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ABA for SLPs : (Record no. 19366)

MARC details
000 -LEADER
fixed length control field	07309cam a2200373 i 4500
001 - CONTROL NUMBER
control field	20803683
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20230222145229.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	190108s2019 mdu b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2018051677
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781681252056
Qualifying information	(pbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN	9781681253480
Qualifying information	(epub)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN	9781681253497
Qualifying information	(pdf)
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Language of cataloging	eng
Transcribing agency	DLC
Description conventions	rda
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	616.858 82 GER K
Edition number	23
245 00 - TITLE STATEMENT
Title	ABA for SLPs :
Remainder of title	interprofessional collaboration for autism support teams /
Statement of responsibility, etc.	edited by Joanne E. Gerenser and Mareile A. Koenig
246 3# - VARYING FORM OF TITLE
Title proper/short title	Applied behavior analysis for speech-language pathologists
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture	Baltimore :
Name of producer, publisher, distributor, manufacturer	Paul H. Brookes Publishing Co.,
Date of production, publication, distribution, manufacture, or copyright notice	[2019]
300 ## - PHYSICAL DESCRIPTION
Extent	xxiv, 408 pages ;
Dimensions	28 cm
336 ## - CONTENT TYPE
Content type term	text
Content type code	txt
Source	rdacontent
337 ## - MEDIA TYPE
Media type term	unmediated
Media type code	n
Source	rdamedia
338 ## - CARRIER TYPE
Carrier type term	volume
Carrier type code	nc
Source	rdacarrier
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	About the Editors<br/>About the Contributors<br/>Preface<br/>Acknowledgments<br/><br/>Section I Introduction and Overview of Applied Behavior Analysis<br/>Chapter 1 Interprofessional Collaboration<br/>Mareile A. Koenig and Joanne E. Gerenser<br/>Learning Objectives<br/>Why Children With ASD Need SLP and ABA Support Services<br/>Credentials and Scopes of Practice: SLPs and BAs<br/>The Importance of Collaboration<br/>Barriers to Collaboration<br/>Recommendations for Improving Interprofessional Collaboration<br/>Conclusion: The Need for Effective SLP?ABA Collaboration<br/>References<br/>Chapter 2 What Is Applied Behavior Analysis?<br/>Corinne Murphy and Mareile A. Koenig<br/>Learning Objectives<br/>The Behavioral Framework<br/>The Origins of Behavioral Science<br/>Key Assumptions and Dimensions of ABA<br/>Ten Guiding Questions for Behavior Analysts<br/>Behavior Within the Environmental Context<br/>Conclusion: Basic Tenets of Applied Behavior Analysis<br/>References<br/>Chapter 3 Components of Behavioral Teaching<br/>Mary E. McDonald and Dana Battaglia<br/>Learning Objectives<br/>The Three-Term Contingency and Stimulus Control<br/>Reinforcement<br/>Shaping<br/>Chaining<br/>Prompting<br/>Conclusion: Using Behavioral Teaching Strategies With Children With ASD<br/>References<br/>Chapter 4 Data Collection<br/>Mary Jane Weiss, Ian Terrell Melton, Samantha Russo, and Melanie Olson Giles<br/>Learning Objectives<br/>Data Collection in Behavior Analysts' Work<br/>Data Collection in Speech-Language Pathologists' Work<br/>Where to Begin? Starting Data Collection<br/>Conclusion: Data Collection for BAs and SLPs<br/>References<br/><br/>Section II Applications of ABA Within Programs for Individuals with ASD<br/>Chapter 5 The Lovaas Model of ABA<br/>Linda Bezjian Wright and Eric V. Larsson<br/>Learning Objectives<br/>Historical Background and Overview of Evidence<br/>The Outcome Studies and Replications of the Lovaas Model of EIBI<br/>Key Components of the Lovaas Model<br/>Discrete Trial Instruction<br/>The Teaching Progression<br/>Applications for Speech-Language Pathologists<br/>Conclusion: The Benefits of Successful Collaboration<br/>References<br/>Chapter 6 Pivotal Response Treatment<br/>Lynn Kern Koegel and Daniel Openden<br/>Learning Objectives<br/>Historical Background<br/>The Theoretical Perspective Underlying PRT<br/>Overview of Evidence for the Effectiveness of PRT<br/>Fidelity of Implementation<br/>Guidelines for Implementation<br/>Conclusion: Connecting Research and Practice<br/>References<br/>Chapter 7 Incidental Teaching<br/>David A. Celiberti and Tracie L. Lindblad<br/>Learning Objectives<br/>Benefits of Incidental Teaching<br/>Historical Background<br/>Description of the Incidental Teaching Model<br/>How Incidental Teaching Differs from Other Models<br/>Increasing Effectiveness: Using Mediators to Enhance Generalization<br/>Extensions: Beyond Vocal Language<br/>Conclusion: How SLPs can Apply Incidental Teaching<br/>References<br/>Chapter 8 Verbal Behavior<br/>Lori Frost and Andy Bondy<br/>Learning Objectives<br/>What Is Verbal Behavior?