Autism Teaching Does Make a Difference

ISBN-10: 1565938941
ISBN-13: 9781565938946
Edition: 2002
List price: $210.95 Buy it from $53.32 Rent it from $36.02
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Description: This practical, accessible text was written for practitioners who work with children and youth with autism. It presents the vital material required by special educators to plan and implement effective programs to meet the needs of students with  More...

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Book details

List price: $210.95
Copyright year: 2002
Publisher: Wadsworth
Publication date: 8/21/2001
Binding: Paperback
Pages: 300
Size: 7.25" wide x 9.00" long x 0.50" tall
Weight: 0.990
Language: English

This practical, accessible text was written for practitioners who work with children and youth with autism. It presents the vital material required by special educators to plan and implement effective programs to meet the needs of students with autism. It begins with an overview of autism, including etiology, characteristics, diagnosis, and definition, followed by in-depth coverage of teaching methodologies. Throughout the book, the authors present state-of-the-art information in a step-by-step user friendly format. The book's optimistic viewpoint is grounded in the premise that well-planned and accurately implemented applied behavior analytical interventions will increase the potential for more independent and mainstream functioning.

Preface
Acknowledgments
Overview of Autism
History of Autism
Nature of Autism
Characteristics
Behavioral Deficits
Behavioral Excesses
Diagnoses and Definitions
Diagnostic Instruments
Program Considerations
A Practical Program
Teacher Characteristics
Family Issues
Summary
Key Points
References
Basic Behavioral Principles and Strategies for Changing Behavior
Assumptions of Applied Behavior Analysis
Behavioral Approach to Teaching Students with Autism
The A-B-C Model
Antecedents
Behavior
Consequences
Summary
Key Points
References
Reducing Challenging Behavior
Functional Assessment
How to Conduct a Functional Assessment
Interventions for Specific Challenging Behaviors
Noncompliance
Self-Stimulatory Behaviors
Self-Injurious Behavior
Aggression
Behavior Reductive Procedures for Challenging Behaviors
Time-Out
Response Cost
Overcorrection
Summary
Key Points
References
Deciding What to Teach: Curriculum Development
Curricular Areas
Curricular Considerations
Curriculum Should Be Functional
Curriculum Should Be Chronologically Age Appropriate
Curriculum Should Be Longitudinal
Curriculum Should Be Horizontally Integrated
Curriculum Should Be Community Referenced
Curriculum Should Emphasize Communication and Socialization
A Curriculum Development Procedure
Establish Placement Goals
Develop a Curricular Inventory for Reaching the Goals
Assess for Current Level of Functioning
Obtain Social Validity and Prioritize Activities and Skills
Write Annual Goals and Objectives
Develop the Individualized Education Plan
Curricular Refinement
Levels of Competency
Task Analysis
Curricular Format
Summary
Key Points
References
Teaching: General Strategies
Structure and Teaching
Structuring with Physical Organization
Organizing to Prevent Inappropriate Behavior
Organizing for Comfort and Safety
Structuring through Routines and Schedules
Teaching Routines and Procedures
Establishing Schedules
Structuring through Materials
Structuring through Lesson Presentation
Discrete Trial Format
Assessing Student Progress
Additional Strategies for Teaching Skills
Shaping
Chaining
Generalization Training
Milieu Teaching
Grouping
Plans and Reports
Evaluating Teaching Strategies
Summary
Key Points
References
Remediating Deficits in Speech and Language
What is Language?
Communication and Language Components
Language Development
Language Problems in Autism
Related Problems
Receptive Language Problems
Expressive Language Problems
Problems with Pragmatics
Problems with Language Form
Assessing Language and Communication
Formal Language/Communication Assessment Instruments
Informal Language Assessment
Language and Communication Training
Deciding What to Teach in a Language/Communication Program
Strategies for Teaching Language and Communication
Augmentative and Alternative Communication Systems
Summary
Key Points
References
Remediating Deficits in Socialization
Social Competence versus Social Skills
Assessment Strategies for Determining Socialization Curriculum
Assessment of Contexts and Determining Socially Valid Skills
Assessment of Student Skill Levels
Interventions for Increasing Social Skills and Social Competence
General Considerations for Socialization Interventions
Intervention Approaches
Facilitating Generalization of Social Skills
Summary
Key Points
References
Remediating Deficits in Life Skills
Assessment of Self-Help, Leisure, and Vocational Skills
Ecological Assessment
Inventories and Checklists
Direct Observation
Self-Help Skills
General Considerations for Teaching Self-Help Skills
Toileting Skills
Eating Skills
Dressing Skills
Personal Grooming and Hygiene Skills
Play, Leisure, and Recreation Skills
General Considerations for Teaching Play, Leisure, and Recreation Skills
Types of Leisure and Recreation Activities
Vocational Skills
General Considerations for Teaching Vocational Skills
Employment Options
Summary
Key Points
References
Understanding Intervention Controversies
Evaluating Intervention Programs
Intervention Outcomes
Potential Intervention Risk
Evidence
Considering Alternatives
Program Evaluation
Why Programs Fail
Lack of a Defined Program
Choosing Popular Rather Than Appropriate Options
Teaching Dependency
One-Size-Fits-All Mentality
Lack of Documentation
A Family's Search for an Effective Program
Summary
Key Points
References
Index

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