Students with Autism Spectrum Disorders Effective Instructional Practices

by Heflin, L. Juane, Ph.D.; Alaimo, Donna Florino, CCC-SLP

• ISBN13: 9780131181700
• ISBN10: 013118170X
• Edition: 1st
• Format: Paperback
• Copyright: 2006-02-16
• Publisher: Pearson

Summary

Students with Autism Spectrum Disorders: Effective Instructional Practices L. Juane Heflin and Donna Fiorino Alaimo Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with Autism Spectrum Disorders. Students with Autism Spectrum Disorders: Effective Instructional Practices provides a systematic approach to addressing research-based content and specific instructional strategies for beginning and experienced teachers. Readers will follow Ms. Harris, a novice educator working with students with Autism Spectrum Disorders, throughout the book as she develops her own skills in becoming an effective teacher. Students with Autism Spectrum Disorders: Effective Instructional Practices also addresses: Identifying and determining eligibility of students with Autism Spectrum Disorders. Collaborating with families and professionals to develop effective programs that encourage communication and social competence. Developing instructional contexts to address the unique learning needs of students who have Autism Spectrum Disorders by differentiating instruction in the content areas, addressing challenges in non-academic activities, and carefully tailoring supplemental learning opportunities such as homework and summer school. Using Applied Behavior Analysis and developing Positive Behavior Support plans for instruction and addressing challenging behavior. To view the website that accompanies this text, please go to http://www.prenhall.com/heflin

