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Educating Students with Autism Spectrum Disorders
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Educating Students with Autism Spectrum Disorders
Partnering with Families for Positive Outcomes


Courses:
Autism

January 2018 | 312 pages | SAGE Publications, Inc
Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences.
 
PREFACE
 
ABOUT THE AUTHOR
 
ACKNOWLEDGMENTS
 
CHAPTER 1 An Overview of Autism Spectrum Disorders
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
POTENTIAL CAUSES OF AUTISM  
GENETIC INFLUENCES  
ENVIRONMENTAL INFLUENCES  
VACCINATION CONTROVERSY  
EARLY SIGNS OF AUTISM  
DIAGNOSTIC CRITERIA  
SOCIAL COMMUNICATION INTERACTION  
RESTRICTED OR REPETITIVE PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES  
OTHER FEATURES ASSOCIATED WITH ASD  
COGNITIVE DIFFERENCES  
MOTOR SKILLS  
EMOTIONAL VULNERABILITY  
GASTROINTESTINAL PROBLEMS  
LANGUAGE SKILLS  
INSTRUCTIONAL PRACTICES  
INCLUSIVE CLASSROOM ENVIRONMENTS  
TIPS FOR WORKING WITH FAMILIES  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 2 Understanding Family Perspectives
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
IMPORTANCE OF PARTNERING WITH FAMILIES OF STUDENTS WITH ASD  
YOUR ROLE AS AN EDUCATOR IN PARTNERING WITH FAMILIES  
DEMONSTRATE RESPECT FOR CHILDREN  
MAINTAIN A FAMILY-CENTERED PERSPECTIVE  
COMMUNICATE WITH FAMILIES  
INVOLVE THE FAMILY IN DEVELOPING GOALS AND INTERVENTIONS  
BUILD TRUST  
DEVELOP YOUR OWN CULTURAL AWARENESS  
UNDERSTAND THE STRESS ASSOCIATED WITH RAISING A CHILD WITH ASD  
UNDERSTAND THE SOURCES OF STRESS  
UNDERSTAND THE IMPACT OF STRESS ON THE FAMILY  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 3 Identifying and Responding to Challenges to School–Family Collaboration
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
BARRIERS TO COLLABORATION AND PARENT PARTICIPATION  
CULTURAL AND LINGUISTIC DIVERSITY  
RESPONDING TO CULTURAL AND LINGUISTIC DIVERSITY  
COMMUNICATION DIFFERENCES  
RESPONDING TO COMMUNICATION DIFFERENCES  
INDIVIDUAL PARENT AND FAMILY FACTORS  
RESPONDING TO INDIVIDUAL PARENT AND FAMILY FACTORS  
CONCLUSION  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 4 Linking Assessment to Instructional Planning
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
GATHERING ASSESSMENT DATA  
DIAGNOSTIC ASSESSMENT  
LINKING ASSESSMENT TO INTERVENTION  
DEVELOPING THE IEP  
CREATING ANNUAL GOALS AND OBJECTIVES  
EDUCATIONAL INTERVENTIONS TO MEET IEP GOALS  
EVIDENCE-BASED PRACTICES  
EDUCATING STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS  
PARTNERING WITH FAMILIES  
PREPARING FAMILIES TO BE PARTNERS IN MAKING EDUCATIONAL DECISIONS  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 5 Introduction to Applied Behavior Analysis
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
APPLIED BEHAVIOR ANALYSIS  
APPLIED BEHAVIOR ANALYSIS—SEVEN DIMENSIONS  
BEHAVIORAL CONCEPTS USED IN ABA  
REINFORCEMENT AND PUNISHMENT  
TEACHING WITH APPLIED BEHAVIOR ANALYSIS  
DISCRETE-TRIAL TEACHING  
INCIDENTAL TEACHING  
SHAPING  
TASK ANALYSIS  
USING ABA IN THE INCLUSIVE CLASSROOM  
PARTNERING WITH FAMILIES TO IMPLEMENT ABA  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 6 Promoting Behavioral Changes in Children With ASD: Functional Behavioral Assessment and Behavioral Intervention Plans
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
PROBLEM BEHAVIORS  
BEHAVIORS SERVE A FUNCTION  
IDENTIFYING THE FUNCTION: FUNCTIONAL BEHAVIORAL ASSESSMENTS (FBAS)  
BEHAVIOR INTERVENTION PLANS  
SCHOOL–FAMILY COLLABORATION IN FBA  
INCLUSION TIPS  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 7 Positive Behavior Supports
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
USING POSITIVE BEHAVIOR SUPPORTS TO ADDRESS PROBLEM BEHAVIOR  
TEACHING REPLACEMENT BEHAVIORS  
CONSEQUENCE STRATEGIES  
EVALUATING THE SUCCESS OF THE INTERVENTION  
PARTNERING WITH FAMILIES TO IMPLEMENT POSITIVE BEHAVIOR SUPPORTS  
INCLUSION TIPS  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 8 Environmental Supports
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
CHALLENGES WITH ASD THAT MAKE MODIFICATIONS NECESSARY  
CLASSROOM PHYSICAL STRUCTURE  
TEACCH  
VISUAL SUPPORTS  
PARTNERING WITH FAMILIES  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 9 Supporting Social Skills Development
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
COMMON SOCIAL SKILLS DIFFERENCES  
SOCIAL SKILLS STRATEGIES  
SOCIAL SCRIPTING  
VIDEO MODELING  
SOCIAL SKILLS GROUPS  
SOCIAL SKILLS DEVELOPMENT IN INCLUSIVE CLASSROOMS  
PARTNERING WITH FAMILIES TO FOSTER SOCIAL SKILLS  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 10 Building Communication Skills
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
CHARACTERISTICS OF COMMUNICATION IN CHILDREN WITH ASD  
SOCIAL COMMUNICATION  
JOINT ATTENTION  
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO ARE NONVERBAL OR WHO HAVE VERY LIMITED SPEECH  
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION STRATEGIES  
PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)  
TECHNICAL COMMUNICATION AIDS  
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO SPEAK  
APPLIED BEHAVIOR ANALYSIS  
PIVOTAL RESPONSE TREATMENT  
VIDEO MODELING  
SCRIPT TRAINING  
TEACHING COMMUNICATION IN THE INCLUSIVE CLASSROOM  
PARTNERING WITH FAMILIES TO TEACH COMMUNICATION  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 11 Building Academic Skills: Instructional Approaches
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
EFFECTIVE COMPONENTS OF INSTRUCTIONAL PRACTICES  
INDIVIDUALIZED SUPPORTS AND SERVICES  
SYSTEMATIC INSTRUCTION  
STRUCTURED LEARNING ENVIRONMENTS  
INDIVIDUAL VERSUS SMALL- OR LARGE-GROUP INSTRUCTION  
GENERALIZATION  
MODIFICATIONS AND ACCOMMODATIONS  
ASSISTIVE TECHNOLOGY  
VISUAL APPROACHES  
COMMON CORE STATE STANDARDS  
TEACHING IN THE CONTENT AREAS  
TEACHING READING  
TEACHING WRITING  
TEACHING MATHEMATICS  
INSTRUCTIONAL APPROACHES FOR THE INCLUSIVE CLASSROOM  
FAMILY INVOLVEMENT IN INSTRUCTION  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 12 Understanding and Addressing Functional Skills
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
FUNCTIONAL SKILLS  
THE ROLE OF EXECUTIVE FUNCTION  
FOUR KEY DOMAINS OF EXECUTIVE FUNCTION  
SUPPORTING INDEPENDENT FUNCTIONING  
STRATEGIES FOR TEACHING FUNCTIONAL SKILLS  
OTHER STRATEGIES FOR TEACHING FUNCTIONAL SKILLS  
SELECTING FUNCTIONAL GOALS FOR THE IEP  
WRITING MEASURABLE FUNCTIONAL GOALS IN THE IEP  
FAMILY INVOLVEMENT IN TEACHING EXECUTIVE FUNCTION SKILLS  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 13 Early Interventions: Effective Practices for Young Children (Ages 3–5) With ASD
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
EARLY AUTISM SCREENING  
GOAL DEVELOPMENT  
CLASSROOM ENVIRONMENTAL CONSIDERATIONS  
SENSORY STIMULATION  
VISUAL SUPPORTS  
WORK SYSTEMS  
REINFORCEMENT  
MODELING  
NATURALISTIC TEACHING  
INSTRUCTIONAL APPROACHES  
DEVELOPING COMMUNICATION SKILLS  
MILIEU TEACHING  
FAMILY INVOLVEMENT IN EARLY INTERVENTION  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
CHAPTER 14 Transitioning to Adulthood
LEARNER OBJECTIVES  
CASE STUDY  
INTRODUCTION  
ISSUES IN TRANSITIONING TO ADULTHOOD  
EMPLOYMENT  
BENEFITS OF HIRING INDIVIDUALS WITH ASD  
POSTSECONDARY EDUCATION  
DAILY LIVING AND ADAPTIVE FUNCTIONING  
TRANSITION PLANNING  
SUPPORTING TRANSITIONING TO ADULTHOOD  
EMPLOYMENT  
POSTSECONDARY EDUCATION  
INDEPENDENT LIVING SKILLS  
FAMILY INVOLVEMENT IN TRANSITION  
SUMMARY STATEMENTS  
WHAT WOULD YOU DO?  
CHAPTER REFLECTION QUESTIONS  
RECOMMENDED RESOURCES  
REFERENCES  
 
GLOSSARY
 
INDEX

Supplements

Instructor Site

Password-protected Instructor Resources include the following:

  • A Microsoft® Word® test bank is available containing multiple choice, true/false, and essay questions for each chapter. The test bank provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
  • Editable, chapter-specific Microsoft® PowerPoint® slides offer you complete flexibility in easily creating a multimedia presentation for your course.
  • EXCLUSIVE! Access to certain full-text SAGE journal articles that have been carefully selected for each chapter.
  • Video and multimedia links that appeal to a variety of students.

"This is an excellent text on Autism. It is thorough, easy to read, and provides many opportunities for students to work on the topics presented.  It brings a fresh way of learning about Autism to the student population."

Carol Strax
Dominican College

"This text provides information pertaining to working with children with ASD in the classroom, as well as information on ways to create partnerships with families."

Jonna Bobzien
Old Dominion University

"This text places emphasis on empirically-based, evidence-based strategies and interventions which makes it a particularly effective text for courses that focus on students with ASD for both preservice and in-service teachers, as well as families. The Parent Collaboration perspective within each chapter is emphasized throughout and integrates how parents can be instrumental in developing student skills, as well as the importance and strategies for parent-professional collaborations. The text has done an excellent job of weaving and integrating parent-professional collaboration into each chapter topic and using this as a “holistic” approach to supporting our students with ASD."

Patricia Huskins
Texas A & M University, Kingsville

"This is a great text that is very well-organized and easy to read/understand. There are many activities built into this text to promote theory to practice for better understanding of how to implement all topics discussed. There are also multiple references to other documents/texts that will promote what has been taught in this text’s chapters."

Jill Hamlin
Averett University

"This is one of the best texts. It especially provides readers with detailed information on important topics as well as very applicable examples in teaching students with ASD."

Minkowan Goo
Key features

KEY FEATURES: 

  • Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter.
  • Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios.
  • A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home.
  • Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
     

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