Additional information
by Yvonne Bruinsma (Editor), Mendy Minjarez (Editor), Laura Schreibman (Editor)
Rooted in both ABA and developmental theory, Naturalistic Developmental Behavioral Interventions (NDBI) are some of today's most effective, evidence-based, and widely used interventions for autism spectrum disorder. Prepare tomorrow's autism professionals for success in the field with this graduate-level textbook, the first comprehensive introduction to the principles and practices of NDBI.
Future professionals will start with a clear and detailed overview of NDBI, examining how these approaches use natural environments and personal interests to motivate the child and bring about lasting improvements in skills and behavior. Then they'll explore the foundational principles of NDBI, take an in-depth look at the most successful NDBI models, and learn how to use specific NDBI strategies to improve child outcomes.
Prepare future professionals to:
- Identify quality indicators of NDBI programs
- Understand how proven NDBI models, including Pivotal Response Treatment, Early Start Denver, Enhanced Milieu Teaching, and Project ImPACT fit in the NDBI framework
- Select meaningful skills to teach children within their natural environment
- Write measurable and attainable goals across developmental domains
- Empower parents to use NDBI strategies during everyday interactions with their children
- Use NDBI strategies to support children in inclusive environments
- Enhance children's communication skills, social competence, and play skills
- Support positive behavior and self-regulation using an NDBI framework
- Work NDBI strategies into school-based activities and lessons
COMPANION MATERIALS: Enhance your instruction with downloadable versions of the datasheets and other forms, sample syllabi to help you integrate this book into your course, PowerPoint decks that summarize key takeaways from the chapters to guide lectures, and a 158-question multiple-choice test bank to help you build course assessments and quizzes.
Authors
Connie Wong, Ph.D., Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC.
Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA.
Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD)
Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children's Hospital
Aritz Aranbarri, Ph.D., The MIND Institute, University of California (UC) Davis Medical Center, Sacramento, CA.
Lauren Brookman-Frazee, Ph.D., San Diego Department of Psychiatry, University of California, La Jolla, CA.
Geraldine Dawson, Ph.D., Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience, Duke University, Durham, NC.
Amy L Donaldson, Ph.D., CCC-SLP, Associate Professor in the Department of Speech & Hearing Sciences at Portland State University.
Rachel K. Earl, Ph.D., Seattle Children's Hospital, Seattle, WA.
Kyle M. Frost, M.A., Department of Psychology, Michigan State University (MSU), East Lansing, MI.
Grace W. Gengoux, Ph.D., BCBA-D, Division of Child and Adolescent Psychiatry, Department of Psychiatry, Stanford University School of Medicine, Stanford, CA.
Laura J. Hall, Ph.D., Department of Special Education, San Diego State University, San Diego, CA.
Brooke Ingersoll, Ph.D., BCBA-D, Michigan State University (MSU), East Lansing, MI.
Allison B. Jobin, Ph.D., BCBA-D, Child and Adolescent Services Research Center, Department of Psychiatry, University of California, San Diego, Rady Children's Hospital San Diego, San Diego, CA.
Elizabeth A. Karp, M.S., Department of Psychology, University of Washington, Seattle, WA.
Rosy Matos Bucio, Ph.D., BCBA-D, Santa Barbara SELPA, Santa Barbara, CA.
Erin McNerney, Ph.D., BCBA-D, STEPPS and McNerney & Associates, Irvine, CA.
Melina Melgarejo, Ph.D., San Diego State University, San Diego, CA.
Jennifer Reinehr, Psy.D., TEACCH Center, University of North Carolina at Chapel Hill, Chapel Hill, NC.
Sarah R. Rieth, Ph.D., BCBA-D, Child and Adolescent Services Research Center, Department of Child and Family Development, San Diego State University, San Diego, CA.
Matthew J. Segall, Ph.D., Emory Autism Center, Emory University School of Medicine, Atlanta, GA.
Jessica Suhrheinrich, Ph.D., Department of Special Education, San Diego State University, San Diego, CA.
Jennifer B. Symon, Ph.D., BCBA, Special Education and Counseling, California State University Los Angeles, Los Angeles, CA.
