Educating Students with Autism Spectrum Disorders (eBook)

PREFACE
ABOUT THE AUTHOR
ACKNOWLEDGMENTS
CHAPTER 1 An Overview of Autism Spectrum Disorders
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
POTENTIAL CAUSES OF AUTISM
GENETIC INFLUENCES
ENVIRONMENTAL INFLUENCES
VACCINATION CONTROVERSY
EARLY SIGNS OF AUTISM
DIAGNOSTIC CRITERIA
SOCIAL COMMUNICATION INTERACTION
RESTRICTED OR REPETITIVE PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES
OTHER FEATURES ASSOCIATED WITH ASD
COGNITIVE DIFFERENCES
MOTOR SKILLS
EMOTIONAL VULNERABILITY
GASTROINTESTINAL PROBLEMS
LANGUAGE SKILLS
INSTRUCTIONAL PRACTICES
INCLUSIVE CLASSROOM ENVIRONMENTS
TIPS FOR WORKING WITH FAMILIES
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 2 Understanding Family Perspectives
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
IMPORTANCE OF PARTNERING WITH FAMILIES OF STUDENTS WITH ASD
YOUR ROLE AS AN EDUCATOR IN PARTNERING WITH FAMILIES
DEMONSTRATE RESPECT FOR CHILDREN
MAINTAIN A FAMILY-CENTERED PERSPECTIVE
COMMUNICATE WITH FAMILIES
INVOLVE THE FAMILY IN DEVELOPING GOALS AND INTERVENTIONS
BUILD TRUST
DEVELOP YOUR OWN CULTURAL AWARENESS
UNDERSTAND THE STRESS ASSOCIATED WITH RAISING A CHILD WITH ASD
UNDERSTAND THE SOURCES OF STRESS
UNDERSTAND THE IMPACT OF STRESS ON THE FAMILY
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 3 Identifying and Responding to Challenges to School–Family Collaboration
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
BARRIERS TO COLLABORATION AND PARENT PARTICIPATION
CULTURAL AND LINGUISTIC DIVERSITY
RESPONDING TO CULTURAL AND LINGUISTIC DIVERSITY
COMMUNICATION DIFFERENCES
RESPONDING TO COMMUNICATION DIFFERENCES
INDIVIDUAL PARENT AND FAMILY FACTORS
RESPONDING TO INDIVIDUAL PARENT AND FAMILY FACTORS
CONCLUSION
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 4 Linking Assessment to Instructional Planning
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
GATHERING ASSESSMENT DATA
DIAGNOSTIC ASSESSMENT
LINKING ASSESSMENT TO INTERVENTION
DEVELOPING THE IEP
CREATING ANNUAL GOALS AND OBJECTIVES
EDUCATIONAL INTERVENTIONS TO MEET IEP GOALS
EVIDENCE-BASED PRACTICES
EDUCATING STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS
PARTNERING WITH FAMILIES
PREPARING FAMILIES TO BE PARTNERS IN MAKING EDUCATIONAL DECISIONS
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 5 Introduction to Applied Behavior Analysis
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
APPLIED BEHAVIOR ANALYSIS
APPLIED BEHAVIOR ANALYSIS—SEVEN DIMENSIONS
BEHAVIORAL CONCEPTS USED IN ABA
REINFORCEMENT AND PUNISHMENT
TEACHING WITH APPLIED BEHAVIOR ANALYSIS
DISCRETE-TRIAL TEACHING
INCIDENTAL TEACHING
SHAPING
TASK ANALYSIS
USING ABA IN THE INCLUSIVE CLASSROOM
PARTNERING WITH FAMILIES TO IMPLEMENT ABA
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 6 Promoting Behavioral Changes in Children With ASD: Functional Behavioral Assessment and Behavioral Intervention Plans
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
PROBLEM BEHAVIORS
BEHAVIORS SERVE A FUNCTION
IDENTIFYING THE FUNCTION: FUNCTIONAL BEHAVIORAL ASSESSMENTS (FBAS)
BEHAVIOR INTERVENTION PLANS
SCHOOL–FAMILY COLLABORATION IN FBA
INCLUSION TIPS
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 7 Positive Behavior Supports
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
USING POSITIVE BEHAVIOR SUPPORTS TO ADDRESS PROBLEM BEHAVIOR
TEACHING REPLACEMENT BEHAVIORS
CONSEQUENCE STRATEGIES
EVALUATING THE SUCCESS OF THE INTERVENTION
PARTNERING WITH FAMILIES TO IMPLEMENT POSITIVE BEHAVIOR SUPPORTS
INCLUSION TIPS
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 8 Environmental Supports
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
CHALLENGES WITH ASD THAT MAKE MODIFICATIONS NECESSARY
CLASSROOM PHYSICAL STRUCTURE
TEACCH
VISUAL SUPPORTS
PARTNERING WITH FAMILIES
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 9 Supporting Social Skills Development
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
COMMON SOCIAL SKILLS DIFFERENCES
SOCIAL SKILLS STRATEGIES
SOCIAL SCRIPTING
VIDEO MODELING
SOCIAL SKILLS GROUPS
SOCIAL SKILLS DEVELOPMENT IN INCLUSIVE CLASSROOMS
PARTNERING WITH FAMILIES TO FOSTER SOCIAL SKILLS
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 10 Building Communication Skills
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
CHARACTERISTICS OF COMMUNICATION IN CHILDREN WITH ASD
SOCIAL COMMUNICATION
JOINT ATTENTION
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO ARE NONVERBAL OR WHO HAVE VERY LIMITED SPEECH
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION STRATEGIES
PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)
TECHNICAL COMMUNICATION AIDS
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO SPEAK
APPLIED BEHAVIOR ANALYSIS
PIVOTAL RESPONSE TREATMENT
VIDEO MODELING
SCRIPT TRAINING
TEACHING COMMUNICATION IN THE INCLUSIVE CLASSROOM
PARTNERING WITH FAMILIES TO TEACH COMMUNICATION
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 11 Building Academic Skills: Instructional Approaches
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
EFFECTIVE COMPONENTS OF INSTRUCTIONAL PRACTICES
INDIVIDUALIZED SUPPORTS AND SERVICES
SYSTEMATIC INSTRUCTION
STRUCTURED LEARNING ENVIRONMENTS
INDIVIDUAL VERSUS SMALL- OR LARGE-GROUP INSTRUCTION
GENERALIZATION
MODIFICATIONS AND ACCOMMODATIONS
ASSISTIVE TECHNOLOGY
VISUAL APPROACHES
COMMON CORE STATE STANDARDS
TEACHING IN THE CONTENT AREAS
TEACHING READING
TEACHING WRITING
TEACHING MATHEMATICS
INSTRUCTIONAL APPROACHES FOR THE INCLUSIVE CLASSROOM
FAMILY INVOLVEMENT IN INSTRUCTION
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 12 Understanding and Addressing Functional Skills
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
FUNCTIONAL SKILLS
THE ROLE OF EXECUTIVE FUNCTION
FOUR KEY DOMAINS OF EXECUTIVE FUNCTION
SUPPORTING INDEPENDENT FUNCTIONING
STRATEGIES FOR TEACHING FUNCTIONAL SKILLS
OTHER STRATEGIES FOR TEACHING FUNCTIONAL SKILLS
SELECTING FUNCTIONAL GOALS FOR THE IEP
WRITING MEASURABLE FUNCTIONAL GOALS IN THE IEP
FAMILY INVOLVEMENT IN TEACHING EXECUTIVE FUNCTION SKILLS
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 13 Early Interventions: Effective Practices for Young Children (Ages 3–5) With ASD
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
EARLY AUTISM SCREENING
GOAL DEVELOPMENT
CLASSROOM ENVIRONMENTAL CONSIDERATIONS
SENSORY STIMULATION
VISUAL SUPPORTS
WORK SYSTEMS
REINFORCEMENT
MODELING
NATURALISTIC TEACHING
INSTRUCTIONAL APPROACHES
DEVELOPING COMMUNICATION SKILLS
MILIEU TEACHING
FAMILY INVOLVEMENT IN EARLY INTERVENTION
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
CHAPTER 14 Transitioning to Adulthood
LEARNER OBJECTIVES
CASE STUDY
INTRODUCTION
ISSUES IN TRANSITIONING TO ADULTHOOD
EMPLOYMENT
BENEFITS OF HIRING INDIVIDUALS WITH ASD
POSTSECONDARY EDUCATION
DAILY LIVING AND ADAPTIVE FUNCTIONING
TRANSITION PLANNING
SUPPORTING TRANSITIONING TO ADULTHOOD
EMPLOYMENT
POSTSECONDARY EDUCATION
INDEPENDENT LIVING SKILLS
FAMILY INVOLVEMENT IN TRANSITION
SUMMARY STATEMENTS
WHAT WOULD YOU DO?
CHAPTER REFLECTION QUESTIONS
RECOMMENDED RESOURCES
REFERENCES
GLOSSARY
INDEX