| |
| |
| 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 | |