"[A] gem of a book . . . An instant classic, to carry in our pockets and to introduce to every student in the field."--Ami Klin, Ph.D., Director"Marcus Autism Center, Children's Healthcare of Atlanta Georgia Research Alliance" (08/01/2012)
"A valuable resource . . .full of strategies for those with very few support needs to those with the greatest support needs."--Lynn Kern Koegel, Ph.D., CCC-SLP"University of California, Santa Barbara" (08/01/2012)
"A welcome contribution to the clinical literature on communication treatment for children with ASD . . . provides clinicians with invaluable guidance in selecting methods to address the core symptoms of this disorder." --Rhea Paul, Ph.D., CCC-SLP
About the Author
Marc E. Fey, Ph.D., CCC-SLP,is a professor in the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on children''¬'¢s speech and language development and disorders and has written or edited three books on childlanguage intervention. He was editor of theAmerican Journal of SpeechLanguage Pathologyfrom 1996 to 1998 and chair of the American SpeechLanguageHearing Association''¬'¢s publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from the American SpeechLanguageHearing Association.Alan G. Kamhi, Ph.D.
, is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for theJournal of Speech, Language, and Hearing Research
in January 2004 and served as Editor ofLanguage, Speech, and Hearing Services in Schools
from 1986 to 1992.
Patricia A. Prelock''¬'¢s primary academic appointment is Professor of Communication Sciences and Disorders; she has a secondary appointment in pediatrics in the College of Medicine. Her primary research interests include collaborative, interdisciplinary practice and the nature and treatment of autism, including social perspective taking, peer play, emotion regulation, and the neural pathways involved in social discourse. She has served as Associate Editor for Language, Speech, and Hearing Services in Schools, was named an American Speech-Language-Hearing Association Fellow in 2000, and is President-elect of the American Speech-Language-Hearing Association. Dr. Prelock was the cochair of Vermont''¬'¢s statewide Autism Task Force for four years and is a member of the workgroup for the Autism Training Program through the Higher Education Collaborative. Dr. Prelock has more than 120 publications and more than 400 peer-reviewed and invited presentations in the areas of autism, collaboration, language assessment and intervention, and phonology. Dr. Prelock received the 1998 Friends Award through the Vermont Parent Information Center, UVM''¬'¢s Kroepsch''¬"Maurice Excellence in Teaching Award in 2000, and the first annual Autism Society of Vermont Excellence in Service Award in 2000. She was named a University Scholar in 2003. In 2010, she was awarded the Puppet''¬'¢s Choice Award for Autism through the Kids on the Block Program. Dr. Prelock earned her bachelor''¬'¢s and master''¬'¢s degrees from Kent State University and her doctoral degree from the University of Pittsburgh. She is a board-recognized child language specialist.
Dr. McCauley joined the faculty of The Ohio State University in 2008 after 23 years at the University of Vermont. She is an American Speech-Language-Hearing Association Fellow and a Board-Recognized Specialist in Child Language. She has served as an associate editor for the American Journal of Speech-Language-Pathology and has produced four books on child communication disorders in addition to this one. She is currently working on editing a book of this type in the area of autism spectrum disorders with Dean Patricia Prelock of the University of Vermont. Her research focuses on severe speech disorders in children, especially childhood apraxia of speech, and on strategies for understanding and improving clinical practice related to children''¬'¢s communication disorders.
Erik W. Carter, Ph.D.,Assistant Professor of Special Education, University of Wisconsin''¬"Madison, 432 East Campus Mall, Madison, Wisconsin 53706
Dr. Carter''¬'¢s research, teaching, and writing focus on effective strategies for including youth and young adults with disabilities meaningfully in schools and communities. He is the author ofIncluding People with Disabilities in Faith Communities: A Guide for Service Providers, Families, and Congregations(Paul H. Brookes Publishing Co., 2007) and co-author ofPeer Buddy Programs for Successful Secondary School Inclusion(Paul H. Brookes Publishing Co., 2008) andThe Transition Handbook: Strategies High School Teachers Use That Work!(Paul H. Brookes Publishing Co., 2000). Prior to receiving his doctorate from Vanderbilt University, he was a high school transition teacher in San Antonio, Texas.
V. Mark Durand, Ph.D., is known worldwide as an authority in the area of autism spectrum disorders. He is a professor of psychology at the University of South Florida St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. He has received more than $4 million in federal funding since the beginning of his career to study the nature, assessment, and treatment of behavior problems in children with autism spectrum disorders. Before moving to Florida, he served in a variety of leadership positions at the University at Albany-State University of New York (SUNY-Albany), including Associate Director for Clinical Training for the doctoral psychology program from 1987 to 1990, Chair of the Psychology Department from 1995 to 1998, and Interim Dean of Arts and Sciences from 2001 to 2002. There he established the Center for Autism and Related Disabilities at SUNY-Albany. He received his B.A., M.A., and Ph.D. degrees — all in psychology—at Stony Brook University.
Dr. Durand was awarded the University Award for Excellence in Teaching at SUNY-Albany in 1991 and in 2007 received the Chancellor's Award for Excellence in Research and Creative Scholarship at the University of South Florida St. Petersburg. Dr. Durand is currently Co-editor of theJournal of Positive Behavior Interventions, is a member of the Professional Advisory Board for the Autism Society of America, and is on the Board of Directors of the international Association of Positive Behavioral Support. He serves on a number of editorial boards, has reviewed for dozens of journals, and has more than 100 publications on functional communication, educational programming, and behavior therapy. His books include several best-selling textbooks on abnormal psychology,Severe Behavior Problems: A Functional Communication Training Approach(Guilford Press, 1990),Sleep Better! A Guide to Improving Sleep for Children with Special Needs(Paul H. Brookes Publishing Co., 1998), andWhen Children Don't Sleep Well: Interventions for Pediatric Sleep Disorders, Therapist Guide(Oxford University Press, 2008). In his leisure time, he enjoys long-distance running and just completed his third marathon.
Amy M. Wetherby, Ph.D., is Professor and former Chair of the Department of Communication Disorders at Florida State University. She received her doctorate from the University of California-San Francisco/Santa Barbara in 1982. She has had more than 20 years of clinical experience in the design and implementation of communication programs for children with autism and severe communication impairments and is an American Speech-Language-Hearing Association fellow. Dr. Wetherby's research has focused on communicative and social-cognitive aspects of language difficulties in children with autism and, more recently, on the early identification of children with communicative impairments. She has published extensively on these topics and presents regularly at national conventions. She is a co-author of theCommunication and Symbolic Behavior Scales(with Barry M. Prizant [Applied Symbolix, 1993]). She is the Executive Director of the Florida State University Center for Autism and Related Disabilities and is Project Director of U.S. Department of Education Model Demonstration Grant No. H324M980173 on early identification of communication disorders in infants and toddlers and Personnel Preparation Training Grant No. H029A10066 specializing in autism.