Classification and the Physiological Approach | |
Classification Systems of Autism Spectrum Disorders | |
Prevalance | |
What Causes Autism Spectrum Disorders? | |
Physiological Interventions | |
Working in Collaboration with Specialists | |
Assessment | |
Screening Instruments | |
Diagnostic Processes | |
Assessments for Educational Planning and Intervention | |
Curriculum-Based Assessment and Monitoring Progress | |
Identifying Evidence-Based Educational Practices | |
Why Implement Educational Strategies? | |
When Should Intervention Begin? | |
What Does the Law State About When, Who, Where, What and How? | |
Evolution of Education Legislation | |
Who Participates on the Individual Education Plan/Individualized Family Services Plan Team? | |
Where Should Instruction Take Place? | |
What Should Be Taught? | |
How Do We Teach Effectively Using Evidence-Based Practices? | |
Evolution of Facilitated Communication: A Strategy Without Evidence of Support | |
Applied Behavior Analysis: Increasing Skills | |
Theoretical Basis for Applied Behav | |
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