Laura C. Chezan is an associate professor of special education in the Darden College of Education and Professional Studies at Old Dominion University. She is a Board Certified Behavioral Analyst-Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has coauthored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an associate editor for Preventing School Failure and as an editorial board member for six peer-reviewed journals in the fields of special education and applied behavior analysis. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education.
Katie Wolfe is an associate professor of special education in the Department of Educational Studies at the University of South Carolina. She is a Board Certified Behavior Analyst-Doctoral who has worked with children with autism spectrum disorder for more than 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of five peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities.
Erik Drasgow is professor of special education and chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.
Contributors include: Jennifer M. Asmus, Amanda Austin, Amarie Carnett, Wen-hsuan Chang, Aaron R. Check, Hannah Crosley, Taylor P. Dorlack, Veronica P. Fleury, Kaitlin Greeny, Emily Gregori, Elizabeth M. Kelly, Stephen M. Kwiatek, Giulio E. Lancioni, Catharine Lory, Abby Magnusen, Rose A. Mason, Valerie L. Mazzotti, Meka N. McCammon, Lindsay M. McCary, Hedda Meadan, Abigail Mojica, Mark F. O'Reilly, Jamie N. Pearson, Anthony J. Plotner, Mandy Rispoli, Jenny R. Root, Ilene S. Schwartz, Benjamin Seifert, Eric N. Shannon, Jeff Sigafoos, Jennifer Elaine Smith, Emily Stover, Shawnna Sundberg, Charissa Voorhis, Charles (Charlie) Walters, Kelly Whalon, Susan M. Wilczynski, and Alice Williams

Preface
1 Quality of Life (Laura C. Chezan and Erik Drasgow)
Introduction and Overview
Defining Quality of Life
Historical Perspectives on Quality of Life
Promoting Quality of Life in Learners with ASD
Targeting Quality-of-Life Outcomes
Using Effective Quality-of-Life Planning
Assessing Quality-of-Life Outcomes
Quality of Life at Organizational and System Level
Summary
Application Activities
Additional Resources
2 Characteristics of Learners with Autism Spectrum Disorder (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)
Introduction and Overview
Historical Context
Prevalence
Etiology
Genetic Influences
Environmental Influences
What About Vaccines?
Neurological Differences in Learners with ASD
Diagnostic Characteristics
Social Communication and Social Interaction
Restricted, Repetitive Patterns of Behavior, Interests, or Activities
Severity Level
Presence of Intellectual Disability
The Diagnostic Process
Surveillance
Screening
Diagnosis
Medical and Educational Diagnoses
Common Co-Occurring Conditions
Summary
Application Activities
Additional Resources
3 Assessment for Instructional Planning (Laura C. Chezan and Erik Drasgow)
Introduction and Overview
Assessment and Instructional Planning
Program Development
Progress Monitoring
Evaluation of Instructional Effectiveness
Characteristics of Assessment for Learners with ASD
Focus on Meaningful Behaviors
Focus on Natural Environments
Focus on Cultural Responsiveness
Multiple Sources of Information
Comprehensive Assessment
Assessment Methods
Indirect Methods: Interviews and Rating Scales
Direct Methods: Naturalistic Observation
Types of Assessment to Inform Program Development
Task-Analytic Assessment
Ecological Inventory
Preference Assessments
Curriculum-Based Assessment
Curriculum-Based Measurement
Linking Assessment to Intervention
Prioritizing Behaviors from Assessment
Writing Measurable and Observable Instructional Objectives
Summary
Application Activities
Additional Resources
4 Evidence-Based Practice: Finding the Right Treatment that Works (Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert)
Introduction and Overview
Finding Evidence-Based Practices
Core Elements and Evidence-Based Practices
Core Element: Reinforcement
Core Element: Prompting
Task Analysis
EBP-Combining Core Elements: Chaining
EBP-Combining Core Elements: Modeling and Video Modeling
EBP-Individual and Group Applications: Token Economy
EBP-Individual and Group Applications: Visual Supports
The Evidence-Based Intervention Selection Model: Reminder and Application
Background
Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process
Step 2-Part 1: Best Available Evidence
Step 2-Part 2: Person-Related Variables
Step 2-Part 3: Contextual Variables
Step 3: Professional Judgment
Step 4: Intervention Selection
Step 5: Intervention Implementation and Data Collection
Step 6: Reevaluation
Summary
Application Activities
Additional Resources
Notes
5 Implementation of Evidence-Based Practices (Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley)
Introduction and Overview
Effective Professional Development
Coaching
Collaborative Partnership
Needs Assessment
Developing Shared Goals
The Action Plan
Focused Observation
Reflection and Feedback
Behavior Skills Training
Preparing to Implement Behavior Skills Training
Implementing Behavior Skills Training
Additional Training Procedures
Self-Monitoring
In Vivo Coaching
Technology to Enhance Delivery of Training
Telepractice
Considerations for Training Other Practitioners
Teachers
Paraeducators
Related-Service Providers
Parents
Summary
Application Activities
Additional Resources
6 Progress Monitoring and Data-Based Decision Making (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)
Introduction and Overview
Collecting Data
Identifying the Behavior or Skill
Operationally Defining the Behavior or Skill
Selecting a Data-Collection Method to Record Real-Time Data
Determining When to Collect Data
Developing a Data Collection Sheet
Training Others Who May Collect Data
Collecting Baseline Data
Developing an Objective
Graphing Data
Parts of a Line Graph
Creating Line Graphs
Analyzing Data
Making Data-Based Decisions
Patterns of Performance and Corresponding Decisions
Implementing Data-Based Decision Making
Case Study
Summary
Application Activities
Additional Resources
7 Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes (Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny)
Introduction and Overview
Brief History of Ethics
Professional Ethics
Evidence-Based Practices
Effectiveness in the Moment
Intersectionality
Basic Ethical Considerations
Competency
Confidentiality
Accountability
An Ethical Decision-Making Model
Step 1. Clarify the Problem
Step 2. Brainstorm Possible Solutions
Step 3. Evaluate Possible Solutions
Step 4. Propose an Acceptable Solution
Step 5. Implement the Solution and Document All Actions Taken
Step 6. Reflect Upon the Results of the Decision
Summary
Application Activities
Additional Resources
Note
8 Evidence-Based Practices to Enhance Social Competence (Jeff Sigafoos, Amarie Carnett, Mark F. O'Reilly, and Giulio E. Lancioni)
Introduction and Overview
Defining Social Competence
Social Skills
Foundational Social-Communication Skills
Requesting and Rejecting
Teaching Attention-Gaining Skills
Teaching Greeting Skills
Teaching Conversational Skills
Teaching Joint Attention and Peer Interactions Skills
Summary
Case Study
Background
Step 1: Questions to Initiate the Data-Based Treatment Selection Process
Step 2-Part 1: Best Available Evidence
Step 2-Part 2: Person-Related Variables
Step 2-Part 3: Contextual Variables (Resource Constraints, Environmental Supports)
Step 3: Professional Judgment
Step 4: Intervention Selection
Step 5: Intervention Implementation and Data Collection
Step 6: Reevaluation
Application Activities
Additional Resources
9 Evidence-Based Practices to Teach Academic Skills (Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams)
Introduction and Overview
Considerations for Teaching Academic Skills
Description of Academic Achievement
Reading Achievement
Mathematics Achievement
Considerations for Designing Instruction
Determining What to Teach
Follow the 3 P's
Address Stages of Learning
Evidence-Based Practices to Teach Reading and Mathematics Skills
Prompting
Time Delay
Visual Supports
Task Analysis
Explicit Instruction
Summary
Case Study
Background
Step 1: Questions to Initiate the Data-Based Treatment Selection Process
Step 2-Part 1: Best Available Evidence
Step 2-Part 2: Person-Related Variables
Step 2-Part 3: Contextual Variables (Resource Constraints, Environmental Supports)
Step 3: Professional Judgment
Step 4: Intervention Selection
Step 5: Intervention Implementation and Data Collection
Step 6: Reevaluation
Application Activities
Additional Resources
10 Evidence-Based Practices to Address Problem Behavior (Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis)
Introduction and Overview
Functional Behavior Assessment
Identifying Target Behavior
Operationalizing Target Behavior
Indirect Assessment
Descriptive Assessment
Functional Analysis of Problem Behavior
Interpreting FBA Results and Developing a Summary Statement
Function-Based Intervention
Social Positive Reinforcement
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Social Negative Reinforcement
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Automatic Reinforcement
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Multiply Maintained Problem Behavior
Evaluating Intervention Effectiveness
Fading Interventions
Summary
Case Study
Background
Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process
Step 2-Part 1: Best Available Evidence
Step 2-Part 2: Person-Related Variables
Step 2-Part 3: Contextual Variables (Resource Constraints, Environmental Supports)
Step 3: Professional Judgment...