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Series Editor Johnny L. Matson Baton Rouge, Louisiana, USA

More information about this series at http://www.springer.com/series/8665

Florence D. DiGennaro Reed • Derek D. Reed Editors

Autism Service Delivery Bridging the Gap Between Science and Practice

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Editors Florence D. DiGennaro Reed Department of Applied Behavioral Science University of Kansas Lawrence Kansas USA

Derek D. Reed Department of Applied Behavioral Science University of Kansas Lawrence Kansas USA

ISSN 2192-922X           ISSN 2192-9238 (electronic) Autism and Child Psychopathology Series ISBN 978-1-4939-2655-8     ISBN 978-1-4939-2656-5 (eBook) DOI 10.1007/978-1-4939-2656-5 Library of Congress Control Number: 2015939901 Springer New York Heidelberg Dordrecht London © Springer Science+Business Media New York 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media LLC New York is part of Springer Science+Business Media (www.springer.com)

Preface

According to the Centers for Disease Control and Prevention (2014), approximately one in six children in the USA has a developmental disability with 1 in 68 diagnosed with an autism spectrum disorder. The societal costs for caring for children with autism are estimated at over $61 billion per year in the USA (Buescher et al. 2014), suggesting a need for high-quality research on assessment and treatment procedures to address this growing public health concern. While applied behavior analysis has emerged as a clear scientifically validated approach to the assessment and treatment of behavior associated with autism spectrum disorders (e.g., Odom et al. 2010; Thompson 2014; Walsh 2011; see also http://www.asatonline.org/treatment/ recommendations), the field of behavior analysis has seen much fracturing between the basic and applied wings of its discipline in its recent history. The divergence of behavioral science and practice has been of concern for decades (e.g., Poling et al. 1981; Reed et al. 2014