Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonne’s focus is to blend research and reality in the highest quality treatment in a community setting.Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.Brooke Ingersoll, Ph.D., BCBA, Assistant Professor of Psychology, Michigan State University, 105B Psychology Building, East Lansing, Michigan 48824. Dr. Ingersoll is an assistant professor at Michigan State University, where she heads the Autism Research Laboratory. Her research is focused on social-communication development and interventions aimed at improving social-communication deficits in children with autism. She is a licensed psychologist and a Board Certified Behavior Analyst.Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.Jessica Suhrheinrich, Ph.D., Postdoctoral Fellow, University of California, San Diego, 9500 Gilman Drive, La Jolla, California 92093. Ms. Suhrheinrich has been implementing behavioral interventions with children on the autism spectrum for more than 10 years. Her research interests include training therapists, parents, and special education teachers to implement behavioral interventions. Currently, Dr. Suhrheinrich is a postdoctoral fellow at the University of California, San Diego.

• About the Editors About the Contributors Foreword Acknowledgments About the Online Materials SECTION I OVERVIEWChapter 1 Understanding NDBI 3Schreibman, Allison B. Jobin, and Geraldine DawsonASD Defined History of ASD Intervention Developmental Science and Its Influence in ASD Early Intervention Integration of Behavioral and Developmental Sciences Examples of NDBI Common Elements of Empirically Validated NDBIChapter 2 Considering NDBI Models 21Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. StahmerEarly Start Denver ModelEnhanced Milieu Teaching Incidental Teaching/Walden Toddler Program Joint Attention,Symbolic Play, Engagement, and RegulationPivotal Response Treatment Project ImPACTSECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLESChapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez Goodness of Fit of NDBI ApproachesFunctional SkillsThe Natural EnvironmentCase Example: JinChapter 4 Empowering Parents Through Parent Training and Coaching Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-FrazeeParent-Mediated Interventions and NDBI Psychological Functioning in Parents of Children With ASD Effective Parent Coaching PracticesCase Example: Gabe Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr The Importance of Inclusion Inclusion in Practice Use of NDBI in Inclusive Settings Practical Suggestions for Incorporating NDBI Strategies Into Community Programs Common Challenges to Inclusion Case Example: Preschool Program Case Example: Adult Program SECTION III NDBI STRATEGIESChapter 6 Implementing Motivational Strategies Mendy B. Minjarez and Yvonne BruinsmaNDBI and Motivation Measuring Motivation Strategies That Enhance Motivation Chapter 7 Applying Antecedent Strategies Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerneyPreparing to Teach Setting Up Opportunities in NDBI Case Example: Ty Chapter 8 Implementing Instructional Cues and Prompting StrategiesKyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. MinjarezDefinitions Learning Opportunities Across NDBI Models Prompting Strategies Prompt Fading Examples of Prompts for Specific Skills Case Example: LeahChapter 9 Using Consequence StrategiesAllison B. Jobin and Laura SchreibmanIncreasing the Strength of a Behavior Decreasing the Strength of a Behavior Applying the Premack Principle Promoting Consequence EffectivenessUsing Consequences to Maintain Behavior Change Shaping and Chaining Using Natural Consequences Reinforcing Attempts Modeling and Expanding on Child’s Response Imitating the Child’s Response Troubleshooting NDBI Consequence Strategies Chapter 10 Guiding Meaningful Goal DevelopmentGrace W. Gengoux, Erin E. Soares, and Yvonne BruinsmaFormulating Goals Assessment Case Example: José Considerations for Goal Selection Case Example: Jenna Case Example: Kaleb Case Example: Ashir Developmental Considerations Case Example: Alex Case Example: Cole Case Example: Josephine Case Example: Marco Section IV Applications of NDBI StrategiesChapter 11 Targeting Communication SkillsMendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. DonaldsonCommunication Profile of Children With ASD Communication Development in Typically Developing Children Use of NDBI for Targeting Communication Teaching Communication Across Developmental Levels Using NDBI StrategiesChapter 12 Improving Social Skills and PlayYvonne Bruinsma and Grace W. GengouxSocial Initiations Imitation Skills Play Teaching Play With FriendsChapter 13 Supporting Behavior, Self-Regulation, and Adaptive SkillsMendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos BucioNDBI and Challenging Behavior Relevant Applied Behavior Analysis Interventions NDBI Strategies for Teaching Self-Regulation and Adaptive Skills Promoting Self-Regulation in Individuals With ASD Teaching Adaptive Skills Tips for Teaching Self-Regulation and Adaptive Skills Case Example: JonasChapter 14 Implementing NDBI in SchoolsAubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. HallIncluding NDBI Components in Group or Academic Settings School-Based Activities Most Suited for NDBI Examples of Activities and LessonsChapter 15 Collecting Data in NDBIMendy B. Minjarez, Melina Melgarejo, and Yvonne BruinsmaGeneral Framework for Data Collection Data Collection Across NDBI Models When and Why Data Are Collected Types of Data and Measurement Systems Data Collection in the Natural Environment Chapter 16 Identifying Quality Indicators of NDBI ProgramsAubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz AranbarriQuality Indicators Versus Common Features Specific Program Elements to Look for in a Quality NDBI ProgramChapter 17 Considering Future Directions in NDBILaura Schreibman, Mendy B. Minjarez, and Yvonne BruinsmaResearch Future Directions Dissemination and Implementation: Future DirectionsGlossary Index

