| |
| |
| |
| Identifying and Describing Individuals with Autism Spectrum Disorders | |
| |
| |
| Learning with Ms. Harris: Life After Graduation | |
| |
| |
| Characteristics of Autism Spectrum Disorders | |
| |
| |
| Communication | |
| |
| |
| Socialization | |
| |
| |
| Interests and Activities | |
| |
| |
| Pervasive Developmental Disorders in the DSM-IV-TR | |
| |
| |
| Autistic Disorder | |
| |
| |
| Learning with Ms. Harris: A Trip to McDonald's | |
| |
| |
| Asperger's Disorder | |
| |
| |
| Learning with Ms. Harris: An English Composition | |
| |
| |
| Rett's Disorder | |
| |
| |
| Childhood Disintegrative Disorder | |
| |
| |
| Pervasive Developmental Disorders-Not Otherwise Specified | |
| |
| |
| Diagnosing Autism Spectrum Disorders | |
| |
| |
| Early Indicators of Possible ASD | |
| |
| |
| Learning with Ms. Harris: Returning the Call | |
| |
| |
| Assessments for ASD | |
| |
| |
| Additional Tests and Evaluations | |
| |
| |
| Differential Diagnoses | |
| |
| |
| Determining Eligibility for Special Education | |
| |
| |
| Summary of ASD Facts | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Historical Perspectives and Etiology of Autism Spectrum Disorders | |
| |
| |
| Learning with Ms. Harris: The Need to Learn More | |
| |
| |
| Autism Through History | |
| |
| |
| Kanner's Use of the Term Autism | |
| |
| |
| Asperger Describes a Similar Profile | |
| |
| |
| Etiology of Autism Spectrum Disorders | |
| |
| |
| Neurological Differences | |
| |
| |
| Structural Differences | |
| |
| |
| Brainstem | |
| |
| |
| Limbic System | |
| |
| |
| Cerebrum | |
| |
| |
| Cerebellum | |
| |
| |
| Neural Plasticity | |
| |
| |
| Chemical Differences and Psychopharmacological Treatments | |
| |
| |
| Functional Differences | |
| |
| |
| Role of Genetics | |
| |
| |
| Immune System Involvement | |
| |
| |
| Impact of Environmental Toxins | |
| |
| |
| Learning with Ms. Harris: Sunday Night in Front of the Television | |
| |
| |
| How Many People Have an ASD? | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Collaborating to Develop Effective Programs | |
| |
| |
| Learning with Ms. Harris: One School System's Experience | |
| |
| |
| Understanding the Controversy | |
| |
| |
| Differing Perspectives | |
| |
| |
| Interventions vs. Outcomes | |
| |
| |
| Marketing Hype | |
| |
| |
| Critical Analysis of Published Literature | |
| |
| |
| Contradictory Conclusions | |
| |
| |
| Heterogeneous Population | |
| |
| |
| Developmental Disability | |
| |
| |
| Additional Considerations When Interpreting Research Literature | |
| |
| |
| Positive Trajectories | |
| |
| |
| Nonrandom Selection and Outcome Measures | |
| |
| |
| Placebo Effect | |
| |
| |
| Consideration of Entire Family | |
| |
| |
| Differing Approaches for the Same Population | |
| |
| |
| Relationship-Based Approaches | |
| |
| |
| Skills-Based Approaches | |
| |
| |
| Physiologically Based Approaches | |
| |
| |
| Combination Approaches | |
| |
| |
| Guidelines for Use in Developing Effective Programs | |
| |
| |
| Collaborative Development of Programs | |
| |
| |
| Active Listening | |
| |
| |
| Soliciting Everyone's Ideas | |
| |
| |
| Understanding and Respecting Others' Perspectives | |
| |
| |
| Communicating Clearly | |
| |
| |
| Emphasizing the Common Goal | |
| |
| |
| Learning with Ms. Harris: Her First IEP Meeting | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Creating Contexts for Instruction | |
| |
| |
| Learning with Ms. Harris: A Room of Her Own | |
| |
| |
| Arranging the Physical Environment | |
| |
| |
| Teaching Behaviors Associated with Environmentally Cued Expectations | |
| |
| |
| Establishing the Temporal Structure | |
| |
| |
| Activity Length | |
| |
| |
| Variation of Activities | |
| |
| |
| Delineation of Activities | |
| |
