Handbook of Evidence-Based Practices in Autism Spectrum Disorder (自閉症譜系障礙證據基礎實踐手冊)

本手冊探討了自閉症譜系障礙（ASD）個體的介入和治療的實證狀況。它提供了對於自閉症治療的歷史根基、精神藥理學的使用以及證據基礎實踐（EBPs）實施等主題的深刻且平衡的觀點。本書回顧了證據基礎實踐的概念化，以及在不同環境中實施這些實踐的考量。此外，它描述了新興的治療方法——儘管目前尚不能被視為證據基礎的——這些方法已產生有限但極具前景的結果。本書還描述了已被證明無效的治療和療法。它探討了如何在包容性學校環境、兒科環境、住院治療計劃以及針對過渡年齡青年的大學計劃中應用EBPs。本書描述了在國家層面（蘇格蘭）以及更廣泛的美國發展EBP指導方針的結果，並概述了如何調整這些指導方針以提供更個別化的介入。

主要涵蓋的領域包括：
- 綜合治療模型，包括早期密集行為介入、關鍵反應治療、早期丹佛模型和自然發展行為介入。
- 針對ASD核心缺陷及其共病狀況的焦點治療。
- 社交技能、溝通，以及應用行為分析（ABA）實踐在教授新技能和減少挑戰性行為中的應用。
- 基於感官的介入、精神藥理學、認知行為療法和家長教育計劃（例如，Project ImPACT）。

《自閉症譜系障礙證據基礎實踐手冊》是研究人員、教授、研究生以及臨床醫生、治療師和所有在發展心理學、臨床兒童心理學、學校心理學、兒科、社會工作、行為分析、相關健康科學、公共衛生、兒童和青少年精神醫學、早期介入以及普通和特殊教育領域工作的專業人士的重要資源。

Brian Reichow, Ph.D., is Associate Director for Research and Evaluation at the University of Connecticut Center for Excellence in Developmental Disabilities, Education, Research, and Service and Associate Professor of Child and Family Studies in the Department of Public Health Sciences at UConn Health in Farmington Connecticut. Dr. Reichow's current research interests include the translation of research to practice, the use of systematic review methods and meta-analytic methods to identify evidence-based practices, and applied research involving young children with or at risk of developing disabilities and their families. He has been a technical advisor for the World Health Organization for over a decade, assisting with the development of practice guidelines and training materials to increase the identification, management, and treatment of children with intellectual and developmental disabilities in lower- and middle-income countries. Dr. Reichow is the current Editor of the Disability Coordinating Group of the Campbell Collaboration and Campbell Systematic Reviews and was Co-Editor in Chief of the Journal of Early Intervention from 2019-2024. He also serves as an associate editor for the Journal of Autism and Developmental Disorders and Topics in Early Childhood Special Education. Widely published, Dr. Reichow has authored over 100 scholarly works. Prior to his graduate and post-doctoral studies at Vanderbilt University and Yale University, respectively, Dr. Reichow received degrees in elementary education and psychology at the University of North Carolina at Chapel Hill and was a teacher of students with autism in early care and education settings and public elementary schools in North Carolina.

Peter Doehring, Ph.D., After a career leading school-, hospital-, and university-based programs in the USA and Canada helping people with Autism Spectrum Disorder, Peter now works as an independent researcher and advocate for better policies and programs at the local, state, and national level, while continuing to publish and present internationally. His focus broadened to children and parents facing the most significant levels of disability when his daughter Margot was born in 2000 with Intellectual and Developmental Disabilities, cerebral palsy, partial blindness, and a seizure disorder. His work now includes demonstrating how to use evidence-based practices to support people with disabilities in recreation, community volunteering, and environmental stewardship. He has also been active in advocating for legislative changes at the state level, contributing to the passage of important legislation in both Delaware and Pennsylvania.

Fred R. Volkmar, M.D., is the Dorothy Goodwin Family Chair in Special Education at Southern Connecticut State University, New Haven, CT, USA and the Irving B. Harris Professor Emeritus of Child Psychiatry, Pediatrics, and Psychology at the Yale Child Study Center, Yale University School of Medicine in New Haven Connecticut. An international authority on Asperger's disorder and autism, Dr. Volkmar was the primary author of the DSM-IV autism and pervasive developmental disorders section. He has authored several hundred scientific papers and has co-edited numerous books, including Asperger Syndrome, Healthcare for Children on the Autism Spectrum: A Guide to Medical, Nutritional, and Behavioral Issues, and the forthcoming fifth revision of the Handbook of Autism and Pervasive Developmental Disorders. He serves as associate editor of the Journal of Autism and Developmental Disorders, The Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry. He served as Editor-in-Chief of the Journal of Autism and Developmental Disorders for 15 years. He also has served as co-chairperson of the autism and intellectual and developmental disability committee of the American Academy of Child and Adolescent Psychiatry. He has also served as editor of the Encyclopedia of Autism now in its 2nd edition.

布萊恩·瑞科（Brian Reichow, Ph.D.）是康乃爾大學發展性障礙、教育、研究與服務卓越中心的研究與評估副主任，以及康乃爾健康公共衛生科學系的兒童與家庭研究副教授。瑞科博士目前的研究興趣包括將研究轉化為實踐、使用系統性回顧方法和元分析方法來識別基於證據的實踐，以及涉及有發展障礙風險的幼兒及其家庭的應用研究。他在過去十多年中擔任世界衛生組織的技術顧問，協助制定實踐指導方針和培訓材料，以提高低收入和中等收入國家對智力和發展性障礙兒童的識別、管理和治療。瑞科博士目前是坎貝爾合作組織的殘疾協調小組編輯及《Campbell Systematic Reviews》的編輯，並於2019年至2024年擔任《Journal of Early Intervention》的共同主編。他還擔任《Journal of Autism and Developmental Disorders》和《Topics in Early Childhood Special Education》的副編輯。瑞科博士發表了超過100篇學術作品。在進行研究生和博士後學習之前，他分別在范德堡大學和耶魯大學學習，並在北卡羅來納州的北卡羅來納大學教學獲得小學教育和心理學學位，曾在早期照護和教育機構及北卡羅來納州的公立小學教授自閉症學生。

彼得·多赫林（Peter Doehring, Ph.D.）在美國和加拿大領導學校、醫院和大學的計劃，幫助自閉症譜系障礙人士，現在作為獨立研究者和倡導者，致力於改善地方、州和國家層面的政策和計劃，同時持續在國際上發表和演講。他的焦點在2000年女兒瑪戈出生時擴展，瑪戈出生時有智力和發展性障礙、腦性麻痺、部分失明和癲癇症。他的工作現在包括展示如何使用基於證據的實踐來支持殘疾人士在休閒、社區志願服務和環境保護方面的參與。他還積極倡導州級立法變革，為特拉華州和賓夕法尼亞州的重要立法通過做出了貢獻。

弗雷德·R·沃克馬（Fred R. Volkmar, M.D.）是美國康乃爾州立大學（Southern Connecticut State University）特殊教育的多蘿西·古德溫家庭講座教授，並且是耶魯大學醫學院耶魯兒童研究中心的伊爾文·B·哈里斯名譽教授。作為阿斯伯格症和自閉症的國際權威，沃克馬博士是DSM-IV自閉症和廣泛性發展障礙部分的主要作者。他已發表數百篇科學論文，並共同編輯了多本書籍，包括《阿斯伯格症》、《自閉症譜系兒童的醫療保健：醫療、營養和行為問題指南》，以及即將出版的《自閉症和廣泛性發展障礙手冊》第五版。他擔任《Journal of Autism and Developmental Disorders》、《The Journal of Child Psychology and Psychiatry》和《American Journal of Psychiatry》的副編輯，並曾擔任《Journal of Autism and Developmental Disorders》的主編15年。他還曾擔任自閉症及智力和發展性障礙的共同主席。