Exploring the Spectrum of Autism and Pervasive Developmental Disorders : Intervention Strategies

Name: Exploring the Spectrum of Autism and Pervasive Developmental Disorders : Intervention Strategies
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ISBN: 9780127844695

ISBN-10: 0127844694

ISBN-13: 9780127844695

Edition: N/A

Authors: Carolyn Murray-Slutsky, Betty A. Paris

List price: $53.00

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Book details

List price: $53.00
Publisher: Elsevier Science & Technology Books
Binding: Paperback
Pages: 469
Size: 8.75" wide x 11.25" long x 1.00" tall
Weight: 2.596
Language: English

What Is Autism? How Is It Diagnosed?	p. 1
Criteria for Autistic Disorder	p. 2
Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)	p. 2
Asperger's Syndrome	p. 3
Rett's Syndrome	p. 3
Other Disorders With Autistic-Like Symptoms	p. 4
Childhood Disintegrative Disorder (Heller's Syndrome)	p. 4
Fragile-X Syndrome (Martin-Bell Syndrome)	p. 4
Landau-Kleffner Syndrome	p. 5
Mobius Syndrome	p. 5
Sotos Syndrome (Cerebral Gigantism)	p. 5
Tourette Syndrome	p. 6
Williams Syndrome	p. 6
Schizophrenia	p. 6
What Causes Autistic Spectrum Disorders?	p. 6
Characteristics of Autism	p. 7
A Need to Function	p. 10
Sensory Processing Issues	p. 12
Attention and Arousal	p. 14
Cognitive Issues and Functions	p. 16
How is Information Stored?	p. 16
Speech and Language Deficits	p. 17
How is Information Learned?	p. 18
Motor Control and Its Impact on Functioning	p. 20
The Role of Play in Learning	p. 22
Behavioral Issues: Analyzing the Behavior	p. 24
Primary Causes and Secondary Reinforcers	p. 25
Analyzing Behaviors	p. 28
Define Challenging Behaviors	p. 28
Are the Behaviors Linked?	p. 28
Warning Signs	p. 28
What Promoted the Behavior?	p. 28
Secondary Reinforcers	p. 30
Primary Cause	p. 30
Obtaining Behaviors	p. 31
Social/Communicative Obtaining Behaviors	p. 31
Obtaining Attention	p. 32
Obtaining a Need or Want/Object or Activity	p. 32
Internal/Systemic Obtaining Behaviors	p. 33
Nonproductive Sensory Behaviors	p. 33
Productive Sensory Behaviors	p. 33
Avoidance or Escape Behaviors	p. 34
Task or Event Avoidance	p. 35
Attention Avoidance	p. 35
Internal/Systemic Responses	p. 36
Sensory-Based Avoidance	p. 36
Systemic Avoidance	p. 37
Behavioral Issues: Creating an Environment for Optimal Functioning	p. 38
Design the Environment	p. 39
Defined Boundaries	p. 39
Clutter-Free Environment	p. 40
Sensory Environment	p. 40
Emotional Environment	p. 41
Maximize Strategies and Systems	p. 41
Schedules and Planned Activities	p. 41
Picture System Schedule	p. 43
Down Time	p. 43
Transitions	p. 43
Choices and Control	p. 44
Defined Rules	p. 44
Concise Instructions	p. 44
Interesting Tasks	p. 45
Quantified Tasks	p. 45
Behavioral Issues: Treatment Strategies That Facilitate Positive Outcomes	p. 46
Secondary Reinforcers	p. 46
Negative Attention	p. 46
Behavioral Philosophies and Strategies	p. 47
Intervene Before the Challenging Behavior Occurs	p. 47
Reinforcers	p. 49
Primary Reinforcers	p. 49
Secondary Reinforcers	p. 49
Grading Reinforcers	p. 49
Delayed Gratification and Reinforcement	p. 50
Time Out	p. 51
Taking Time Out	p. 51
Giving Time Out	p. 52
Therapist's Time Out	p. 52
Prompting	p. 53
Physical Prompts	p. 53
Visual Prompts	p. 54
Demonstration and Modeling	p. 55
Verbal Prompts	p. 56
Shaping Behaviors	p. 57
Approximating Desired Behaviors	p. 58
Behavioral Issues: Intervention Strategies	p. 59
Intervention Strategies for Obtaining Behaviors	p. 61
Social-Communicative Behaviors	p. 61
Attention	p. 61
Object, Need, or Want	p. 62
Sensory-Seeking Internal/Systemic Behaviors	p. 63
Intervention Strategies for Avoidance or Escape Behaviors	p. 64
Avoidance of Attention, People, and Events	p. 64
Avoidance of a Task or Object	p. 68
Task Is Too Difficult	p. 69
Task Is Boring, Not Challenging or Stimulating	p. 69
Change in Routine and Activity	p. 71
Anger, Frustration, and Escalating Stress	p. 72
Internal/Systemic, Sensory-Based Avoidance Reactions	p. 72
Internal/Systemic, Visceral-Based Avoidance Reactions	p. 73
Temper Tantrums and Challenging Behaviors	p. 74
Anticipating the Challenging Behavior	p. 78
Working Together as a Team	p. 78
Sensory Integration Theory and Treatment	p. 80
Sensory Integration	p. 82
The Senses	p. 83
Processing and Decoding the Information	p. 83
Spinal Cord Level	p. 84
Brain Stem and Midbrain	p. 84
Cerebellum	p. 85
Cerebral Cortex	p. 86
The Sensory Systems	p. 87
Tactile System	p. 87
Anterolateral System	p. 87
Dorsal Column Medial Lemniscus (DCML) System	p. 88
Proprioception	p. 88
Vestibular System	p. 90
Sensory Integration and Normal Development	p. 90
Sensory Integrative Dysfunction	p. 93
Impact on Development	p. 95
Key Components of SI Intervention	p. 96
The Adaptive Response	p. 96
The Child's Inner Drive	p. 97
Treatment Technique and Equipment	p. 98
Individualization and Variety	p. 98
Summary	p. 98
Neuro-Developmental Theory and Its Integration Into Treatment	p. 99
Key Components of NDT	p. 99
A Living Concept	p. 100
Importance of the Sensorimotor Experience	p. 100
Atypical Development in Autism	p. 101
Integrating Treatment Techniques	p. 102
Function is the Goal	p. 104
Grading the Treatment Session	p. 105
Preparation	p. 105
Facilitation and Strengthening	p. 105
Function	p. 105
Integrating the Two Theories	p. 106
Sensory Modulation	p. 107
Normal Sensory Modulation	p. 108
Sensory Registration	p. 109
Orientation	p. 109
Arousal	p. 110
Sensory Modulation Disorders	p. 110
Predictable Sensory ROA Difficulties	p. 111
Fluctuating and Defensive Modulation Disorders	p. 112
Functional Implications	p. 113
ROA Disorders: Predictable and Discrete? Fluctuating or Defensive?	p. 114
ROA Disorders: Predictable and Discrete	p. 114
Discrete Problems With Sensory Registration	p. 114
Predictable Problems With Orientation	p. 115
Predictable Problems With Arousal	p. 115
Fluctuating or Defensive Sensory Modulation Disorder	p. 117
Registration and Orientation Problems: Defensive or Fluctuating	p. 118
Arousal Problems: Defensive or Fluctuating	p. 118
Seizures	p. 119
Theories of Sensory Modulation	p. 120
Working Theories for Intervention	p. 122
Intervention Strategies for Sensory Modulation Disorders	p. 125
Obtain the Calm-Alert State	p. 127
Underaroused	p. 127
Overaroused	p. 129
Fluctuating or Defensive Disorders and the Calm-Alert State	p. 129
Anxiety and Its Impact on the Calm-Alert State	p. 136
Initial Therapy Sessions	p. 136
Change and Transitions	p. 136
Prepare Children for Stressful Situations	p. 137
Provide Boundaries	p. 137
Use Rhythmic Activities	p. 138
Establish and Maintain Communication	p. 138
Foresee Emotional Crisis	p. 138
Create a Positive Atmosphere	p. 138
Facilitate Sensory Registration	p. 139
Facilitate Normal Levels of Attention, Arousal, and Effort	p. 143
Coping Strategies	p. 144
Empowering the Child to Maintain the Calm-Alert State	p. 146
Sensory Diets	p. 146
Teach Self-Regulation	p. 147
Develop an Action Plan	p. 147
Oral Motor Programs	p. 151
Minimize Anxiety	p. 151
Deep-Touch Pressure	p. 152
Face	p. 152
Mouth	p. 152
Jaw and Teeth	p. 153
Cheeks and Lips	p. 154
Respiratory Control	p. 154
Food as a Tactile and Sensory Experience	p. 155
Oral Motor Program Schedules	p. 156
Facilitate Sensory Integration	p. 156
Enhanced Sensory Activities	p. 157
Trampoline Activities	p. 157
Net Hammock Swing	p. 158
Total-Body Activities	p. 159
Weight-Bearing and Resistive Upper-Extremity Activities	p. 159
Push-Pull Games	p. 161
Resistive Equipment	p. 161
Neoprene and Weighted Vests	p. 161
Deep Pressure and Proprioceptive Technique (DPPT)	p. 162
Sports and Extracurricular Activities	p. 163
Principles of Sensory Integrative Treatment Sessions	p. 163
The Comprehensive Treatment Program	p. 169
The Somatosensory System and Tactile Discrimination Disorders	p. 172
The Tactile and Proprioceptive Systems	p. 173
Normal Development	p. 173
Oral Motor	p. 173
Body Scheme	p. 174
Fine Motor Development and Haptic Exploration	p. 175
Summary	p. 177
Neurological Pathways for Somatosensory Processing	p. 178
Impairment of the DCML System	p. 178
Tactile Discrimination Difficulties	p. 179
Personality Types and Behavioral Responses	p. 181
Characteristics of Tactile Discrimination Difficulties	p. 183
Evaluation Findings	p. 187
Sensory and Activity History	p. 187
Sensory Testing	p. 188
Gross Motor Testing	p. 188
Fine Motor Testing	p. 189
Oral Motor Testing	p. 189
Maximum Potential	p. 190
Academic, Cognitive, Visual-Motor, and Visual-Perception Skills	p. 190
Clinical Observation	p. 190
Tactile Discrimination Disorders and Intervention Strategies	p. 191
Improving Body Scheme	p. 193
Preparation	p. 194
Sensory-Based Activities	p. 195
Facilitation	p. 197
Enhancing Sensory Input Through Active Physical Involvement	p. 198
Improving Slow, Sustained Postural Control	p. 200
Improving Slow, Sustained Pelvic and Shoulder Stability	p. 203
Improving the Ability to Narrow the Base of Support	p. 204
Grading Arm and Leg Movements	p. 205
Improving Total-Body Awareness and Motor Control	p. 207
Function	p. 207
Improving Fine Motor Control	p. 207
Preparation	p. 208
Massages	p. 208
Myofascial Release Techniques	p. 208
Sensory-Based Activities	p. 209
Muscle Tone, Arousal, and Slow, Sustained Postural Control	p. 209
Facilitation	p. 210
Shoulder Stability and Graded Arm Control	p. 210
Isolated Finger Control and Haptic Exploration	p. 212
Developing Thumb Abduction and Prehension	p. 215
Function	p. 217
Developing In-Hand Manipulation Skills	p. 217
Skilled Tool Usage and Adaptive Equipment	p. 219
Improving Oral Motor Control	p. 224
Problems Encountered	p. 225
Facilitation	p. 226
Vibration	p. 226
Deep-Touch Input	p. 227
Rib Mobilizations	p. 228
Blowing	p. 229
Establishing a Sensory-Based Oral Motor Program	p. 229
Eating as a Functional Activity	p. 230
Prerequisites to Food Introduction	p. 230
Introducing Food	p. 230
Sensory-Seeking Behaviors and Self-Stimulation Patterns	p. 232
Why Does the Child Do These Behaviors?	p. 232
Eliminating Sensory-Seeking Behaviors Associated With Tactile Discrimination Disorders	p. 233
Somatodyspraxia and Intervention Strategies	p. 237
Types of Dyspraxia	p. 238
Characteristics of Somatodyspraxia	p. 239
Somatosensory Processing and Tactile Discrimination	p. 239
Motor Planning	p. 239
Clinical History of a Child With Somatodyspraxia	p. 242
Behavioral Characteristics	p. 243
Evaluation Findings	p. 244
Fundamental Concepts of Praxis	p. 245
Conceptualize a Plan	p. 246
Facilitating Concept Development	p. 248
Sensory Registration and Ideation	p. 248
Planning, Sequencing, and Organizing the Information	p. 252
Vestibular-Proprioceptive Deficits	p. 252
Postural-Ocular Movement Disorder	p. 253
Bilateral Integration and Sequencing Deficits	p. 254
Facilitating Sensory Integration	p. 254
Planning, Sequencing, and Organizing Information	p. 254
Grading Feedback and Feedforward	p. 255
Sample Activities	p. 257
Carrying Out the Sequence: Task Execution	p. 271
School- and Home-Based Programs	p. 271
Enhanced Sensory Feedback	p. 271
Bilateral Integration and Sequencing	p. 272
Feedback and Feedforward	p. 272
Verbal Feedback	p. 273
Carryover Into Other Environments	p. 273
Facilitating Language and SI	p. 273
Neurological and Sensory System Connections	p. 274
Acquisition of Speech	p. 274
Speech and Language as Related to Praxis	p. 275
Motor Control and Coordination Difficulties	p. 278
Motor Control Theories	p. 278
Hierarchal View	p. 278
Systems View	p. 279
Motor Learning Concepts	p. 279
Feedback Versus Feedforward	p. 279
Plans or Engrams	p. 279
Alterations in Neuromotor Status	p. 280
Effects of Sensory Input on Motor Control	p. 281