Table of Contents

Identifying and Describing Individuals with Autism Spectrum Disorders	p. 1
Learning with Ms. Harris: Life After Graduation	p. 1
Characteristics of Autism Spectrum Disorders	p. 3
Communication	p. 3
Socialization	p. 5
Interests and Activities	p. 6
Pervasive Developmental Disorders in the DSM-IV-TR	p. 8
Autistic Disorder	p. 9
Learning with Ms. Harris: A Trip to McDonald's	p. 10
Asperger's Disorder	p. 11
Learning with Ms. Harris: An English Composition	p. 13
Rett's Disorder	p. 15
Childhood Disintegrative Disorder	p. 15
Pervasive Developmental Disorders-Not Otherwise Specified	p. 16
Diagnosing Autism Spectrum Disorders	p. 16
Early Indicators of Possible ASD	p. 19
Learning with Ms. Harris: Returning the Call	p. 21
Assessments for ASD	p. 22
Additional Tests and Evaluations	p. 22
Differential Diagnoses	p. 23
Determining Eligibility for Special Education	p. 34
Summary of ASD Facts	p. 36
Conclusion	p. 37
Discussion Questions and Activities	p. 37
References	p. 38
Historical Perspectives and Etiology of Autism Spectrum Disorders	p. 47
Learning with Ms. Harris: The Need to Learn More	p. 47
Autism Through History	p. 48
Kanner's Use of the Term Autism	p. 49
Asperger Describes a Similar Profile	p. 50
Etiology of Autism Spectrum Disorders	p. 51
Neurological Differences	p. 52
Structural Differences	p. 53
Brainstem	p. 54
Limbic System	p. 56
Cerebrum	p. 58
Cerebellum	p. 58
Neural Plasticity	p. 60
Chemical Differences and Psychopharmacological Treatments	p. 61
Functional Differences	p. 64
Role of Genetics	p. 67
Immune System Involvement	p. 68
Impact of Environmental Toxins	p. 69
Learning with Ms. Harris: Sunday Night in Front of the Television	p. 70
How Many People Have an ASD?	p. 70
Conclusion	p. 73
Discussion Questions and Activities	p. 74
References	p. 76
Collaborating to Develop Effective Programs	p. 85
Learning with Ms. Harris: One School System's Experience	p. 85
Understanding the Controversy	p. 86
Differing Perspectives	p. 86
Interventions vs. Outcomes	p. 87
Marketing Hype	p. 87
Critical Analysis of Published Literature	p. 88
Contradictory Conclusions	p. 88
Heterogeneous Population	p. 88
Developmental Disability	p. 89
Additional Considerations When Interpreting Research Literature	p. 90
Positive Trajectories	p. 90
Nonrandom Selection and Outcome Measures	p. 91
Placebo Effect	p. 92
Consideration of Entire Family	p. 92
Differing Approaches for the Same Population	p. 93
Relationship-Based Approaches	p. 94
Skills-Based Approaches	p. 94
Physiologically Based Approaches	p. 95
Combination Approaches	p. 96
Guidelines for Use in Developing Effective Programs	p. 96
Collaborative Development of Programs	p. 99
Active Listening	p. 99
Soliciting Everyone's Ideas	p. 100
Understanding and Respecting Others' Perspectives	p. 100
Communicating Clearly	p. 101
Emphasizing the Common Goal	p. 101
Learning with Ms. Harris: Her First IEP Meeting	p. 102
Conclusion	p. 110
Discussion Questions and Activities	p. 111
References	p. 111
Creating Contexts for Instruction	p. 117
Learning with Ms. Harris: A Room of Her Own	p. 117
Arranging the Physical Environment	p. 118
Teaching Behaviors Associated with Environmentally Cued Expectations	p. 120
Establishing the Temporal Structure	p. 122
Activity Length	p. 123
Variation of Activities	p. 123
Delineation of Activities	p. 124
Teaching Starting and Stopping	p. 125
Transitions	p. 125
Visual and Concrete Systems	p. 127
Differences Between Types of Visuals	p. 129
Systematic Instruction	p. 130
Sensory Accommodations	p. 132
Engaging Activities	p. 133
Opportunities to Make Choices	p. 133
Establishing Stimulus Control	p. 134
Priming	p. 135
Conclusion	p. 135
Discussion Questions and Activities	p. 136
References	p. 136
Accommodating Sensory Issues	p. 141
Learning with Ms. Harris: Ms. Harris Is Puzzled	p. 141
Sensory Differences in Autism Spectrum Disorders	p. 142
Sensory Stimuli	p. 143
Sensory Systems and Behavior	p. 145
Olfactory	p. 145
Gustatory	p. 146
Tactile	p. 146
Vestibular	p. 147
Proprioceptive	p. 148
Vision	p. 149
Auditory	p. 150
Balancing Sensory Information	p. 150
Stereotypic and Ritualistic Behavior	p. 151
Biologic Need for Stimulation	p. 152
Increasing Arousal	p. 152
Reducing Stress	p. 153
Stereotypies and Stims to Control the Environment	p. 154
Supporting Sensory Needs	p. 154
Environmental Analyses	p. 155
Shaping Behavior	p. 157
Learning with Ms. Harris: Ms. Harris Rubs Corduroy	p. 158
A Cautionary Note	p. 160
Conclusion	p. 163
Discussion Questions and Activities	p. 163
References	p. 164
Using Applied Behavior Analytic Instructional Strategies	p. 171
Learning with Ms. Harris: Ms. Nelson Finds a Cure	p. 171
Applied Behavior Analysis Defined	p. 172
Applied and Effective	p. 173
Technological	p. 174
Behavioral	p. 176
Analytic and Conceptual	p. 176
Generality	p. 179
Summary of Applied Behavior Analysis	p. 180
Discrete Trial Training	p. 181
Attention	p. 181
Presentation of Stimulus	p. 182
Student Response	p. 183
Feedback	p. 184
Intertrial Interval	p. 187
Learning with Ms. Harris: Teaching Gabe to Label Pictures	p. 187
Variations	p. 188
Pros and Cons of Discrete Trial Training	p. 190
Summary of Discrete Trial Training	p. 191
Other Effective ABA Interventions	p. 192
Learning with Ms. Harris: An Answer for Ms. Nelson	p. 193
Conclusion	p. 193
Discussion Questions and Activities	p. 193
References	p. 194
Programming for Challenging Behavior	p. 199
Learning with Ms. Harris: A Bad Day	p. 199
What Precipitates Challenging Behavior?	p. 200
Functions of Behavior	p. 202
Determining Functions of Behavior	p. 204
Operationally Define the Problem Behavior	p. 204
Collect Data on the Behavior	p. 205
Analyze Data to Create a Relationship Statement	p. 207
Functional Analysis	p. 212
Positive Behavior Support	p. 213
Learning with Ms. Harris: A Lesson in Changing Behavior	p. 214
Developing Positive Behavior Support Plans	p. 216
Consider Antecedent Modifications	p. 217
Learning with Ms. Harris: Using PRT with Craig	p. 219
Teach Acceptable Behaviors That Serve the Same Function as the Misbehavior	p. 219
Learning with Ms. Harris: FCT for Donald	p. 221
Identify Consequences for Misbehavior and Develop Backup Plans	p. 223
Plan for Generalization	p. 224
Learning with Ms. Harris: Collaborative Problem Solving	p. 225
Conclusion	p. 226
Discussion Questions and Activities	p. 227
References	p. 228
Encouraging Communication and Verbal Behavior	p. 233
Learning with Ms. Harris: Differences Between Talking and Communicating	p. 233
Early Communication Development	p. 234
Eye Gaze	p. 234
Babbling	p. 235
Gestures	p. 235
Basics for Language Development	p. 236
Motor Imitation	p. 236
Joint Attention	p. 237
Object Play	p. 237
Language Acquisition	p. 238
Components of Language	p. 239
Levels of Communication	p. 240
Echolalia	p. 240
Additional Considerations with Asperger Syndrome	p. 242
Communication Breakdowns & Repair Strategies	p. 242
Assessment of Communication Skills	p. 245
Encouraging Verbal Behavior	p. 245
Learning with Ms. Harris: Insight into Echolalia	p. 245
Discrete Trial Training (DTT)	p. 247
Functional Communication Training (FCT)	p. 247
Augmentative and Alternative Communication (AAC)	p. 247
Sign Language	p. 249
Picture Exchange Communication System (PECS)	p. 251
Learning with Ms. Harris: Milo Requests Cheese Balls	p. 254
Natural Language Paradigm (NLP)	p. 254
Joint Action Routines (JARs)	p. 255
Learning with Ms. Harris: JARs/NLP for Milo	p. 257
Incidental Teaching	p. 257
Conclusion	p. 260
Discussion Questions and Activities	p. 261
References	p. 261
Enhancing Socialization and Social Competence	p. 271
Learning with Ms. Harris: Craig Joins In-Badly	p. 271
Social Differences in ASD	p. 272
Social Competence	p. 274
Social Skills Training	p. 275
Assessment	p. 275
Acquisition, Performance, and Generalization	p. 277
Strategies to Enhance Socialization and Social Competence	p. 278
Peer-Mediated Instruction and Interventions	p. 279
Adult-Mediated Instruction and Interventions	p. 280
Facilitating Play Behavior	p. 280
Direct Teaching of Social Skills	p. 281
Social Stories	p. 283
Comic Strip Conversations	p. 285
Concept Mastery	p. 287
Social Autopsies	p. 288
Strategies for Enhancing Friendships	p. 290
Stay, Play, & Talk	p. 290
Additional Considerations for Developing Friendships	p. 291
Conclusion	p. 292
Discussion Questions and Activities	p. 293
References	p. 294
Promoting Academic Skill Acquisition	p. 301
Learning with Ms. Harris: Success in General Education Settings	p. 301
Determining Academic Objectives	p. 302
Differentiated Instruction	p. 303
Facilitating Listening	p. 305
Enhancing Motivation to Learn	p. 306
Incorporating Assistive Technology	p. 307
Using Computer-Assisted Instruction	p. 308
Summary of Differentiated Instruction	p. 308
Core Content Areas	p. 309
Written Expression	p. 309
Reading	p. 312
Learning with Ms. Harris: Laura and the Media Specialist	p. 316
Spelling	p. 317
Mathematics	p. 318
Learning with Ms. Harris: Collaborating for Success in General Education Settings	p. 320
Conclusion	p. 321
Discussion Questions and Activities	p. 322
References	p. 322
Organizing Instructional Opportunities in Nonacademic Environments	p. 327
Learning with Ms. Harris: Kinta's Version of Jumping Jacks	p. 327
Considerations for Success in Nonacademic Environments	p. 328
Physical Education	p. 329
Lunch	p. 330
Driver's Education	p. 331
Extracurricular Activities	p. 331
Other Instructional Considerations	p. 331
Learning with Ms. Harris: Running Out of Time!	p. 332
Opportunities to Respond	p. 332
Grouping	p. 333
Peer Tutoring	p. 333
Peer-Assisted Learning Strategies (PALS)	p. 334
Cooperative Learning	p. 336
Use of Paraprofessionals	p. 337
Facilitating Engagement through Self-Management	p. 338
Learning with Ms. Harris: An Expansion of Self-Management	p. 338
Supplemental Learning	p. 341
Learning with Ms. Harris: Homework Woes	p. 341
Homework	p. 342
Homework Strategies	p. 342
Homework Procedures	p. 343
Summer School	p. 345
Conclusion	p. 345
Discussion Questions and Activities	p. 346
References	p. 346
Epilogue: What Ms. Harris Learned	p. 351
Name Index	p. 355
Subject Index	p. 365
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