applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148– 149, 156, 184, 225

aversive approaches, 106, 110–111, 121–122, 123, 128, 133, 134–135, 146, 162, 163, 181

drug treatment, 116, 128–131

functional assessment, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213

incidental learning, 6, 54, 78, 119, 134, 150, 164, 184

Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 162, 165, 171

naturalistic teaching and learning, 15, 42, 134, 142, 148, 149, 159, 184

professional education, 183, 184

neurobiological factors, 116, 117–118

self-injurious behavior, 49, 115, 116, 117–118, 123, 125, 128–129

self-stimulatory behavior, 55, 105, 111, 213

sleeping, 107–108

toilet training, 103, 105–106, 107, 110, 114

stereotypic behavior, 61, 94, 96, 97, 98, 117, 118, 145, 176–177

tantrums, 115, 123, 125, 145, 213

teachers response to, 116, 130

time factors, 116–117, 119, 120, 123, 134, 163

Boys, see Gender factors

Brain, see Neurobiological factors

C

CARS, see Childhood Autism Rating Scale

Centers for Disease Control and Prevention, 208

Central coherence theory, 89

Checklist for Autism in Toddlers (CHAT), 25, 26, 196

Child-centered approaches, 63

Childhood Autism Rating Scale (CARS), 27, 156, 169, 196, 197

Childhood disintegrative disorder, 3, 12, 213

Children’s Unit, 142, 146, 148, 150, 154, 155, 158, 161, 163–164, 165, 167

Classification issues, 2–3, 13, 25, 27–28, 69, 176–177

see also Assessment;

Diagnosis

behavioral problems, 115–116

features of autism, 11–12, 212

historical perspectives, 31, 32–33, 47

The Clinical Practice Guidelines for Autism/ Persuasive Development Disorders, 118–119

Clinical trials, 6, 8, 15–17, 90, 131, 194, 197– 198, 199–201, 204, 218–219, 222– 223

Clonidine, 129

Cognitive deficits, 5, 82–92, 212

see also Communication deficits;

Language factors

comprehensive programs, 142, 144, 145, 156–157, 162, 168–169, 172

Denver Model, 80, 142, 145–146, 147, 150, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189

executive functioning, 84, 89

intelligence, 27–28, 82, 90, 108, 193

see also Mental retardation

intelligence quotients (IQs), 5, 44, 70, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 217

age factors, 47, 71, 201, 206

interventions, general, 6, 86, 90–92, 220, 229

joint attention and, 83, 89

memory, 57, 83, 85, 88, 89

reading skills, 62–63, 78–79, 83, 91

Collaborative Program for Excellence in Autism, 209

Communication deficits, 1, 5, 12, 47–65, 71, 79, 83, 105, 115, 205

see also Auditory perception;

Joint attention;

Language factors;

Social factors

age factors, 50, 54, 123, 160

assessment, 26, 27, 28–30, 51–52, 74, 167

augmentative and alternative communication, 51, 55, 56–63, 136–137

communication training, 121

comprehensive programs, 142, 144, 149, 160, 162, 167

diagnosis, 25, 26, 47, 212

facilitated communication, 61–62

familial factors, 47



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