Handbook of Quality of Life for Individuals with Autism Spectrum Disorder
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This handbook offers a comprehensive examination of wide-ranging issues relevant to adults diagnosed with autism spectrum disorder. Coverage includes a detailed review of such issues as psychiatric comorbidity, family relationships, education, living in different settings (e.g., group homes, community), meaningful and effective interventions, functional goals (e.g., social, language, vocational, and adaptive behaviors), and curriculum. In addition the book provides unique perspectives of parents as well as individuals diagnosed with autism spectrum disorder who have reached adulthood.
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Produktbeschreibung
This handbook offers a comprehensive examination of wide-ranging issues relevant to adults diagnosed with autism spectrum disorder. Coverage includes a detailed review of such issues as psychiatric comorbidity, family relationships, education, living in different settings (e.g., group homes, community), meaningful and effective interventions, functional goals (e.g., social, language, vocational, and adaptive behaviors), and curriculum. In addition the book provides unique perspectives of parents as well as individuals diagnosed with autism spectrum disorder who have reached adulthood.

Key areas of coverage include:

  • Transitioning adults diagnosed with autism spectrum disorder from educational settings to vocational settings.
  • Strategies that can help create independence for adults diagnosed with autism spectrum disorder.
  • Effective approaches to address issues relating to sexuality for adults diagnosed with autism spectrum disorder.
  • The effectiveness of early intensive behavioral intervention to help adults diagnosed with autism spectrum disorder.


Handbook of Quality of Life for Individuals with Autism Spectrum Disorder is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and related professionals in clinical child and school psychology, social work, behavioral therapy and related disciplines, including clinical medicine, clinical nursing, counseling, speech and language pathology, and special education.

Autorenporträt
Justin B. Leaf, Ph.D., is the Co-director of Research for the Autism Partnership Foundation and a Professor at Endicott College. Dr. Leaf received his doctorate degree in behavioral psychology from the Department of Applied Behavioral Science at the University of Kansas. He worked directly under the mentorship of Dr. James Sherman and Dr. Jan Sheldon. Currently, Dr. Leaf leads the research team at Autism Partnership Foundation, which conducts research projects both nationally and internationally. His research interests include examining methods to improve social behaviors for children and adolescents with autism and develop friendships, comparing different teaching methodologies, evaluating parameters of reinforcement, and evaluating long-term outcomes for individuals diagnosed with autism. Dr. Leaf has more than 100 publications in peer-reviewed journals or book chapters and has presented at both national and international professional conferences and invited events. Heserves on the editorial board for the Journal of Autism and Developmental Disorders and Journal of Applied Behavior Analysis and has been a guest reviewer for several additional prominent behavior analytic and autism journals. Joseph H. Cihon, Ph.D., BCBA-D, is the Co-Director of Research for the Autism Partnership Foundation. Dr. Cihon received his bachelor's degree in special education from Fontbonne University; master's degree in behavior analysis at the University of North Texas under the mentorship of Dr. Shahla Ala'i-Rosales, Dr. Jesus Rosales-Ruiz, and Dr. Manish Vaidya; and his doctoral degree at Endicott College under the mentorship of Dr. Mary Jane Weiss. He has more than 15 years of experience working with children, adolescents, and adults diagnosed with autism spectrum disorder and other developmental disabilities in home, school, and community settings. His research interests include evaluating approach-based interventions, shaping, increasing favorable interactions among children, their families, and interventionists, developing contingencies to promote generalization and maintenance, and improving mealtimes for selective eaters. Dr. Cihon has published and served as a reviewer for several prominent journals and presented research at national and international conferences. Julia L. Ferguson, M.S., BCBA, is the Research and Assessment Coordinator for the Autism Partnership Foundation. Ms. Ferguson received her bachelor's degree in applied behavior analysis and her master's degree in behavior analysis from the University of North Texas under the mentorship of Dr. Shahla Ala'i. She is currently pursuing her doctoral degree in applied behavior analysis at Endicott College under the mentorship of Dr. Mary Jane Weiss. Ms. Ferguson has more than eight years of experience working with children diagnosed with autism spectrum disorder in home, school, community, and clinical settings. Her research interests include evaluating social skills interventions for individuals diagnosed with ASD, staff training, evaluating best practice interventions, and comparing different teaching methodologies for individuals diagnosed with ASD. Ms. Ferguson has published many articles in peer-reviewed journals and authored book chapters as well as presented at national and international conferences. Peter F. Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has nearly 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council forthe Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He received his doctorate from Rutgers, The State University of New Jersey's Graduate School of Education.