"A call to action that operationalizes an empathic approach to each child. Well researched, and laying out [NDBI] principles clearly and broadly, [this book] can lead the field toward more humane and effective care. " —Joshua D Feder, MD, Editor in Chief, The Carlat Child Psychiatry Report

Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonne’s focus is to blend research and reality in the highest quality treatment in a community setting.Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.Brooke Ingersoll, Ph.D., BCBA, Assistant Professor of Psychology, Michigan State University, 105B Psychology Building, East Lansing, Michigan 48824. Dr. Ingersoll is an assistant professor at Michigan State University, where she heads the Autism Research Laboratory. Her research is focused on social-communication development and interventions aimed at improving social-communication deficits in children with autism. She is a licensed psychologist and a Board Certified Behavior Analyst.Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.Jessica Suhrheinrich, Ph.D., Postdoctoral Fellow, University of California, San Diego, 9500 Gilman Drive, La Jolla, California 92093. Ms. Suhrheinrich has been implementing behavioral interventions with children on the autism spectrum for more than 10 years. Her research interests include training therapists, parents, and special education teachers to implement behavioral interventions. Currently, Dr. Suhrheinrich is a postdoctoral fellow at the University of California, San Diego.

• About the Editors About the Contributors Foreword Acknowledgments About the Online Materials SECTION I OVERVIEWChapter 1 Understanding NDBI 3Schreibman, Allison B. Jobin, and Geraldine DawsonASD Defined History of ASD Intervention Developmental Science and Its Influence in ASD Early Intervention Integration of Behavioral and Developmental Sciences Examples of NDBI Common Elements of Empirically Validated NDBIChapter 2 Considering NDBI Models 21Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. StahmerEarly Start Denver ModelEnhanced Milieu Teaching Incidental Teaching/Walden Toddler Program Joint Attention,Symbolic Play, Engagement, and RegulationPivotal Response Treatment Project ImPACTSECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLESChapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez Goodness of Fit of NDBI ApproachesFunctional SkillsThe Natural EnvironmentCase Example: JinChapter 4 Empowering Parents Through Parent Training and Coaching Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-FrazeeParent-Mediated Interventions and NDBI Psychological Functioning in Parents of Children With ASD Effective Parent Coaching PracticesCase Example: Gabe Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr The Importance of Inclusion Inclusion in Practice Use of NDBI in Inclusive Settings Practical Suggestions for Incorporating NDBI Strategies Into Community Programs Common Challenges to Inclusion Case Example: Preschool Program Case Example: Adult Program SECTION III NDBI STRATEGIESChapter 6 Implementing Motivational Strategies Mendy B. Minjarez and Yvonne BruinsmaNDBI and Motivation Measuring Motivation Strategies That Enhance Motivation Chapter 7 Applying Antecedent Strategies Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerneyPreparing to Teach Setting Up Opportunities in NDBI Case Example: Ty Chapter 8 Implementing Instructional Cues and Prompting StrategiesKyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. MinjarezDefinitions Learning Opportunities Across NDBI Models Prompting Strategies Prompt Fading Examples of Prompts for Specific Skills Case Example: LeahChapter 9 Using Consequence StrategiesAllison B. Jobin and Laura SchreibmanIncreasing the Strength of a Behavior Decreasing the Strength of a Behavior Applying the Premack Principle Promoting Consequence EffectivenessUsing Consequences to Maintain Behavior Change Shaping and