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Educating Young Children with Autism Spectrum Disorders

ISBN-10: 1412987288
ISBN-13: 9781412987288
Edition: 2012
List price: $34.95 Buy it from $24.09
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Description: This book will guide practitioners, early interventionists, teachers, counselors, and psychologists in identifying and implementing effective strategies that address the unique characteristics of children with autism and their families. The authors  More...

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Book details

List price: $34.95
Copyright year: 2012
Publisher: Corwin Press
Publication date: 5/22/2012
Binding: Paperback
Pages: 336
Size: 6.75" wide x 9.75" long x 0.75" tall
Weight: 1.496
Language: English

This book will guide practitioners, early interventionists, teachers, counselors, and psychologists in identifying and implementing effective strategies that address the unique characteristics of children with autism and their families. The authors describe current research on the etiology of autism and outline a range of effective assessment procedures. Key topics include: How to guide family participation and supports in developing goals and interventionsProcedures for intervention planning and implementation in natural settingsMethods for promoting generalization and maintenance of skillsStrategies to promote collaboration and problem-solving approaches across multiple disciplines Approaches for evaluating evidence based practicesWays to foster awareness of recent developments related to evidence-based practices

Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she <a name="_GoBack"></a>taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.

Acknowledgments
About the Authors
Classification of Autism in Young Children
Diagnostic Classification
Prevalence
Etiology of Autism
Conclusions and Future Directions
Early Detection and Medical Classification
Introduction
The Importance of Early Detection
Selecting a Screening Measure
Administering and Communicating Screening Results
Diagnostic Procedures
Diagnostic Tools
Diagnosis Versus Eligibility
Conclusions and Future Directions
Learning Activities
Resources
Educational Eligibility
Eligibility Versus Diagnosis
Learning Activities
Writing Effective Educational Goals
Who Is on the Team?
Writing Family-Guided Goals
Focusing on Functional Skills
Using Autism-Specific Curricula
Addressing Academic Skills
Future Directions
Learning Activities
Resources
Essential Components of Educational Programs
Core Curricular Content
Highly Structured Teaching Environments
Predictability and Routines
Commitment to Evidence-Based Practices
Functional Approach to Problem Behaviors
Transitions
Family Involvement
Mechanism for Ongoing Program Evaluation
Future Directions
Learning Activities
Resources
Designing and Evaluating Instruction Based on Student Skills and Responses
Considerations in Assessment to Lead to Improved Outcomes
Evaluating Progress and Response to Intervention
Considerations in Intervention Modification
Future Directions
Learning Activities
Resources
Evidence-Based Strategies for Teaching Children With Autism Spectrum Disorders: Skill Acquisition and Fluency
Teaching New Skills and Behaviors
Using Response Prompting Strategies to Teach New Skills and Behaviors
Teaching Chained Behaviors
Modifying Instructional Arrangements to Increase the Efficiency of Learning
Future Directions
Learning Activities
Resources
Evidence-Based Strategies for Maintenance, Generalization, and Self-Management
Maintenance of New Skills
Programming for Generalization
Self-Management
Future Directions
Learning Activities
Resources
Evidence-Based Practices for Communication Skill Acquisition
What Is Communication?
Augmentative and Alternative Communication Programming
Picture Exchange Communication System (PECS)
Voice Output Communication Aides (VOCAs)
Pivotal Response Treatment
Functional Communication Training
Comprehensive Treatment Models
Future Directions
Learning Activities
Resources
Evidence-Based Practices for Social Skill Acquisition
Peer-Mediated Instruction
Social Skills Training
Pivotal Response Training
Future Directions
Learning Activities
Resources
Designing Instruction and Supports to Prevent and Decrease Problem Behavior
Positive Behavioral Interventions and Supports
Functional Behavioral Assessment
How Will We Change Behavior? Developing Behavior Support Plans
Evaluation Plan
Future Directions
Learning Activities
Resources
Maximizing Implementation of Evidence-Based Strategies in the Classroom
Collaborating Within the Interdisciplinary Team
Effective Consultation and Coaching
Barriers to Implementation
Future Directions
Learning Activities
Resources
Master List of Acronyms
References
Index

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