| |
| Teaching Starting and Stopping | |
| |
| |
| Transitions | |
| |
| |
| Visual and Concrete Systems | |
| |
| |
| Differences Between Types of Visuals | |
| |
| |
| Systematic Instruction | |
| |
| |
| Sensory Accommodations | |
| |
| |
| Engaging Activities | |
| |
| |
| Opportunities to Make Choices | |
| |
| |
| Establishing Stimulus Control | |
| |
| |
| Priming | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Accommodating Sensory Issues | |
| |
| |
| Learning with Ms. Harris: Ms. Harris Is Puzzled | |
| |
| |
| Sensory Differences in Autism Spectrum Disorders | |
| |
| |
| Sensory Stimuli | |
| |
| |
| Sensory Systems and Behavior | |
| |
| |
| Olfactory | |
| |
| |
| Gustatory | |
| |
| |
| Tactile | |
| |
| |
| Vestibular | |
| |
| |
| Proprioceptive | |
| |
| |
| Vision | |
| |
| |
| Auditory | |
| |
| |
| Balancing Sensory Information | |
| |
| |
| Stereotypic and Ritualistic Behavior | |
| |
| |
| Biologic Need for Stimulation | |
| |
| |
| Increasing Arousal | |
| |
| |
| Reducing Stress | |
| |
| |
| Stereotypies and Stims to Control the Environment | |
| |
| |
| Supporting Sensory Needs | |
| |
| |
| Environmental Analyses | |
| |
| |
| Shaping Behavior | |
| |
| |
| Learning with Ms. Harris: Ms. Harris Rubs Corduroy | |
| |
| |
| A Cautionary Note | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Using Applied Behavior Analytic Instructional Strategies | |
| |
| |
| Learning with Ms. Harris: Ms. Nelson Finds a Cure | |
| |
| |
| Applied Behavior Analysis Defined | |
| |
| |
| Applied and Effective | |
| |
| |
| Technological | |
| |
| |
| Behavioral | |
| |
| |
| Analytic and Conceptual | |
| |
| |
| Generality | |
| |
| |
| Summary of Applied Behavior Analysis | |
| |
| |
| Discrete Trial Training | |
| |
| |
| Attention | |
| |
| |
| Presentation of Stimulus | |
| |
| |
| Student Response | |
| |
| |
| Feedback | |
| |
| |
| Intertrial Interval | |
| |
| |
| Learning with Ms. Harris: Teaching Gabe to Label Pictures | |
| |
| |
| Variations | |
| |
| |
| Pros and Cons of Discrete Trial Training | |
| |
| |
| Summary of Discrete Trial Training | |
| |
| |
| Other Effective ABA Interventions | |
| |
| |
| Learning with Ms. Harris: An Answer for Ms. Nelson | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Programming for Challenging Behavior | |
| |
| |
| Learning with Ms. Harris: A Bad Day | |
| |
| |
| What Precipitates Challenging Behavior? | |
| |
| |
| Functions of Behavior | |
| |
| |
| Determining Functions of Behavior | |
| |
| |
| Operationally Define the Problem Behavior | |
| |
| |
| Collect Data on the Behavior | |
| |
| |
| Analyze Data to Create a Relationship Statement | |
| |
| |
| Functional Analysis | |
| |
| |
| Positive Behavior Support | |
| |
| |
| Learning with Ms. Harris: A Lesson in Changing Behavior | |
| |
| |
| Developing Positive Behavior Support Plans | |
| |
| |
| Consider Antecedent Modifications | |
| |
| |
| Learning with Ms. Harris: Using PRT with Craig | |
| |
| |
| Teach Acceptable Behaviors That Serve the Same Function as the Misbehavior | |
| |
| |
| Learning with Ms. Harris: FCT for Donald | |
| |
| |
| Identify Consequences for Misbehavior and Develop Backup Plans | |
| |
| |
| Plan for Generalization | |
| |
| |
| Learning with Ms. Harris: Collaborative Problem Solving | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Encouraging Communication and Verbal Behavior | |
| |
| |
| Learning with Ms. Harris: Differences Between Talking and Communicating | |
| |
| |
| Early Communication Development | |
| |
| |
| Eye Gaze | |
| |
| |
| Babbling | |
| |
| |
| Gestures | |
| |
| |
| Basics for Language Development | |
| |
| |
| Motor Imitation | |
| |
| |
| Joint Attention | |
| |
| |
| Object Play | |
| |
| |
| Language Acquisition | |
| |
| |
| Components of Language | |
