Dedication; Preface; Contents; About the Editors; About the Contributors; Contributors; Chapter 1: Overview of Early Intensive Behavioral Intervention for Children with Autism; Introduction; Why Are Interventions for Autism Not Based on Etiology?; Biological and Nature-Based Etiological Theories; Environmental and Nurture-Based Etiological Theories; Early Intervention; Intensive Intervention; Behavioral Intervention; References; Chapter 2: Early Diagnostic Assessment; Introduction; DSM-5 Diagnostic Criteria for ASD; Prevalence of ASD

Obstacles to Obtaining ASD Diagnostic Assessment and/or Accurate Diagnosis Assessment Practices; Screening for ASD; Level One; Level Two; Diagnosing ASD; Autism Diagnostic Tools; Developmental Assessment; Considerations for High-Risk Siblings; Novel Approaches to Diagnostic Assessment; Future Research; Implications for Practitioners and/or Families; References; Chapter 3: Discrete Trial Training; Introduction; DTT: Teaching Procedures and Variations; Prompt Fading and Error Correction; Reinforcement; Task Interspersal; Intertrial Interval (ITI)

Individual Versus Group Format Conditional Discriminations; Generalization; Measurement; The DTT Programming Model; Distraction Free Environment; Structured Curriculum; Trials and Intensity of Intervention; Guidelines for Implementing the DTT Programming Model; Starting the DTT Program and Services; Programs and Targets; Components of the Specific Instructional Program; Analysis of Progress and Program Modification; Facilitating and Evaluating Progress Towards Socially Meaningful Outcomes; Teaching Others to Implement DTT; Behavioral Skills Training; Alternative Modalities

DTT Intervention Research: Large-Scale Outcomes Summary of the DTT Outcome Study Literature; Summary of Meta-analyses/Systematic Reviews; Suggestions for Future Research; References; Chapter 4: Pivotal Response Treatment; Introduction; Theoretical Basis in Learned Helplessness; Deficits Resulting from Learned Helplessness; Learned Helplessness and Autism; Increasing Motivation to Overcome Learned Helplessness; Instructions for Implementing PRT Procedures; Child Choice; Reinforcing Attempts; Direct and Natural Reinforcers; Interspersing Maintenance and Acquisition Tasks

Task Variation The Motivational Package of PRT; Pivotal Areas; Initiations; Self-Management; Response to Multiple Cues; Empathy; Review of Research on PRT Procedures; Suggestions for Future Research; Implications for Families and Practitioners; References; Chapter 5: Early Start Denver Model; Introduction; The Early Start Denver Model: Origins and Implementation; Background and Theory; Practice and Implementation; Child Initial Skill Evaluation; Development of Children's Individualized Learning Objectives; Antecedents; Specifying the Target Behavior