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Table of Contents
|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|
|Table of Contents provided by Blackwell. All Rights Reserved.|
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