Contributors provide critical information on a comprehensive range of topics with an emphasis on evidence-based approaches and practical applications.
—Natacha Akshoomoff, PhD, Associate Professor, Department of Psychiatry and Center for Human Development, University of California, San Diego