<br/>Using a Skinnerian Analysis in Intervention<br/>Learning to Be a Listener<br/>Conclusion: The Value of Analyzing Verbal Behavior<br/>References<br/>Chapter 9 A Guide to the Early Start Denver Model<br/>Amy L. Donaldson, Sally J. Rogers, Aimee Bord, and Aubyn C. Stahmer<br/>Learning Objectives<br/>Historical Background<br/>EDSM Features<br/>Further Evidence for the EDSM<br/>Using EDSM Teaching Strategies<br/>The EDSM Treatment Plan<br/>Parent Coaching<br/>EDSM Language Approach<br/>Conclusion: Collaboration and the EDSM<br/>References<br/>Chapter 10 Precision Teaching and Fluency<br/>Alison Moors Lipshin, Mary Jane Weiss, and Jennifer Lynn Hilton<br/>Learning Objectives<br/>Fluency<br/>Precision Teaching<br/>The Relevance of Precision Teaching for Learners With ASD<br/>Applications of Precision Teaching for SLPs<br/>Conclusion: Using Precision Teaching to Build Fluency<br/>References<br/>Chapter 11 A Guide to the Picture Exchange Communication System<br/>Joseph P. McCleery, Lori Frost, and Andy Bondy<br/>Learning Objectives<br/>Historical Background<br/>Underlying Theoretical Perspective<br/>Getting Started With PECS: Reinforcer Assessment and Phase I<br/>Phase II: Distance and Persistence<br/>Phase III: Discriminating Between Symbols<br/>Phase IV: Using Phrases<br/>Phase V: Answering “What Do You Want?”<br/>Phase VI: Commenting<br/>Additional Vocabulary Training<br/>Research on PECS: Evidence-Based Practice<br/>Conclusion: A First-Line, Evidence-Based Intervention<br/>References<br/><br/>Section III Integrating ABA and SLP for Successful Intervention<br/>Chapter 12 Integrating Behavior Analytic Concepts with Communication Interventions: ABA Terms, Demystified<br/>Tracy Vail and Mareile Koenig<br/>Learning Objectives<br/>How Can Behavior Analytic Terminology Be Helpful to SLPs?<br/>Communication Environments<br/>Key Antecedent Factors<br/>Key Behavior Factors<br/>Key Consequence Factors<br/>Conclusion: Clarifying Key Concepts for Collaboration<br/>References<br/>Appendix: Key Terms<br/>Chapter 13 Assessment in SLP and ABA<br/>Mareile A. Koenig and Corinne Murphy<br/>Learning Objectives<br/>Conceptual Frameworks<br/>Assessment Purposes and Procedures<br/>Conclusion: Summary and Integration<br/>References<br/>Chapter 14 Behavioral Objectives that Guide Effective Intervention<br/>Jane S. Howard and Coleen Sparkman<br/>Learning Objectives<br/>Developing and Selecting Appropriate Goals and Objectives<br/>How Behavioral Targets Can Positively Impact Stakeholders<br/>The Integrated Model of ABA and SLP<br/>Conclusion: Why Creating the Right Objectives Is Critical<br/>References<br/>Chapter 15 Assessing and Treating Challenging Behavior Within and Beyond Speech Therapy Sessions<br/>Joanne E. Gerenser and Frank R. Cicero<br/>Learning Objectives<br/>Risk Factors for Challenging Behavior<br/>Understanding Functions of Behavior<br/>Effective Strategies for Treating Challenging Behavior<br/>Conclusion: Addressing Challenging Behavior in Speech Therapy<br/>References<br/>Chapter 16 Strategies to Enhance SLP?ABA Collaboration: Working Toward Interprofessional Practice<br/>Joanne E. Gerenser and Mareile A. Koenig<br/>Learning Objectives<br/>Barriers to Collaboration<br/>IPP in Healthcare<br/>Summary and Conclusions<br/>References<br/>Glossary<br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Autism in children
General subdivision	Complications.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Children
General subdivision	Language.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Speech disorders in children.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Gerenser, Joanne E.,
Relator term	editor.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Koenig, Mareile A.,
Relator term	editor.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
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b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Reference text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			R-43/5	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	22/02/2023	4	616.858 82 GER K	23356	06/05/2024	06/05/2024	22/02/2023	Reference text books