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"Gives general educators the precise information needed to work with children on the autistic spectrum. The range of topics covered makes this book a great resource for professionals looking for an overview of autism spectrum disorders and how to work effectively with this population." --G. Richmond Mancil, Assistant ProfessorUniversity of Central Florida

"Teachers in today′s classrooms are faced with the challenge of educating all children. This book provides an easy-to-understand reference for a traditionally misunderstood disability." --Vicki McFarland, Special Education DirectorLearning Matters Educational Group

Create an appropriate learning environment to help children with ASD develop lifelong independence!

Written by experts in special education and psychology, this user-friendly resource summarizes current research and presents a comprehensive overview of how to teach students with autism spectrum disorders (ASD). The authors discuss intervention strategies for implementing effective educational programs that give youngsters with ASD the opportunity to learn and interact with their peers.

This practical book describes the characteristics of specific disorders, including autistic disorder, childhood disintegrative disorder, Rett syndrome, pervasive developmental disorder-not otherwise specified, and Asperger syndrome. Other topics include:

Specific instructional approaches Behavioral, skill-based, and physiologically-based intervention models A comprehensive team approach that includes parents Assistive technology options Support services for transition from high school to adult life

Teaching Students With Autism Spectrum Disorders addresses the most significant, everyday challenges that general and special education teachers face in reaching students with ASD.

Tabla de contenidos provista por Syndetics

• Preface
• Acknowledgments
• About the Authors
• 1 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
• 2 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
• 3 Types of ASD
• Autistic Disorder (Classic ASD)
• Childhood Disintegrative Disorder
• Rett Syndrome
• Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)
• Asperger Syndrome
• 4 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
• 5 Overview of Effective Interventions
• Behavioral Approaches
• Relationship-Based Models
• Skills-Based Interventions
• Structured Teaching
• Physiologically-Based Interventions
• 6 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
• Transition
• Opportunities With Peers
• Comprehensive Team Approach
• 7 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
• 8 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
• 9 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 Dependent on Prompts
• Directing and Broadenening Fixations Into Useful Activities
• Knowing the Individual and Maintaining a List of Strengths and Interests
• Developing Talent and Interest Areas
• 10 Teaching Students With ASD: Strategies for Classroom Management
• Providing a Structured, Predictable Classroom Environment
• Providing a Customized Visual Daily Schedule
• Noting Aspects of the Tasks and Activities That Create Frustration
• Providing Relaxation Opportunities and Areas
• Providing Opportunities for Meaningful Contact With Peers Who Have Appropriate Social Behavior
• Planning for Transitions and Preparing the Student for Change
• 11 Teaching Students With ASD: Strategies for Communication Development
• Learning to Listen
• Developing Oral Language Comprehension
• Developing Oral Language Expression
• Developing Conversation Skills
• Echolalia
• Using Alternative or Augmentative Communication Systems
• 12 Teaching Students With ASD: Strategies for Social Skills
• Using Social Stories
• Teaching Key Social Rules
• Using Cognitive Picture Rehearsal
• Using Peer Support
• Using Social Skills Training Groups
• Integrating Play Groups
• Teaching Self-Monitoring/Managing Skills
• Supporting the Development of Friendships
• 13 Teaching Students With Asperger Syndrome
• Training
• Characteristics and Learning Styles
• Social Relation Difficulties
• Social Communication Difficulties
• Language Comprehension/Auditory Processing Difficulties
• Sensory Processing Difficulties
• Difficulty Representing Language Internally
• Insistence on Sameness
• Poor Concentration/Distractibility
• Emotional Vulnerability
• Restricted/Perseverative Range of Interest
• Theory of Mind Deficit--Difficulty Taking the Perspective of Others
• 14 Assistive Technology for Children With ASD
• What Is Assistive Technology?
• Visual Representation Systems
• Low-Tech Strategies
• Mid-Tech Strategies
• High-Tech Strategies
• 15 Behavior and Discipline Issues for Students With ASD
• Developing Appropriate Behaviors for Students With ASD
• Behavior Plan Key Idea: Use a PROACTIVE Approach
• What to Do When a Student With ASD Engages in Inappropriate Behavior
• Specific Behaviors of Concern
• Other Possible Reasons for Problem Behaviors
• 16 Facilitating Inclusion
• Teacher Preparation
• Preparing Students With ASD
• Promoting Understanding
• Adapting Instruction
• Adapting Equipment
• Adapting the Physical Environment
• Adapting Evaluation Methods
• Adapting Assignments
• Adapting Input Methods
• Adapting Output Methods
• Modifying Content and Difficulty Levels
• Promoting Organization
• One-to-One Instruction
• Promoting Positive Peer Interactions
• 17 Transition Planning for Students With ASD
• Strategies to Help With Transitions Between Activities and Settings
• Transitions Between Grade Levels
• Transitions Between Schools
• Transition from High School to Adult Life
• References
• Index

Notas de autor provistas por Syndetics

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John′s University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resourcesand The Step-by-Step Book Series for Special Educators.

George Giulianiis an assistant professor at Hofstra University′s School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John′s University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology.Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators .