| Preface | |
| Acknowledgments | |
| About the Authors | |
| Introduction to ASD | |
| IDEA Definition of ASD | |
| Overview of ASD | |
| Causes of ASD | |
| Prevalence and Incidence of ASD | |
| Age of Onset of ASD | |
| Gender Features of ASD | |
| Cultural Features of ASD | |
| Familial Pattern of ASD | |
| Educational Implications of Students With ASD | |
| Evidence-Based Practice in Working With Children With ASD and Their Families | |
| Research Basis for Services to Children With ASD in the Home, School, and Community | |
| Characteristics of Children With ASD | |
| Possible Early Indicators of ASD | |
| Patterns of Development | |
| Impairments in Social Skills | |
| Impairments in Communication Skills | |
| Unusual and Repeated Behaviors and Routines | |
| Additional Disabilities and Co-Morbid Conditions | |
| Associated Features | |
| Types of ASD | |
| Autistic Disorder (Classic ASD) | |
| Childhood Disintegrative Disorder | |
| Rett Syndrome | |
| Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS) | |
| Asperger Syndrome | |
| Eligibility Criteria for Children With ASD | |
| Review of the Characteristics of Children With ASD | |
| Determination of the Procedures and Assessment Measures to Be Used | |
| Determination of Eligibility for a Diagnosis of ASD | |
| Overview of Effective Interventions | |
| Behavioral Approaches | |
| Relationship-Based Models | |
| Skills-Based Interventions | |
| Structured Teaching | |
| Physiologically-Based Interventions | |
| Creating Quality Educational Programs for Children With ASD | |
| Family Involvement | |
| Comprehensive Assessment of Skills and Deficits | |
| Plan Development/Clearly Defined Goals and Objectives | |
| Effective Teaching Strategies | |
| Assessment of the Intervention | |
| Structuring the Environment | |
| Applying Functional Behavior Assessment to Problem Behavior | |
| Transition | |
| Opportunities With Peers | |
| Comprehensive Team Approach | |
| Collaborating With Parents | |
| Obtaining a Diagnosis | |
| Adjusting to the Diagnosis | |
| Developmental Stages and Family Stresses | |
| Creating a Collaborative Home-School Partnership | |
| Building an Informed Partnership | |
| Establishing a Team Approach | |
| Planning for Communication | |
| Facilitating Collaborative Relationships | |
| When Collaboration Becomes Difficult | |
| Effective Programming for Young Children With ASD: Ages 3-5 | |
| Curriculum Content | |
| Highly Supportive Teaching Environments | |
| Need for Predictability and Routine | |
| Functional Approach to Challenging Behaviors | |
| Transition Planning From Early Childhood Program to Elementary School | |
| Family Involvement | |
| Teaching Students With ASD: Instructional Approaches | |
| Visual Approaches | |
| Providing Precise, Positive Praise While the Student Is Learning | |
| Using Meaningful Reinforcements | |
| Planning Tasks at an Appropriate Level of Difficulty | |
| Using Age-Appropriate Materials | |
| Providing Opportunities for Choice | |
| Breaking Down Oral Instructions Into Small Steps | |
| Paying Attention to Processing and Pacing Issues | |
| Using Concrete Examples and Hands-on Activities | |
| Using Task Analysis | |
| Using Discrete Trial Methods | |
| Introducing Unfamiliar Tasks in a Familiar Environment When Possible | |
| Organizing Teaching Materials and Situation to Highlight What Is Important | |
| Encouraging Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming Dependent on Prompts | |
| Directing and Broadenening Fixations Into Useful Activities | |
| Knowing the Individual and Maintaining a List of Strengths and Interests | |
| Developing Talent and Interest Areas | |
| Teaching Students With ASD: Strategies for Classroom Management | |
| Providing a Structured, Predictable Classroom Environment | |
| Providing a Customized Visual Daily Schedule | |
| Noting Aspects of the Tasks and Activities That Create Frustration | |
| Providing Relaxation Opportunities and Areas | |
| Providing Opportunities for Meaningful Contact With Peers Who Have Appropriate Social Behavior | |
| Planning for Transitions and Preparing the Student for Change | |
| Teaching Students With ASD: Strategies for Communication Development | |
| Learning to Listen | |
| Developing Oral Language Comprehension | |
| Developing Oral Language Expression | |
| Developing Conversation Skills | |
| Echolalia | |
| Using Alternative or Augmentative Communication Systems | |
| Teaching Students With ASD: Strategies for Social Skills | |
| Using Social Stories | |
| Teaching Key Social Rules | |
| Using Cognitive Picture Rehearsal | |
| Using Peer Support | |
| Using Social Skills Training Groups | |
| Integrating Play Groups | |
| Teaching Self-Monitoring/Managing Skills | |
| Supporting the Development of Friendships | |
| Teaching Students With Asperger Syndrome | |
| Training | |
| Characteristics and Learning Styles | |
| Social Relation Difficulties | |
| Social Communication Difficulties | |
| Language Comprehension/Auditory Processing Difficulties | |
| Sensory Processing Difficulties | |
| Difficulty Representing Language Internally | |
| Insistence on Sameness | |
| Poor Concentration/Distractibility | |
| Emotional Vulnerability | |
| Restricted/Perseverative Range of Interest | |
| Theory of Mind Deficit--Difficulty Taking the Perspective of Others | |
| Assistive Technology for Children With ASD | |
| What Is Assistive Technology? | |
| Visual Representation Systems | |
| Low-Tech Strategies | |
| Mid-Tech Strategies | |
| High-Tech Strategies | |
| Behavior and Discipline Issues for Students With ASD | |
| Developing Appropriate Behaviors for Students With ASD | |
| Behavior Plan Key Idea: Use a PROACTIVE Approach | |
| What to Do When a Student With ASD Engages in Inappropriate Behavior | |
| Specific Behaviors of Concern | |
| Other Possible Reasons for Problem Behaviors | |
| Facilitating Inclusion | |
| Teacher Preparation | |
| Preparing Students With ASD | |
| Promoting Understanding | |
| Adapting Instruction | |
| Adapting Equipment | |
| Adapting the Physical Environment | |
| Adapting Evaluation Methods | |
| Adapting Assignments | |
| Adapting Input Methods | |
| Adapting Output Methods | |
| Modifying Content and Difficulty Levels | |
| Promoting Organization | |
| One-to-One Instruction | |
| Promoting Positive Peer Interactions | |
| Transition Planning for Students With ASD | |
| Strategies to Help With Transitions Between Activities and Settings | |
| Transitions Between Grade Levels | |
| Transitions Between Schools | |
| Transition from High School to Adult Life | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
