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

by Roger Pierangelo

• ISBN13: 9781412917087
• ISBN10: 1412917085
• Format: Paperback
• Copyright: 2008-04-04
• Publisher: Corwin Pr

Summary

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

Preface	p. xi
Acknowledgments	p. xv
About the Authors	p. xvii
Introduction to ASD	p. 1
IDEA Definition of ASD	p. 1
Overview of ASD	p. 2
Causes of ASD	p. 2
Prevalence and Incidence of ASD	p. 4
Age of Onset of ASD	p. 4
Gender Features of ASD	p. 5
Cultural Features of ASD	p. 5
Familial Pattern of ASD	p. 5
Educational Implications of Students with ASD	p. 5
Evidence-Based Practice in Working With Children With ASD and Their Families	p. 6
Research Basis for Services to Children With ASD in the Home, School, and Community	p. 7
Characteristics of Children With ASD	p. 9
Possible Early Indicators of ASD	p. 9
Patterns of Development	p. 10
Impairments in Social Skills	p. 11
Impairments in Communication Skills	p. 13
Unusual and Repeated Behaviors and Routines	p. 14
Additional Disabilities and Comorbid Conditions With ASD	p. 15
Associated Features	p. 17
Types of ASDs	p. 19
Autistic Disorder (Classic Autism)	p. 19
Childhood Disintegrative Disorder	p. 20
Rett Syndrome	p. 21
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)	p. 22
Asperger Syndrome	p. 22
Eligibility Criteria for Children With ASD	p. 25
Review of the Characteristics of Children With ASD	p. 25
Determination of the Procedures and Assessment Measures to Be Used	p. 25
Determination of Eligibility for a Diagnosis of ASD	p. 29
Overview of Effective Interventions	p. 33
Behavioral Approaches	p. 33
Relationship-Based Models	p. 35
Skills-Based Interventions	p. 36
Structured Teaching: TEACCH	p. 38
Physiologically Based Interventions	p. 48
Conclusion	p. 49
Creating Quality Educational Programs for Children With ASD	p. 51
Family Involvement	p. 52
Comprehensive Assessment of Skills and Deficits	p. 52
Plan Development/Clearly Defined Goals and Objectives	p. 53
Effective Teaching Strategies	p. 54
Assessment of the Intervention	p. 59
Structuring the Environment	p. 59
Applying Functional Behavior Assessment to Problem Behavior	p. 61
Transition	p. 62
Opportunities With Peers	p. 63
Comprehensive Team Approach	p. 63
Collaborating With Parents	p. 65
Obtain a Diagnosis	p. 66
Adjust to the Diagnosis	p. 67
Developmental Stages and Family Stresses	p. 67
Create a Collaborative Home-School Partnership	p. 68
Build an Informed Partnership	p. 68
Establish a Team Approach	p. 69
Plan for Communication	p. 69
Facilitate Collaborative Relationships	p. 70
When Collaboration Becomes Difficult	p. 70
Effective Programming for Young Children With ASDs: Ages 3-5	p. 73
Fundamental Features	p. 74
Curriculum Content	p. 74
Highly Supportive Teaching Environments and Generalization Strategies	p. 77
Need for Predictability and Routine	p. 79
Functional Approach to Challenging Behaviors	p. 79
Transition Planning: From an Early Childhood Program to Elementary School	p. 80
Family Involvement	p. 81
Other Program Features	p. 82
Teaching Students With ASD: Instructional Approaches	p. 85
Visual Approaches	p. 85
Provide Precise, Positive Praise While the Student Is Learning	p. 87
Use Meaningful Reinforcements	p. 87
Plan Tasks at an Appropriate Level of Difficulty	p. 87
Use Age-Appropriate Materials	p. 88
Provide Opportunities for Choice	p. 88
Break Down Oral Instructions Into Small Steps	p. 88
Pay Attention to Processing and Pacing Issues	p. 88
Use Concrete Examples and Hands-On Activities	p. 89
Use Task Analysis	p. 89
Use Discrete Trial Methods	p. 89
Introduce Unfamiliar Tasks in a Familiar Environment When Possible	p. 90
