Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs

People who have both autism spectrum disorder and complex communication needs require specialized, multidisciplinary interventions and supports to boost their independence and quality of life. Find up-to-date, evidence-supported information and strategies in this book, the newest volume in the respected Augmentative and Alternative Communication Series. This essential resource brings together more than 30 internationally recognized researchers from three important disciplines: augmentative and alternative communication (AAC), special education, and applied behavior analysis (ABA). Practitioners and clinicians will discover how to combine key interventions from these disciplines to make positive differences in the lives of the people they work with.

With this meticulously researched guide to today's best strategies and supports, readers will have the information they need to improve outcomes for people with autism and complex communication needs.

RESEARCH-BASED GUIDANCE ON

• Using evidence-based teaching methods with learners of all ages
• Conducting effective assessment and linking results with intervention planning
• Selecting high-tech and low-tech AAC options that meet individual needs
• Bringing about lasting changes to behavior with functional communication training
• Evaluating specific interventions that target social communication
• Implementing parent- and peer-mediated interventions
• Using customized visual and environmental supports in a variety of settings

Texas A&M University
4225 TAMU
College Station, TX 77843

Department of Educational Psychology
Texas A&M University
4225 TAMU
College Station, TX 77843

Department of Educational Psychology
Texas A&M University
4225 TAMU
College Station, TX 77843

Jennifer B. Ganz, Ph.D., BCBA-D, is a Professor of Special Education at Texas A&M University. She received her doctorate at the University of Kansas, with a concentration in autism spectrum disorder and behavioral disorders and is a Board Certified Behavior Analyst-Doctoral. Her research focuses on the use of technology to improve social-communication deficits in people with autism spectrum disorder (ASD) and other developmental disabilities. Dr. Ganz has worked in general and special education and as an educational consultant and continues to consult and present in Texas to schools and parents on topics relating to ASD and other developmental disabilities. She has also been a speaker at regional, national, and international conferences on topics including interventions for behavior and ASD, including strategies to address social and communication skills. Dr. Ganz has received several grants to fund research and service projects involving students with ASD and intellectual disabilities and a personnel preparation project for professionals working with children with disabilities. In addition, Dr. Ganz has authored or co-authored numerous articles, books, and chapters.

Richard L. Simpson, Ed.D., was a Professor of Special Education at the University of Kansas where he dedicated numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism spectrum disorders and other disabilities and coordinated variety of federal grant programs related to students with autism spectrum disorders and other disabilities. He also worked as a special education teacher, school psychologist, and coordinator of a community mental health outreach program. He authored numerous books, articles, and assessments on a variety of topics connected to students with disabilities. Simpson is the former senior editor of the professional journal Focus on Autism and Other Developmental Disabilities. His awards include the Council for Exceptional Children Research Award, Midwest Symposium for Leadership in Behavior Disorders Leadership Award, Autism Society of Kansas leadership Award, and numerous University of Kansas awards and distinguished roles, including the Gene A. Budig Endowed Teaching Professorship of Special Education.

Research Scientist
Center for Disabilities and Development
University of Iowa Stead Family Children's Hospital
100 Hawkins Drive, Room 251
Iowa City, IA 52242

Joe Reichle, Ph.D., Professor, Speech-Language-Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Drive Southeast, University of Minnesota, Minneapolis, Minnesota 55455

Dr. Joe Reichle holds appointments in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative communication and communication intervention for persons with significant developmental disabilities and has written over 100 articles and chapters. Dr. Reichle has co-edited 10 books focused on his areas of expertise. He has served as a co-editor of the flagship journal (Journal of Speech-Language-Hearing Research) of the American Speech-Language and Hearing Association. Dr. Reichle was a former Associate Chair of the Department of Speech-Language-Hearing Sciences. During his 33-year career he has served as a PI, co-PI, and investigator on numerous federally funded projects. Currently, he is the Director of the University of Minnesota's Leadership Training Program in Neurodevelopmental Disabilities.

Professor Emeritus
Department of Pediatrics
The University of Iowa
140 Center for Disabilities and Development
Iowa City, IA 52242

Dr. Schwartz is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school‐based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities. Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention.

Dr. Mirenda earned her doctorate in behavioral disabilities from the University of Wisconsin-Madison. For 8 years, she was a faculty member in the Department of Special Education and Communication Disorders, University of Nebraska-Lincoln. From 1992 to 1996, she provided a variety of training, research, and support services to individuals with severe disabilities through CBI Consultants, Ltd., in Vancouver, British Columbia. She is now Professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia. From 1998 to 2001, she was editor of the journal Augmentative and Alternative Communication. In 2004, she was named a Fellow of the American Speech-Language-Hearing Association and was awarded the Killam Teaching Prize at the University of British Columbia. In 2008, she was named a Fellow of the International Society for Augmentative and Alternative Communication. Dr. Mirenda is the author of numerous book chapters and research publications; she lectures widely and teaches courses on augmentative and alternative communication, inclusive education, developmental disabilities, autism, and positive behavior support. Her current research focuses on describing the developmental trajectories of young children with autism and factors that predict the outcomes of early intervention.