Chaining Using Natural Consequences Reinforcing Attempts Modeling and Expanding on Child’s Response Imitating the Child’s Response Troubleshooting NDBI Consequence Strategies Chapter 10 Guiding Meaningful Goal DevelopmentGrace W. Gengoux, Erin E. Soares, and Yvonne BruinsmaFormulating Goals Assessment Case Example: José Considerations for Goal Selection Case Example: Jenna Case Example: Kaleb Case Example: Ashir Developmental Considerations Case Example: Alex Case Example: Cole Case Example: Josephine Case Example: Marco Section IV Applications of NDBI StrategiesChapter 11 Targeting Communication SkillsMendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. DonaldsonCommunication Profile of Children With ASD Communication Development in Typically Developing Children Use of NDBI for Targeting Communication Teaching Communication Across Developmental Levels Using NDBI StrategiesChapter 12 Improving Social Skills and PlayYvonne Bruinsma and Grace W. GengouxSocial Initiations Imitation Skills Play Teaching Play With FriendsChapter 13 Supporting Behavior, Self-Regulation, and Adaptive SkillsMendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos BucioNDBI and Challenging Behavior Relevant Applied Behavior Analysis Interventions NDBI Strategies for Teaching Self-Regulation and Adaptive Skills Promoting Self-Regulation in Individuals With ASD Teaching Adaptive Skills Tips for Teaching Self-Regulation and Adaptive Skills Case Example: JonasChapter 14 Implementing NDBI in SchoolsAubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. HallIncluding NDBI Components in Group or Academic Settings School-Based Activities Most Suited for NDBI Examples of Activities and LessonsChapter 15 Collecting Data in NDBIMendy B. Minjarez, Melina Melgarejo, and Yvonne BruinsmaGeneral Framework for Data Collection Data Collection Across NDBI Models When and Why Data Are Collected Types of Data and Measurement Systems Data Collection in the Natural Environment Chapter 16 Identifying Quality Indicators of NDBI ProgramsAubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz AranbarriQuality Indicators Versus Common Features Specific Program Elements to Look for in a Quality NDBI ProgramChapter 17 Considering Future Directions in NDBILaura Schreibman, Mendy B. Minjarez, and Yvonne BruinsmaResearch Future Directions Dissemination and Implementation: Future DirectionsGlossary Index

"A call to action that operationalizes an empathic approach to each child. Well researched, and laying out [NDBI] principles clearly and broadly, [this book] can lead the field toward more humane and effective care. " —Joshua D Feder, MD, Editor in Chief, The Carlat Child Psychiatry Report

Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonne’s focus is to blend research and reality in the highest quality treatment in a community setting.Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.Brooke Ingersoll, Ph.D., BCBA, Assistant Professor of Psychology, Michigan State University, 105B Psychology Building, East Lansing, Michigan 48824. Dr. Ingersoll is an assistant professor at Michigan State University, where she heads the Autism Research Laboratory. Her research is focused on social-communication development and interventions aimed at improving social-communication deficits in children with autism. She is a licensed psychologist and a Board Certified Behavior Analyst.Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.Jessica Suhrheinrich, Ph.D., Postdoctoral Fellow, University of California, San Diego, 9500 Gilman Drive, La Jolla, California 92093. Ms. Suhrheinrich has been implementing behavioral interventions with children on the autism spectrum for more than 10 years. Her research interests include training therapists, parents, and special education teachers to implement behavioral interventions. Currently, Dr. Suhrheinrich is a postdoctoral fellow at the University of California, San Diego.