| |
| |
| Levels of Communication | |
| |
| |
| Echolalia | |
| |
| |
| Additional Considerations with Asperger Syndrome | |
| |
| |
| Communication Breakdowns & Repair Strategies | |
| |
| |
| Assessment of Communication Skills | |
| |
| |
| Encouraging Verbal Behavior | |
| |
| |
| Learning with Ms. Harris: Insight into Echolalia | |
| |
| |
| Discrete Trial Training (DTT) | |
| |
| |
| Functional Communication Training (FCT) | |
| |
| |
| Augmentative and Alternative Communication (AAC) | |
| |
| |
| Sign Language | |
| |
| |
| Picture Exchange Communication System (PECS) | |
| |
| |
| Learning with Ms. Harris: Milo Requests Cheese Balls | |
| |
| |
| Natural Language Paradigm (NLP) | |
| |
| |
| Joint Action Routines (JARs) | |
| |
| |
| Learning with Ms. Harris: JARs/NLP for Milo | |
| |
| |
| Incidental Teaching | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Enhancing Socialization and Social Competence | |
| |
| |
| Learning with Ms. Harris: Craig Joins In-Badly | |
| |
| |
| Social Differences in ASD | |
| |
| |
| Social Competence | |
| |
| |
| Social Skills Training | |
| |
| |
| Assessment | |
| |
| |
| Acquisition, Performance, and Generalization | |
| |
| |
| Strategies to Enhance Socialization and Social Competence | |
| |
| |
| Peer-Mediated Instruction and Interventions | |
| |
| |
| Adult-Mediated Instruction and Interventions | |
| |
| |
| Facilitating Play Behavior | |
| |
| |
| Direct Teaching of Social Skills | |
| |
| |
| Social Stories | |
| |
| |
| Comic Strip Conversations | |
| |
| |
| Concept Mastery | |
| |
| |
| Social Autopsies | |
| |
| |
| Strategies for Enhancing Friendships | |
| |
| |
| Stay, Play, & Talk | |
| |
| |
| Additional Considerations for Developing Friendships | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Promoting Academic Skill Acquisition | |
| |
| |
| Learning with Ms. Harris: Success in General Education Settings | |
| |
| |
| Determining Academic Objectives | |
| |
| |
| Differentiated Instruction | |
| |
| |
| Facilitating Listening | |
| |
| |
| Enhancing Motivation to Learn | |
| |
| |
| Incorporating Assistive Technology | |
| |
| |
| Using Computer-Assisted Instruction | |
| |
| |
| Summary of Differentiated Instruction | |
| |
| |
| Core Content Areas | |
| |
| |
| Written Expression | |
| |
| |
| Reading | |
| |
| |
| Learning with Ms. Harris: Laura and the Media Specialist | |
| |
| |
| Spelling | |
| |
| |
| Mathematics | |
| |
| |
| Learning with Ms. Harris: Collaborating for Success in General Education Settings | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Organizing Instructional Opportunities in Nonacademic Environments | |
| |
| |
| Learning with Ms. Harris: Kinta's Version of Jumping Jacks | |
| |
| |
| Considerations for Success in Nonacademic Environments | |
| |
| |
| Physical Education | |
| |
| |
| Lunch | |
| |
| |
| Driver's Education | |
| |
| |
| Extracurricular Activities | |
| |
| |
| Other Instructional Considerations | |
| |
| |
| Learning with Ms. Harris: Running Out of Time! | |
| |
| |
| Opportunities to Respond | |
| |
| |
| Grouping | |
| |
| |
| Peer Tutoring | |
| |
| |
| Peer-Assisted Learning Strategies (PALS) | |
| |
| |
| Cooperative Learning | |
| |
| |
| Use of Paraprofessionals | |
| |
| |
| Facilitating Engagement through Self-Management | |
| |
| |
| Learning with Ms. Harris: An Expansion of Self-Management | |
| |
| |
| Supplemental Learning | |
| |
| |
| Learning with Ms. Harris: Homework Woes | |
| |
| |
| Homework | |
| |
| |
| Homework Strategies | |
| |
| |
| Homework Procedures | |
| |
| |
| Summer School | |
| |
| |
| Conclusion | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| References | |
| |
| |
| Epilogue: What Ms. Harris Learned | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |