Interventions for Autism Evidence for Educational and Clinical Practice

• Reformulates new research data on interventions for ASD into guidance for professionals, drawing on the author’s in-depth academic knowledge and practical experience
• Offers a comprehensive review of up-to-date evidence on effectiveness across a wide range of interventions for ASD
• Focuses on environmental factors in understanding ASD rather than outdated ‘deficit’ approaches, and discusses key issues in education provision such as inclusion

Phil Reed is Professor of Psychology at Swansea University, UK. A leading authority on Autism Spectrum Disorder (ASD), he edited the book Behavioral Theories and Interventions for Autism (2009) and has published more than 190 papers on ASD, behaviour analysis, learning and memory, and schizophrenia. Professor Reed has served on the editorial boards of several journals in his field, and has also held posts in the UK’s Department for Education (Special Educational Needs), the Department of Health, and was a member of the Children in Wales Policy Council.

Acknowledgements viii

1 Autism Spectrum Disorders – What is the Problem? 1

2 Autism Spectrum Disorders 22

3 The Relationship of Theory and Interventions for ASD 44

4 Behavioural Approaches to ASD 63

5 Evaluation of Comprehensive Behavioural Interventions 88

6 Child Predictors for Comprehensive Behavioural Intervention Outcomes 113

7 Teaching Environment Modification Techniques 133

8 Developmental and Parent�]Mediated Treatment Models 154

9 Outcome�]Effectiveness for Developmental and Parent�-Mediated Treatment Models 175

10 Sensory and Physical Stimulation Treatments 201

11 Eclectic Interventions 223

12 Inclusive or Special Education 261

13 Interventions – What is Known about What Works? 282

References 301

Index 351

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