• About the Editors About the Contributors Foreword Acknowledgments About the Online Materials SECTION I OVERVIEWChapter 1 Understanding NDBI 3Schreibman, Allison B. Jobin, and Geraldine DawsonASD Defined History of ASD Intervention Developmental Science and Its Influence in ASD Early Intervention Integration of Behavioral and Developmental Sciences Examples of NDBI Common Elements of Empirically Validated NDBIChapter 2 Considering NDBI Models 21Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. StahmerEarly Start Denver ModelEnhanced Milieu Teaching Incidental Teaching/Walden Toddler Program Joint Attention,Symbolic Play, Engagement, and RegulationPivotal Response Treatment Project ImPACTSECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLESChapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez Goodness of Fit of NDBI ApproachesFunctional SkillsThe Natural EnvironmentCase Example: JinChapter 4 Empowering Parents Through Parent Training and Coaching Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-FrazeeParent-Mediated Interventions and NDBI Psychological Functioning in Parents of Children With ASD Effective Parent Coaching PracticesCase Example: Gabe Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr The Importance of Inclusion Inclusion in Practice Use of NDBI in Inclusive Settings Practical Suggestions for Incorporating NDBI Strategies Into Community Programs Common Challenges to Inclusion Case Example: Preschool Program Case Example: Adult Program SECTION III NDBI STRATEGIESChapter 6 Implementing Motivational Strategies Mendy B. Minjarez and Yvonne BruinsmaNDBI and Motivation Measuring Motivation Strategies That Enhance Motivation Chapter 7 Applying Antecedent Strategies Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerneyPreparing to Teach Setting Up Opportunities in NDBI Case Example: Ty Chapter 8 Implementing Instructional Cues and Prompting StrategiesKyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. MinjarezDefinitions Learning Opportunities Across NDBI Models Prompting Strategies Prompt Fading Examples of Prompts for Specific Skills Case Example: LeahChapter 9 Using Consequence StrategiesAllison B. Jobin and Laura SchreibmanIncreasing the Strength of a Behavior Decreasing the Strength of a Behavior Applying the Premack Principle Promoting Consequence EffectivenessUsing Consequences to Maintain Behavior Change Shaping and Chaining Using Natural Consequences Reinforcing Attempts Modeling and Expanding on Child’s Response Imitating the Child’s Response Troubleshooting NDBI Consequence Strategies Chapter 10 Guiding Meaningful Goal DevelopmentGrace W. Gengoux, Erin E. Soares, and Yvonne BruinsmaFormulating Goals Assessment Case Example: José Considerations for Goal Selection Case Example: Jenna Case Example: Kaleb Case Example: Ashir Developmental Considerations Case Example: Alex Case Example: Cole Case Example: Josephine Case Example: Marco Section IV Applications of NDBI StrategiesChapter 11 Targeting Communication SkillsMendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. DonaldsonCommunication Profile of Children With ASD Communication Development in Typically Developing Children Use of NDBI for Targeting Communication Teaching Communication Across Developmental Levels Using NDBI StrategiesChapter 12 Improving Social Skills and PlayYvonne Bruinsma and Grace W. GengouxSocial Initiations Imitation Skills Play Teaching Play With FriendsChapter 13 Supporting Behavior, Self-Regulation, and Adaptive SkillsMendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos BucioNDBI and Challenging Behavior Relevant Applied Behavior Analysis Interventions NDBI Strategies for Teaching Self-Regulation and Adaptive Skills Promoting Self-Regulation in Individuals With ASD Teaching Adaptive Skills Tips for Teaching Self-Regulation and Adaptive Skills Case Example: JonasChapter 14 Implementing NDBI in SchoolsAubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. HallIncluding NDBI Components in Group or Academic Settings School-Based Activities Most Suited for NDBI Examples of Activities and LessonsChapter 15 Collecting Data in NDBIMendy B. Minjarez, Melina Melgarejo, and Yvonne BruinsmaGeneral Framework for Data Collection Data Collection Across NDBI Models When and Why Data Are Collected Types of Data and Measurement Systems Data Collection in the Natural Environment Chapter 16 Identifying Quality Indicators of NDBI ProgramsAubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz AranbarriQuality Indicators Versus Common Features Specific Program Elements to Look for in a Quality NDBI ProgramChapter 17 Considering Future Directions in NDBILaura Schreibman, Mendy B. Minjarez, and Yvonne BruinsmaResearch Future Directions Dissemination and Implementation: Future DirectionsGlossary Index

"A call to action that operationalizes an empathic approach to each child. Well researched, and laying out [NDBI] principles clearly and broadly, [this book] can lead the field toward more humane and effective care. " —Joshua D Feder, MD, Editor in Chief, The Carlat Child Psychiatry Report