Handbook of Parent-Implemented Interventions for Very Young Children with Autism

Chapter 1. Systematic Review of Research Evaluating Parent-Mediated Interventions for Young Children with Autism: Years 2013 to 2015.- Part I: Supporting Families of Infants at High-Risk for Autism.- Chapter 2. Supporting Families of High-Risk Infants Identified Through Community Screening and Surveillance.- Chapter 3. Supporting Families of High-Risk Infants Who Have an Older Sibling With Autism: Collaboration, Consultation, and Care.- Chapter 4. Adapting Pivotal Response Treatment to Support Families of High-Risk Infants.- Part II: Supporting Families With Diverse Parenting Practices, Cognitions, and Emotions.- Chapter 5. Financial Hardship and Parenting Stress in Families with Young Children with Autism: Opportunities for Preventive Intervention.- Chapter 6. Culture, Stigma, and Intersectionality: Towards Equitable Parent-Educator Relationships in Early Childhood Special Education.- Chapter 7. When Life Gets in the Way: The Complexities of Supporting Families Who Have a Child With Autism and Live in Poverty.- Chapter 8. Parental Insightfulness Into the Inner World of the Child With Autism: Its Significance for the Child and Implications for Parent-Mediated Interventions.- Part III: Principles of Family-Centered Practice.- Chapter 9. Facilitating Toddlers' Social Communication From Within the Parent-Child Relationship: Application of Family-Centered Early Intervention and Mediated Learning Principles.- Chapter 10. Strength-Based Approaches to Working With Families of Children with Autism.- Chapter 11. Parents as Developing Adults and Developing Adult Learners.- Part IV: Engaging Parents as Partners: Approaches and Strategies.- Chapter 12. Coaching Parents of Young Children With Autism.- Chapter 13. Embedding Intervention Strategies Within Everyday Family Routines.- Chapter 14. Using Video Feedback Strategies in Parent-Mediated Early Autism

Michael Siller, Ph.D., is Associate Professor of Pediatrics at the Emory University School of Medicine, and co-directs (with Dr. Lindee Morgan) the Education Sciences Research Core as well as the Preschool Education Lab at Marcus Autism Center, Children's Healthcare of Atlanta. Dr. Siller received his doctorate in developmental psychology from the University of California at Los Angeles. Prior to joining the faculty at Emory in 2016, Dr. Siller held a position as Associate Professor of Psychology at Hunter College of The City University of New York. Dr. Siller published the first pair of longitudinal studies to show that responsive parental behaviors reliably predict the long-term (16-year) language gains in children with autism, and completed two clinical trials evaluating the efficacy of Focused Playtime Intervention, a parent-coaching intervention that aims to improve the quality of parent-child communication during shared toy play. Between 2007 and 2010, Dr. Siller co-directed (with Dr. Sally Rogers) the Autism Speaks Toddler Treatment Network. Currently, Dr. Siller collaborates with his colleagues at Marcus Autism Center to develop, evaluate, and implement community-viable educational innovations for children, adolescents, and young adults with autism in Georgia and beyond.
Lindee Morgan, Ph.D., CCC-SLP, is Assistant Professor of Pediatrics at the Emory University School of Medicine, and co-directs (with Dr. Michael Siller) the Education Sciences Research Core as well as the Preschool Education Lab at Marcus Autism Center, Children's Healthcare of Atlanta. Dr. Lindee Morgan completed her Ph.D. in Communication Disorders at Florida State University in 2002. Prior to joining the faculty at Emory in 2016, Dr. Morgan served as the Director of the Center for Autism and Related Disabilities and the Associate Director of Implementation in the Autism Institute at the Florida State University College of Medicine. Dr. Morgan's primary clinical/scholarly

"Undeniably this is the best, most authoritative book to date on the latest empirically supported, parent-implemented intervention strategies intended to improve a myriad of concerns regarding cognitive, behavioral, and social development in young children with autism spectrum disorder. ... I strongly recommend this book as the definitive resource for anyone interested in learning more about research-based, effective measures and interventions that parents can implement at home in order to help improve developmental outcomes for their children with autism spectrum disorder." (Michael S. Goldsby, Doody's Book Reviews, December 7, 2018)