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


Courses:
Autism

April 2008 | 224 pages | Corwin

"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 Professor
University 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 Director
Learning 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.


 
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

"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 Professor
University 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 Director
Learning Matters Educational Group

"An excellent guide for any special education collection."

The Bookwatch, July 2008
Midwest Book Review

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