Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

Autor/inn/en	Schreibman, Laura; Dawson, Geraldine; Stahmer, Aubyn C.; Landa, Rebecca; Rogers, Sally J.; McGee, Gail G.; Kasari, Connie; Ingersoll, Brooke; Kaiser, Ann P.; Bruinsma, Yvonne; McNerney, Erin; Wetherby, Amy; Halladay, Alycia
Titel	Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 8, S.2411-2428 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2407-8
Schlagwörter	Autism; Pervasive Developmental Disorders; Early Intervention; Disability Identification; Clinical Diagnosis; Behavioral Sciences; Behavior Modification; Child Development; Skill Development + Suchen Sie Ihr Suchwort? Autismus; Behaviour modification; Verhaltensänderung; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize natural contingencies, and use a variety of behavioral strategies to teach developmentally appropriate and prerequisite skills. We describe the development of NDBIs, their theoretical bases, empirical support, requisite characteristics, common features, and suggest future research needs. We wish to bring parsimony to a field that includes interventions with different names but common features thus improving understanding and choice-making among families, service providers and referring agencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01