Erik Carter, Ph.D. is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities.

Connie Kasari, Ph.D., Professor, Human Development and Psychology, Center for Autism Research and Treatment, University of California Los Angeles, 68-268 Semel Institute, 760 Westwood Plaza, Los Angeles, California 90024

Dr. Connie Kasari is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally.

Jessica Gosnell Caron, Ph.D., CCC-SLP, graduated from MGH Institute of Health Professions in 2007 with a masterâ (TM)s in communication science disorders. Since 2008, she has been a speech-language pathologist in the Augmentative Communication Program at Childrenâ (TM)s Hospital, Boston. Her clinical focus includes assessment and intervention for children and adults who present with complex communication needs; with special interest in high-tech users of augmentative and alternative communication (AAC). She has published articles on the topic of using iDevices and applications, including â oeApps: An Emerging Tool for SLPs⠝ (ASHA Leader, 2011) and â oeThere Isnâ (TM)t Always an App for That⠝ (Perspectives Journal, 2011). She has lectured nationally and internationally on the topic of high-tech AAC and has taught graduate- level courses in augmentative communication at both Mass General Institute of Health Professions and Northeastern University.

Assistant Teaching Professor
Department of Educational, School & Counseling Psychology
University of Missouri
16 Hill Hall
Columbia, MO 65211

Assistant Professor
Department of Special Education
College of Education
University of Illinois, Urbana-Champaign
Education Building, MC-708
1310 S. 6th Street
Champaign, IL 61820

Billy T. Ogletree, Ph.D., CCC-SLP, Professor and Head, Department of Communication Sciences and Disorders, Western Carolina University, 4121 Little Savannah Road, 158A HHSB, Cullowhee, North Carolina 28723

Dr. Billy Ogletree is Professor and Head of the Department of Communication Sciences and Disorders at Western Carolina University. His research interests include the communication abilities and needs of individuals with severe intellectual disabilities, including autism. Dr. Ogletree chairs the National Joint Committee for the Communicative Needs of Persons with Severe Disabilities.

Assistant Professor
Faculty of Human Sciences, Disability Sciences
University of Tsukuba
1-1-1 Tennodai
Tsukuba, Ibaraki-ken 305-8572
Japan

Research Associate
University of Minnesota
250 Education Sciences Building
56 East River Road
Minneapolis, MN 55455

Post-Doctorate Fellow, Teaching Specialist
CEHD Educational Psychology
University of Minnesota
56 E. River Parkway
Minneapolis, MN 55455

Professor
University of Minnesota
347 Education Sciences Building
Minneapolis, MN 55455

Assistant Professor
Department of Rehabilitation, Human Resources, and Communication Disorders
University of Arkansas
261 Epley Center
Fayetteville, AR 72701

Dr. Gauvreau is a clinical faculty member and Field Director of the Special Education Program at the University of Washington. Dr. Gauvreau has extensive experience as a preschool special education teacher, home visitor, behavioral consultant, and teacher trainer, and has lead numerous trainings on early intervention and autism, inclusive education, promoting positive behavior support, and family centered practices. Her research interests include effective special education teacher preparation and strategies for inclusive education. Dr. Gauvreau is principal investigator for a project exploring family centered practices in teacher education and serves on the editorial review board of Young Exceptional Children.

Teaching Associate
University of Washington
Haring Center
Box 357925
Seattle, WA 98195

Professor
Department of Communication Sciences and Disorders
Western Carolina University
4121 Little Savannah Road, Office 103
Cullowhee, NC 28723

Assistant Professor
Department of Communication Sciences and Disorders
Western Carolina University
3971 Little Savannah Road, Room 160
1 University Drive
Cullowhee, NC 28723

Graduate Student Researcher
University of California, Los Angeles
67-546 Semel Institute for Neuroscience and Human Behavior
760 Westwood Plaza
Los Angeles, CA 90024

Assistant Professor
Department of Educational Studies
College of Education
Purdue University
100 N. University Street
West Lafayette, IN 47907

Assistant Professor of Educational Psychology
Baylor University
One Bear Place #97301
Waco, TX 76798

Executive Director
Cafiero Communications, LLC
Rockville, MD

Frederick County Public Schools
1799 Schifferstadt Boulevard
Frederick, MD 21701