| |
| |
| Executive Summary | |
| |
| |
| Committee's Charge | |
| |
| |
| Diagnosis, Assessment, and Prevalence | |
| |
| |
| Role of Families | |
| |
| |
| Goals for Educational Services | |
| |
| |
| Characteristics of Effective Interventions | |
| |
| |
| Public Policies | |
| |
| |
| Personnel Preparation | |
| |
| |
| Research | |
| |
| |
| |
| Introduction | |
| |
| |
| Features of Autism | |
| |
| |
| The Challenge of Educating Children with Autism | |
| |
| |
| The Committee's Work | |
| |
| |
| Organization of the Report | |
| |
| |
| |
| Goals for Children with Autism and Their Families | |
| |
| |
| |
| Diagnosis, Assessment, and Prevalence | |
| |
| |
| Multidisciplinary Perspectives | |
| |
| |
| Prevalence of Autism and Related Conditions | |
| |
| |
| Screening Instruments | |
| |
| |
| Assessment | |
| |
| |
| Medical Considerations | |
| |
| |
| Implications for Intervention | |
| |
| |
| |
| Family Roles | |
| |
| |
| Special Demands on Parents | |
| |
| |
| Teaching Parents Needed Skills | |
| |
| |
| The Advocacy Role | |
| |
| |
| Support for Families | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Goals for Educational Services | |
| |
| |
| Interventions as Paths to Goals | |
| |
| |
| Outcomes | |
| |
| |
| |
| Characteristics of Effective Interventions | |
| |
| |
| |
| Development of Communication | |
| |
| |
| Core Communication Deficits | |
| |
| |
| Planning for Intervention | |
| |
| |
| Intervention Approaches | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Social Development | |
| |
| |
| Developmental Constructs and Theory | |
| |
| |
| Commonalties and Individual Differences | |
| |
| |
| Planning for Intervention | |
| |
| |
| Interventions Used to Teach Social Behavior | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Cognitive Development | |
| |
| |
| Cognitive Abilities in Infants and Very Young Children | |
| |
| |
| Stability and Uses of Tests of Intelligence | |
| |
| |
| General Issues in Cognitive Assessment | |
| |
| |
| Theoretical Models of Cognitive Dysfunction in Autism | |
| |
| |
| Academic Instruction and Outcomes | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Sensory and Motor Development | |
| |
| |
| Constructs and Deficits | |
| |
| |
| Intervention Techniques | |
| |
| |
| Sensory and Motor Development and Educational Programming | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Adaptive Behaviors | |
| |
| |
| Background | |
| |
| |
| Developmental Constructs and Theory | |
| |
| |
| Form of Adaptive Behaviors | |
| |
| |
| Assessing Adaptive Behavior and Planning for Intervention | |
| |
| |
| Intervention Studies | |
| |
| |
| Intervention Programs | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Problem Behaviors | |
| |
| |
| Nature and Persistence of Behavior Problems | |
| |
| |
| Preventive Interventions | |
| |
| |
| After the Fact: Teaching Alternative Behaviors | |
| |
| |
| Other Interventions | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Instructional Strategies | |
| |
| |
| Types of Instructional Strategies | |
| |
| |
| Individual Versus Group Instruction | |
| |
| |
| The Use of Peers as Instructors | |
| |
| |
| The Roles of Selected Disciplines | |
| |
| |
| |
| Comprehensive Programs | |
| |
| |
| Selection and Overview of Model Programs | |
| |
| |
| Theoretical Orientations of Program Models | |
| |
| |
| Convergence and Variability of Program Dimensions | |
| |
| |
| Intervention Studies | |
| |
| |
| |
| Policy, Legal, and Research Context | |
| |
| |
| |
| Public Policy and Legal Issues | |
| |
| |
| Legislation | |
| |
| |
| Adequacy of Services and Resources | |
| |
| |
| |
| Personnel Preparation | |
| |
| |
| Need for a Support Infrastructure | |
| |
| |
| Kinds of Personnel | |
| |
| |
| Providers of Personnel Preparation | |
| |
| |
| Content of Personnel Preparation Programs | |
| |
| |
| Resources | |
| |
| |
| |
| Methodological Issues in Research on Educational Interventions | |
| |
| |
| Separate Literatures | |
| |
| |
| Early Screening and Diagnosis | |
| |
| |
| Description of Participants of Studies | |
| |
| |
| Methodological Issues | |
| |
| |
| From Research to Practice | |
| |
| |
| |
| Conclusions and Recommendations | |
| |
| |
| Diagnosis, Assessment, and Prevalence | |
| |
| |
| Role of Families | |
| |
| |
| Goals for Educational Services | |
| |
| |
| Characteristics of Effective Interventions | |
| |
| |
| Public Policies | |
| |
| |
| Personnel Preparation | |
| |
| |
| Needed Research | |
| |
| |
| References | |
| |
| |
| Biographical Sketches | |
| |
| |
| Index | |