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