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<p>Acknowledgements viii</p> <p>1 Autism Spectrum Disorders – What is the Problem? 1</p> <p>2 Autism Spectrum Disorders 22</p> <p>3 The Relationship of Theory and Interventions for ASD 44</p> <p>4 Behavioural Approaches to ASD 63</p> <p>5 Evaluation of Comprehensive Behavioural Interventions 88</p> <p>6 Child Predictors for Comprehensive Behavioural Intervention Outcomes 113</p> <p>7 Teaching Environment Modification Techniques 133</p> <p>8 Developmental and Parent?]Mediated Treatment Models 154</p> <p>9 Outcome?]Effectiveness for Developmental and Parent?-Mediated Treatment Models 175</p> <p>10 Sensory and Physical Stimulation Treatments 201</p> <p>11 Eclectic Interventions 223</p> <p>12 Inclusive or Special Education 261</p> <p>13 Interventions – What is Known about What Works? 282</p> <p>References 301</p> <p>Index 351</p>

<p>Phil Reed is Professor of Psychology at Swansea University, UK. A leading authority on Autism Spectrum Disorder (ASD), he edited the book <i>Behavioral Theories and Interventions for Autism</i> (2009) and has published more than 190 papers on ASD, behaviour analysis, learning and memory, and schizophrenia. Professor Reed has served on the editorial boards of several journals in his field, and has also held posts in the UK’s Department for Education (Special Educational Needs), the Department of Health, and was a member of the Children in Wales Policy Council.</p>

<p>This much-needed review of the latest empirical research into teaching interventions for Autism Spectrum Disorder (ASD) provides an up-to-date account of research results from pre-school to secondary school level. The author translates evaluative academic research into practical guidance  for readers who are education practitioners rather than scholars. In doing so, he provides access to a wealth of new knowledge about ASD – information that is often slow to filter down to those in the front line of designing and delivering educational and clinical services.</p> <p>The book reviews data from studies of the effectiveness of diverse teaching approaches, and explores how this information might improve education and clinical practice. The author draws on his wide experience in academic scholarship and public service to suggest ways in which the research covered may affect local authority policy decisions on special education provision. Shaping academic research into useful guidance, this book puts knowledge into the hands of those who need it most – the professionals helping young people with ASD to overcome their disadvantages and fulfil their potential.</p>

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