Organize Teaching Materials and the Situation to Highlight What Is Important	p. 90
Encourage Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming Dependent on Prompts	p. 90
Direct and Broaden Fixations Into Useful Activities	p. 91
Know the Individual and Maintain a List of Strengths and Interests	p. 91
Develop Talent and Interest Areas	p. 91
Teaching Students With ASD: Strategies for Classroom Management	p. 93
Provide a Structured, Predictable Classroom Environment	p. 93
Provide a Customized Visual Daily Schedule	p. 94
Note Aspects of the Tasks and Activities That Create Frustration	p. 95
Provide Relaxation Opportunities and Areas	p. 96
Provide Opportunities for Meaningful Contact With Peers Who Have Appropriate Social Behavior	p. 96
Plan for Transitions and Prepare the Student for Change	p. 97
Teaching Students With ASD: Strategies for Communication Development	p. 99
Learning to Listen	p. 100
Developing Oral Language Comprehension	p. 101
Developing Oral Language Expression	p. 101
Developing Conversation Skills	p. 102
Echolalia	p. 103
Using Alternative or Augmentative Communication Systems	p. 103
Teaching Students With ASD: Strategies for Social Skills	p. 105
Using Social Stories	p. 106
Teaching Key Social Rules	p. 107
Using Cognitive Picture Rehearsal	p. 108
Using Peer Support	p. 108
Using Social Skills Training Groups	p. 109
Integrating Play Groups	p. 110
Teaching Self-Monitoring/Managing Skills	p. 110
Supporting the Development of Friendships	p. 111
Children With Asperger Syndrome: Characteristics, Learning Styles, and Intervention Strategies	p. 113
Training	p. 114
Characteristics and Learning Styles: General	p. 115
Social Relation Difficulties	p. 115
Social Communication Difficulties	p. 119
Language Comprehension/Auditory Processing Difficulties	p. 121
Sensory Processing Difficulties	p. 122
Difficulty Representing Language Internally	p. 124
Insistence on Sameness	p. 125
Poor Concentration, Distractibility, and Disorganization	p. 127
Emotional Vulnerability	p. 129
Restricted/Perseverative Range of Interests	p. 130
Difficulty Taking the Perspective of Others (Mind Reading/Theory of Mind Deficit)	p. 131
Conclusion	p. 133
Assistive Technology for Children With ASD	p. 135
What Is Assistive Technology?	p. 136
Visual Representation Systems	p. 136
Low-Tech Strategies	p. 139
Mid-Tech Strategies	p. 154
High-Tech Strategies	p. 160
Conclusion	p. 164
Behavior and Discipline Issues for Students With ASD	p. 165
Developing Appropriate Behaviors for Students With ASD	p. 166
Behavior Plan Key Idea: Use a Proactive Approach	p. 166
What to Do When a Student With ASD Engages in Inappropriate Behavior	p. 172
Specific Behaviors of Concern	p. 175
Other Possible Reasons for Problem Behaviors	p. 179
Conclusion	p. 180
Facilitating Inclusion	p. 181
Teacher Preparation	p. 181
Preparing Students With ASD	p. 182
Promoting Understanding	p. 183
Adapting Instruction	p. 184
Adapting Equipment	p. 184
Adapting the Physical Environment	p. 185
Adapting Evaluation Methods	p. 186
Adapting Assignments	p. 186
Adapting Input Methods	p. 187
Adapting Output Methods	p. 187
Modifying Content and Difficulty Levels	p. 188
Promoting Organization	p. 189
One-to-One Instruction	p. 189
Promoting Positive Peer Interactions	p. 190
Transition Planning for Students With ASD	p. 193
Transitions Between Activities and Settings	p. 193
Transitions Between Grade Levels	p. 194
Transitions Between Schools	p. 195
Transition From High School to Adult Life	p. 196
References and Suggested Readings	p. 199
Index	p. 204
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