Motor Control in Children With Autism	p. 282
Sensory Processing and Motor Control Problems	p. 283
Problems That May Be Tactile-Based	p. 284
Problems That May Be Vestibular- and Proprioceptive-Based	p. 290
Effect of the Visual System on Motor Control	p. 292
SI Techniques to Increase Motor Control	p. 295
Vestibular Components in Motor Control	p. 295
Proprioceptive Components in Motor Control	p. 295
Intervention Strategies for SI Dysfunctions	p. 298
Intolerance of Movement and Gravitational Insecurity	p. 298
Postural Insecurity	p. 298
High Tolerance to Vestibular Stimulation	p. 298
Bilateral Integration and Sequencing	p. 299
Postural-Ocular Movement Disorder	p. 299
Important Considerations in Treatment	p. 301
Postural Control	p. 301
The NDT Perspective	p. 302
The SI Perspective	p. 302
Tests for Postural Control	p. 303
Poor Head Control and Stability	p. 304
Poor Scapular Stability	p. 306
Poor Pelvic Stability	p. 313
Integrating NDT and SI in Treatment for Postural Control	p. 318
Motor Control in the Extremities	p. 320
Inability to Co-Activate for Weight Bearing	p. 321
Concentric-Eccentric Control	p. 323
Graded Control	p. 324
Skilled, Precise Control	p. 326
A Final Word	p. 331
Improving the Child's Ability to Communicate	p. 333
Communication Impairments in Children With Autism	p. 334
Sensory- and Motor-Based Problems	p. 334
Dyspraxia	p. 334
The Motor Planning of Communication	p. 335
Ideation	p. 335
Motor Components	p. 337
Execution	p. 337
When Speech Emerges	p. 338
Impact of Impaired Play Skills on Communication	p. 339
Intervention Strategies	p. 341
Registration, Orientation, and Arousal	p. 341
Environmental Considerations	p. 341
Provide Feedback and Develop Motor Engrams	p. 343
Supine Flexion	p. 344
Teach Communication Skills	p. 346
Gestural Communication	p. 347
Picture Cues	p. 347
Speech and Language	p. 348
Teach Play Skills	p. 348
Teach Pragmatic Skills	p. 349
Use Communication Temptations	p. 349
Expansions and Extensions	p. 350
Modeling	p. 350
Follow the Child's Lead	p. 350
Wait-and-Signal	p. 350
Limited Questions	p. 350
Scaffolding	p. 351
Chains	p. 351
Have Fun!	p. 351
Strategies for Promoting Receptive Language Skills	p. 351
Gestural Cues	p. 351
Picture Cues	p. 351
Written Cues	p. 351
Voice Inflection	p. 352
Physical Prompts	p. 352
Repeating Commands	p. 352
Routines	p. 352
Attention	p. 353
Sentence Length	p. 353
A Final Word	p. 353
Augmentative and Alternative Communication	p. 354
Why Use AAC Strategies With Individuals With Autism?	p. 355
AAC and Children at Different Stages of Communicative Development	p. 357
Pre-intentional Level	p. 357
Intentional, Pre-symbolic Level	p. 357
Symbolic Level	p. 358
Types of AAC Systems	p. 359
Advantages of AAC Strategies That Use Picture Symbols	p. 359
Developing AAC Intervention Programs	p. 360
Picture Symbols	p. 360
Voice-Output Communication Aids	p. 363
Manual Signs	p. 363
Frequently Asked Questions About AAC	p. 364
Interviewing the Potential Speech-Language Pathologist	p. 366
AAC Training and Experience	p. 366
AAC Resources and Equipment	p. 367
The Actual AAC Evaluation or Intervention Program	p. 367
Funding for AAC Devices and Services	p. 368
Resources	p. 369
The Importance of Play in Learning and Development	p. 370
Typical Development of Early Play Skills	p. 372
Later in the Development of Play	p. 374
Adolescence	p. 375
Play At Any Age	p. 375
Intervention Strategies	p. 376
Basic Strategies for Promoting Play	p. 377
Provide the Just-Right Challenge	p. 377
Develop Communication	p. 378
Initiate Varied Play	p. 379
Form Concepts	p. 379
Pretend Play	p. 379
Role Play	p. 379
Shared Joint Attention	p. 380
Cooperative Play	p. 381
Abstract Play	p. 381
Combine Strategies	p. 382
Put It All Together	p. 382
A Final Word	p. 383
Additional Reading	p. 385
References	p. 393
Index	p. 401
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