Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities: Evidence-Based Practices Across the Life Span (Autism and Child Psychopathology Series)

✍ Scribed by Russell Lang (editor), Peter Sturmey (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 235
• Edition: 1st ed. 2021
• Category: Library

✦ Synopsis

This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions.

Key areas of coverage include:

• Basic hygiene as bathing, brushing teeth, and dressing.
• Advanced, complex skills, including driving, recreation, play, and leisure.
• Skills to maintain independence and safety in community settings, including abduction prevention skills for children.
• Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web.
• Training caregivers to promote and support adaptive behavior.
• Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism.

Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education.

✦ Table of Contents

Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities
Preface
Contents
Contributors
Chapter 1: Adaptive Behavior and Functional Life Skills Across the Lifespan: Conceptual and Measurement Issues
1.1 Definition and History
1.2 Disorders Associated with Deficits in Adaptive Behavior
1.2.1 Developmental Disabilities
1.2.2 Autism Spectrum Disorder
1.2.3 Intellectual Disability
1.2.4 Relation Between Adaptive Behavior and Intellectual Functioning
1.2.5 Importance of Adaptive Behavior
1.3 Assessment of Adaptive Behavior
1.3.1 Adaptive Behavior Assessment System: Third Edition
1.3.2 Adaptive Behavior Diagnostic Scale
1.3.3 Diagnostic Adaptive Behavior Scale
1.3.4 Vineland Adaptive Behavior Scale, Third Edition
1.3.5 Other Means and Measures
1.3.6 Social Skills Improvement System: Rating Scales
1.3.7 Texas Functional Living Scale
1.3.8 Teaching Adaptive Behavior
1.4 Summary and Conclusions
References
Chapter 2: Interventions to Support Feeding in People with Intellectual and Developmental Disabilities
2.1 Eating and Feeding
2.1.1 Picky Eating
2.1.2 Disabilities and Persistent Feeding Problems
2.1.3 A Continuum of Pediatric Feeding Disorders
2.1.4 Common Behavioral Deficits and Excesses
2.1.4.1 Behavioral Deficits
2.1.4.2 Behavioral Excesses
2.1.4.3 The Development and Maintenance of Feeding Problems
2.1.5 Evidence-Based Treatment
2.2 Method
2.2.1 Search Procedures
2.2.2 Inclusion and Exclusion Criteria
2.2.3 Data Extraction and Interobserver Agreement
2.2.4 Classification of Certainty of Evidence
2.3 Results
2.3.1 Participant Characteristics
2.3.2 Study Characteristics
2.3.3 Results Aggregated by Age Group
2.3.3.1 Toddler
2.3.3.2 Preschool
2.3.3.3 School Age
2.3.3.4 Adolescent
2.3.3.5 Adulthood
2.4 Discussion
2.5 Recommendations
2.6 Conclusions
References
Chapter 3: Empirically Supported Strategies for Teaching Personal Hygiene Skills to People with Intellectual Disabilities
3.1 Personal Hygiene and Grooming Skills
3.1.1 Challenges in Acquisition of Personal Hygiene Skills
3.2 Assessment and Treatment Formulation
3.2.1 Selecting Developmentally Appropriate Target Hygiene Skills
3.2.2 Task Analysis of the target skill
3.3 Empirically Supported Intervention Approaches
3.3.1 Chaining Procedures
3.3.2 Prompting
3.3.3 Modeling Procedures
3.3.4 Activity-Based Intervention Approaches
3.3.5 Visual Supports
3.4 Teaching Specific Hygiene Skills
3.4.1 Dressing Skills
3.4.2 Oral Hygiene Skills
3.4.3 Menstrual Care
3.4.4 Washing and Bathing Skills
3.4.4.1 Handwashing
3.4.5 Grooming Skills
3.4.6 Toilet Training Skills
3.4.7 Self-Care Routines
3.5 Recommendations for Further Research
3.6 Conclusion
References
Chapter 4: Teaching Communication Skills to People with Intellectual and Developmental Disabilities
4.1 Communication in Developmental and Intellectual Disabilities
4.1.1 Chapter Aim
