Advocating for an increased emphasis on evidence-based practice, this book describes and analyses a wide range of available Autism Spectrum Disorder (ASD) assessment measures. It offers guidance on how to evaluate services and programmes and recognise which will be most effective in different scenarios for people with differing needs.
Advocating for an increased emphasis on evidence-based practice, this book describes and analyses a wide range of available Autism Spectrum Disorder (ASD) assessment measures. It offers guidance on how to evaluate services and programmes and recognise which will be most effective in different scenarios for people with differing needs.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Kenneth J. Aitken is a practising clinical psychologist based in Fife, Scotland. He is active among many charitable organisations and research initiatives dedicated to building a better understanding of Autism Spectrum Disorders and related conditions.
Inhaltsangabe
Introduction. Part I. General Issues. 1.1. Why would you buy a book like this? 1.2. Evidence-Based Practice (EBP). 1.3. Why the emphasis on making practice 'Evidence-Based'? 1.4. A different path - Comparative Evaluation research (CER). 1.5. What if there is no good evidence? 1.6. What sort of evidence do we need? 1.7. Who needs help? 1.8. Understanding the different diagnostic systems and their differences. 1.9. Why are these so important to know about? 1.10. How common is ASD, what services are needed, and do we have the capacity to meet this need? 1.11. Are evidence-based strategies available with known outcomes that should be achieved by routine services? 1.12. Why are some approaches adopted and others ignored? 1.13. We need 'Practice-Based Evidence' for 'Evidence-Based Practice'. 1.14. Assessments for those with ASD. 1.15. Key Questions. Part II. Core Areas in ASD and Assessment. 2.1. Cognitive Ability / Intelligence. 2.2. Communication. 2.3. Motor skills. 2.4. Executive Functioning. 2.5. Central Coherence. 2.6. Working Memory. 2.7. Theory of Mind / Mentalizing. 2.8. Issues with Eating and Drinking. 2.9. Sleep Difficulties. 2.10. Independent Functioning and Vocational Skills. 2.11. Social Skills. 2.12. Quality of Life. Part III. Non-Core Assessments. 3.1. Neuropsychological Test Battery Assessments. 3.2. Attention. 3.3. Behavioural Issues. 3.4. Restricted and Repetitive Stereotyped Behaviour. 3.5. Attention-Deficit Hyperactivity Disorder. 3.6. Self-Injurious behaviours. 3.7. Sensory Problems. 3.8. Anxiety. 3.9. Depression. 3.10. Obsessionality. 3.11. Fears and Phobias. 3.12. Trauma and Post-Traumatic Distress. 3.13. Risk of Offending. 3.14. Internet Safety, Addiction, Hacking, Cyberbullying. 3.15. Bullying and Social Difficulties. 3.16. Physical Pain and Distress. 3.17. Affection, Friendship and Loneliness. 3.18. Happiness. 3.19. Parental Stress. Part IV. Overview. Part V. Conclusions. Tables. Figures. Abbreviation. Names and Terms. Appendix A. Developing a Personal Profile. Appendix B. Sources of Test Materials. Appendix C. Behavioural Assessment and Single-Case Analysis. Index.
Introduction. Part I. General Issues. 1.1. Why would you buy a book like this? 1.2. Evidence-Based Practice (EBP). 1.3. Why the emphasis on making practice 'Evidence-Based'? 1.4. A different path - Comparative Evaluation research (CER). 1.5. What if there is no good evidence? 1.6. What sort of evidence do we need? 1.7. Who needs help? 1.8. Understanding the different diagnostic systems and their differences. 1.9. Why are these so important to know about? 1.10. How common is ASD, what services are needed, and do we have the capacity to meet this need? 1.11. Are evidence-based strategies available with known outcomes that should be achieved by routine services? 1.12. Why are some approaches adopted and others ignored? 1.13. We need 'Practice-Based Evidence' for 'Evidence-Based Practice'. 1.14. Assessments for those with ASD. 1.15. Key Questions. Part II. Core Areas in ASD and Assessment. 2.1. Cognitive Ability / Intelligence. 2.2. Communication. 2.3. Motor skills. 2.4. Executive Functioning. 2.5. Central Coherence. 2.6. Working Memory. 2.7. Theory of Mind / Mentalizing. 2.8. Issues with Eating and Drinking. 2.9. Sleep Difficulties. 2.10. Independent Functioning and Vocational Skills. 2.11. Social Skills. 2.12. Quality of Life. Part III. Non-Core Assessments. 3.1. Neuropsychological Test Battery Assessments. 3.2. Attention. 3.3. Behavioural Issues. 3.4. Restricted and Repetitive Stereotyped Behaviour. 3.5. Attention-Deficit Hyperactivity Disorder. 3.6. Self-Injurious behaviours. 3.7. Sensory Problems. 3.8. Anxiety. 3.9. Depression. 3.10. Obsessionality. 3.11. Fears and Phobias. 3.12. Trauma and Post-Traumatic Distress. 3.13. Risk of Offending. 3.14. Internet Safety, Addiction, Hacking, Cyberbullying. 3.15. Bullying and Social Difficulties. 3.16. Physical Pain and Distress. 3.17. Affection, Friendship and Loneliness. 3.18. Happiness. 3.19. Parental Stress. Part IV. Overview. Part V. Conclusions. Tables. Figures. Abbreviation. Names and Terms. Appendix A. Developing a Personal Profile. Appendix B. Sources of Test Materials. Appendix C. Behavioural Assessment and Single-Case Analysis. Index.
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