Teaching Students with Autism Spectrum Disorders : A Step-by-Step Guide for Educators

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  • Format: Hardcover
  • Copyright: 2008-04-08
  • Publisher: Corwin Pr
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Supplemental Materials

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The authors discuss support services, assistive technology, collaborating with parents, and intervention strategies to help youngsters with ASD interact with their peers and develop independence.

Table of Contents

About the Authors
Introduction to ASD
IDEA Definition of ASD
Overview of ASD
Causes of ASD
Prevalence and Incidence of ASD
Age of Onset of ASD
Gender Features of ASD
Cultural Features of ASD
Familial Pattern of ASD
Educational Implications of Students With ASD
Evidence-Based Practice in Working With Children With ASD and Their Families
Research Basis for Services to Children With ASD in the Home, School, and Community
Characteristics of Children With ASD
Possible Early Indicators of ASD
Patterns of Development
Impairments in Social Skills
Impairments in Communication Skills
Unusual and Repeated Behaviors and Routines
Additional Disabilities and Co-Morbid Conditions
Associated Features
Types of ASD
Autistic Disorder (Classic ASD)
Childhood Disintegrative Disorder
Rett Syndrome
Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)
Asperger's Syndrome
Eligibility Criteria for Children With ASD
Review of the Characteristics of Children With ASD
Determination of the Procedures and Assessment Measures to Be Used
Determination of Eligibility for a Diagnosis of ASD
Overview of Effective Interventions
Behavioral Approaches
Relationship-Based Models
Skills-Based Interventions
Structured Teaching
Physiologically-Based Interventions
Creating Quality Educational Programs for Children With ASD
Family Involvement
Comprehensive Assessment of Skills and Deficits
Plan Development/Clearly Defined Goals and Objectives
Effective Teaching Strategies
Assessment of the Intervention
Structuring the Environment
Applying Functional Behavior Assessment to Problem Behavior
Opportunities With Peers
Comprehensive Team Approach
Collaborating With Parents
Obtaining a Diagnosis
Adjusting to the Diagnosis
Developmental Stages and Family Stresses
Creating a Collaborative Home-School Partnership
Building an Informed Partnership
Establishing a Team Approach
Planning for Communication
Facilitating Collaborative Relationships
When Collaboration Becomes Difficult
Effective Programming for Young Children With ASD: Ages 3-5
Curriculum Content
Highly Supportive Teaching Environments
Need for Predictability and Routine
Functional Approach to Challenging Behaviors
Transition Planning From Early Childhood Program to Elementary School
Family Involvement
Teaching Students With ASD: Instructional Approaches
Visual Approaches
Providing Precise, Positive Praise While the Student Is Learning
Using Meaningful Reinforcements
Planning Tasks at an Appropriate Level of Difficulty
Using Age-Appropriate Materials
Providing Opportunities for Choice
Breaking Down Oral Instructions Into Small Steps
Paying Attention to Processing and Pacing Issues
Using Concrete Examples and Hands-on Activities
Using Task Analysis
Using Discrete Trial Methods
Introducing Unfamiliar Tasks in a Familiar Environment When Possible
Organizing Teaching Materials and Situation to Highlight What Is Important
Encouraging Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming De
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