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This is the 1st edition with a publication date of 3/10/2008.
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For courses in Autism Spectrum Disorders or as a perfect supplement to a course in special education where ASD is addressed and given special attention to, or in psychology or communication disorders courses addressing the education of students with disabilities. Autism Spectrum Disorders: From Theory to Practiceprovides the need for a comprehensive text on the subject of ASD, thoroughly discussing the cause, characteristics, and approaches by theoretical perspective used by educators. Drawing from her classroom experience, Laura Hall explains the communication and social and relationship issues faced by individuals with autism spectrum disorders and presents educators with best practices and programs for increasing academic achievement. In her newest book, the author guides educators in identifying, placing, and instructing students through real-life classroom and family cases. She includes strategies to determine the cause of ASD, a step-by-step guide for assessment, and evidence-based approaches to educate students through examination of the major theoretical perspectivesapplied behavior analysis, developmental and social-relational, and the TEACCH approach. Furthermore, the text addresses: the use of evidence-based practices in the education of individuals with ASD mandated by the laws, IDEA 2004 and NCLB; approaches that take into account families from culturally and linguistically diverse backgrounds; applied behavior analysis; and working collaboratively with families and building communities of practice. This new and unique text will not only describe the most common practices implemented for learners with ASD, but will identify those that are evidence-based, and provide the best suggestions for future research in the field.
Table of Contents
|Classification and the Physiological Approach|
|Classification Systems of Autism Spectrum Disorders|
|What Causes Autism Spectrum Disorders?|
|Working in Collaboration with Specialists|
|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|
|Table of Contents provided by Publisher. All Rights Reserved.|