Handbook of Parent-Implemented Interventions for Very Young Children with Autism [electronic resource] /
Siller, Michael.editor.
Morgan, Lindee.editor.
This handbook offers practical strategies and evidence-based parent-implemented interventions for very young children with autism spectrum disorder (ASD). It explores this important subject within the context of rapidly increasing numbers of toddlers who are diagnosed with ASD during the second year of life. The handbook discusses how parents of young children with ASD can effectively be supported, taught, and coached to implement evidence-based parenting strategies and intervention techniques, and describes a broad range of developmentally appropriate programs at the family, community, and service delivery levels. In addition, the handbook examines individual differences in parenting cognitions, emotions, and practices and proposes strategies for supporting the varying capacities of diverse families to meet the needs of young children with ASD. Chapters provide diverse coverage, spanning cultural/socio-economic differences as well as differences in family structure; parenting cognitions, emotions, and practices; parental learning styles; and access to social support. Featured topics include: Supporting families of high-risk infants who have an older sibling with ASD. The use of video feedback strategies in parent-mediated early ASD intervention. The Incredible Years (IY) Parent Program for preschool children with ASD and language delays. Self-help for parents of children with ASD. The Family Implemented TEACCH for Toddlers (FITT) support model. Parent-implemented interventions for underserved families in Taiwan. Family and provider-based interventions in South Asia. The Handbook of Parent-Implemented Interventions for Very Young Children with Autism is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, family studies, behavioral therapy, and social work as well as rehabilitation medicine/therapy, child and adolescent psychiatry, pediatrics, and special education/educational psychology.
Chapter 1. Systematic Review of Research Evaluating Parent-Mediated Interventions for Young Children with Autism: Years 2013 to 2015 -- Part I: Supporting Families of Infants at High-Risk for Autism -- Chapter 2. Supporting Families of High-Risk Infants Identified Through Community Screening and Surveillance -- Chapter 3. Supporting Families of High-Risk Infants Who Have an Older Sibling With Autism: Collaboration, Consultation, and Care -- Chapter 4. Adapting Pivotal Response Treatment to Support Families of High-Risk Infants -- Part II: Supporting Families With Diverse Parenting Practices, Cognitions, and Emotions -- Chapter 5. Financial Hardship and Parenting Stress in Families with Young Children with Autism: Opportunities for Preventive Intervention -- Chapter 6. Culture, Stigma, and Intersectionality: Towards Equitable Parent-Educator Relationships in Early Childhood Special Education -- Chapter 7. When Life Gets in the Way: The Complexities of Supporting Families Who Have a Child With Autism and Live in Poverty -- Chapter 8. Parental Insightfulness Into the Inner World of the Child With Autism: Its Significance for the Child and Implications for Parent-Mediated Interventions -- Part III: Principles of Family-Centered Practice -- Chapter 9. Facilitating Toddlers’ Social Communication From Within the Parent-Child Relationship: Application of Family-Centered Early Intervention and Mediated Learning Principles -- Chapter 10. Strength-Based Approaches to Working With Families of Children with Autism -- Chapter 11. Parents as Developing Adults and Developing Adult Learners -- Part IV: Engaging Parents as Partners: Approaches and Strategies -- Chapter 12. Coaching Parents of Young Children With Autism -- Chapter 13. Embedding Intervention Strategies Within Everyday Family Routines -- Chapter 14. Using Video Feedback Strategies in Parent-Mediated Early Autism Intervention -- Chapter 15. Using Technological Innovations to Support Parents of Young Children With Autism -- Chapter 16. Engaging Fathers in the Care of Young Children With Autism -- Chapter 17. The Incredible Years Group-Based Parenting Programs for Young Children With Autism -- Chapter 18. Self-Help for Parents of Children With Autism: Mindfulness and Compassion -- Part V: Comprehensive Parent-Implemented Models for Young Children With Autism -- Chapter 19. Supporting Parents to Promote Emotion Regulation Abilities in Young Children With Autism: A SCERTS Model Perspective -- Chapter 20. Family Implemented TEACCH for Toddlers -- Chapter 21. Caregiver-Mediated Intervention and the Achievements for Little Learners Model -- Part VI: Supporting Families of Children with Autism Around the Globe -- Chapter 22. Parent-Implemented Interventions Around the Globe -- Chapter 23. Home-Based, Parent-Implemented Intervention for Underserved Families in Taiwan -- Chapter 24. Supporting Intervention Providers and Families in South Asia -- Part VII: Scaling-Up Evidence-Based Practices: Parent-Implemented Interventions in the Community -- Chapter 25. Supporting Parents’ Use of Evidence-Based Practices for Infants and Toddlers With Autism -- Chapter 26. Designing for Dissemination: The Utility of the Deployment-Focused Model of Intervention Development and Testing for Parent-Mediated Intervention -- Chapter 27. A Community Collaborative Approach to Scaling-Up Evidence-Based Practices: Moving Parent-Implemented Interventions From Research to Practice -- Chapter 28. Implementing Services for Children with ASD and Their Families Within State Early Intervention Programs: A View From Two States – Opportunities, Challenges, and Future Directions. .
This handbook offers practical strategies and evidence-based parent-implemented interventions for very young children with autism spectrum disorder (ASD). It explores this important subject within the context of rapidly increasing numbers of toddlers who are diagnosed with ASD during the second year of life. The handbook discusses how parents of young children with ASD can effectively be supported, taught, and coached to implement evidence-based parenting strategies and intervention techniques, and describes a broad range of developmentally appropriate programs at the family, community, and service delivery levels. In addition, the handbook examines individual differences in parenting cognitions, emotions, and practices and proposes strategies for supporting the varying capacities of diverse families to meet the needs of young children with ASD. Chapters provide diverse coverage, spanning cultural/socio-economic differences as well as differences in family structure; parenting cognitions, emotions, and practices; parental learning styles; and access to social support. Featured topics include: Supporting families of high-risk infants who have an older sibling with ASD. The use of video feedback strategies in parent-mediated early ASD intervention. The Incredible Years (IY) Parent Program for preschool children with ASD and language delays. Self-help for parents of children with ASD. The Family Implemented TEACCH for Toddlers (FITT) support model. Parent-implemented interventions for underserved families in Taiwan. Family and provider-based interventions in South Asia. The Handbook of Parent-Implemented Interventions for Very Young Children with Autism is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, family studies, behavioral therapy, and social work as well as rehabilitation medicine/therapy, child and adolescent psychiatry, pediatrics, and special education/educational psychology.
Developmental psychology.
Behavioral Therapy.
Child and School Psychology.
Family.
Behavioral Therapy.