4.2 Historical Overview
4.3 Contemporary Intervention Approaches
4.3.1 Applied Verbal Behavior
4.3.1.1 Mand
4.3.1.2 Tact
4.3.1.3 Intraverbal
4.3.1.4 Echoic
4.3.2 Functional Communication Training
4.3.2.1 Implementing FCT
4.3.3 Naturalistic Developmental Behavioral Intervention
4.3.3.1 Pivotal Response Treatment (PRT)
4.4 Summary and Conclusions
References
Chapter 5: Teaching Academic Skills to People with Intellectual and Developmental Disability
5.1 Academic Skills
5.2 Review of Literature
5.2.1 Selecting Academic Goals and Objectives
5.2.2 Research-Based Practices
5.2.2.1 Systematic Instruction
5.2.2.2 Prompting
5.2.2.3 Time Delay
5.2.2.4 Stimulus Prompting and Fading
5.2.2.5 Task Analysis
5.2.2.6 Reinforcement
5.2.2.7 Error Correction
5.2.2.8 Multiple Exemplars
5.2.2.9 Visual Support
5.2.2.10 Video Modeling
5.2.2.11 Technology-Aided Instruction
5.2.2.12 Peer-Mediated Instruction
5.2.2.13 Behavior Skills Training
5.2.2.14 Explicit Instruction
5.3 Strategies to Improve Academic Outcomes of Students with ID and DD
5.3.1 Literacy Instruction
5.3.1.1 Emergent Literacy
5.3.1.2 Academic Literacy
5.3.1.3 Functional Literacy
5.3.2 Mathematics Instruction
5.3.2.1 Early Numeracy
5.3.2.2 Academic Mathematics
5.3.2.3 Functional Mathematics
5.3.3 Science Instruction
5.3.3.1 Academic Science
5.3.3.2 Functional Science
5.4 Summary
References
Chapter 6: Improving Skills to Empower Community Access and Increase Independence
6.1 What Are Life Skills?
6.1.1 Life Skill Deficits
6.1.2 Chapter Organization
6.2 Age-Band Specific Considerations
6.2.1 Pre-kindergarten
6.2.1.1 Communication Skills
6.2.1.2 Other Life Skills
6.2.2 Elementary School
6.2.2.1 Communication
6.2.2.2 Functional Life Skills
6.2.2.3 Academics
6.2.3 Middle and High School
6.2.3.1 Academics
6.2.3.2 Etiquette and Social Skills
6.2.3.3 Hygiene/Sexual Behavior
6.2.3.4 Problem Behavior
6.3 Recommendations for Practitioners
6.3.1 Surveying the Environment
6.3.2 Developing Skill Inventories
6.3.3 Assessment
6.4 Summary and Future Directions
References
Chapter 7: Community Safety Skills of People with Intellectual and Developmental Disabilities
7.1 Definitions
7.2 Review
7.2.1 Method
7.2.2 Results
7.2.2.1 Respond to Lures from Strangers
7.2.2.2 Being Lost in the Community
7.2.2.3 Road Crossing Skills
7.2.2.4 First Aid Skills
7.2.2.5 Responding to Bullying
7.2.2.6 Extinguishing a Fire
7.2.3 Conclusions Regarding the Evidence Base
7.3 Practitioner Recommendations
7.4 Case Example
7.5 Summary and Future Directions
References
Chapter 8: Training Parents and Staff to Implement Interventions to Improve the Adaptive Behavior of Their Children with Intellectual and Developmental Disability
8.1 Literature Review
8.1.1 Method
8.1.1.1 Inclusion and Exclusion Criteria
8.2 Results
8.2.1 Participants
8.2.2 Skills
8.2.3 Setting
8.2.4 Training Method
8.3 Practitioners’ Recommendations
8.3.1 Behavior Skills Training
8.3.2 Behavioral Parent Training
8.3.3 Performance Feedback
8.3.4 Digital or Telehealth Training of Parents or Staff
8.4 Summary and Future Directions
8.5 Conclusion
References
Chapter 9: The Role of Applied Cognitive Technology and Assistive Technology in Supporting the Adaptive Behavior of People with Intellectual Disability
9.1 Applied Cognitive Technologies and Assistive Technology
9.1.1 Assistive Technology
9.1.2 Applied Cognitive Technology
9.1.3 Universal Design and Cognitive Access
9.1.4 Barriers to Technology and Information Access and Use
9.2 Technology Supports for Adaptive Behavior Across Life Domains
9.2.1 Community Living and Access
9.2.1.1 Independent Living Supports, Smart Homes, and Remote Supports
9.2.1.2 Community Navigation and Wayfinding
9.2.2 Employment
9.2.3 Recreation and Leisure
9.2.4 Social and Communication
9.3 Conclusion
References
Index