Collaborative Model for Promoting Competence and Success for Students with ASD (eBook)
XXVII, 273 Seiten
Springer New York (Verlag)
978-1-4614-2332-4 (ISBN)
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program-Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders-has been developed to improve outcomes for these students in the unique context of their lives.
Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students' life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning.
Featured in the text:
- Theory and rationale behind COMPASS.
- Self-evaluation tools for assessing core skills and competencies.
- Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan.
- Detailed instructions for implementing Action Plans and monitoring progress.
- Case studies of the COMPASS program in real-life situations.
- A complete kit of forms, scales, and checklists.
Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
Lisa Ruble earned her Ph.D. in School Psychology from Indiana University. Currently, she is an Associate Professor in the College of Education at the University of Kentucky and Licensed Psychologist. Dr. Ruble was the principal investigator of the two NIH funded studies evaluating COMPASS. She has published over 50 articles in books or professional journals, made more than 100 presentations at international, national, and regional conferences, and consulted and trained hundreds of teachers in autism across Indiana, Kentucky, Tennessee and beyond. She is a past recipient of the New Investigator Award from the National Institute of Mental Health. In 2002, Dr. Ruble established the STAR Program at the University of Louisville and in 1998 helped establish services at TRIAD at Vanderbilt University. Her research program is based on these past experiences when she developed and provided social skills and behavioral interventions, school consultation and training, and parent training. These experiences influenced her interest in services research and the study of issues involved in the provision of evidence- based practices in community-based settings.
Nancy Dalrymple is an educational consultant in the field of autism. She was on the faculty at the University of Louisville School of Medicine, Department of Pediatrics, Weisskopf Child Evaluation Center then became a consultant to the STAR program there. She works with parents and families of children with autism to provide on-going support and information. Nancy also trains school personnel and others who interact with students with autism and has taught university classes. Previously, Nancy was director of the Indiana Resource Center for Autism (IRCA) and was on the Autism Society of America Panel of Professional Advisors as well as other advisory boards. Nancy continues to work with university faculty on research topics. She is the author of numerous research papers and practical source books about autism, and has presented on various topics regarding autism throughout her more than 30 years of experience in the field.
John McGrew earned his Ph.D. in Clinical Psychology from Indiana University. During his doctoral training one of his three primary areas of specialization was autism, for which he extensively utilized the resources of the IRCA, where Nancy was director. Currently, he is Professor of Psychology and Director of the Clinical Psychology Program at Indiana University Purdue University Indianapolis. Dr. McGrew has been principal or co-principal investigator of more than fifteen grants in the area of mental health services. His specialty is in intervention research and implementation science. Dr. McGrew has published over 60 articles in books or professional journals and made more than 75 presentations at national and regional conferences.
Lisa and Nancy first met in 1978, when Nancy was coordinating a residential program for students with autism at the Developmental Training Center (DTC) at Indiana University-Bloomington and Lisa's sister Leslie was in the program. Later, Lisa worked in the DTC program when she was an undergraduate at Indiana University. The program was funded through federal educational grants and was closely connected to the Indiana Department of Education. At that time, the IRCA staff were learning how best to develop programs for people with autism that would help them function in their home communities. Nancy also was a member of the Indiana Legislative Commission on Autism from 1980 to 1994 when the state made significant progress in developing programs for people with autism, including helping to establish the first autism Medicaid waiver in the country. Nancy and Lisa worked together again when Lisa was a master's student at Indiana University-Purdue University in Rehabilitation Psychology and completed her internship under Nancy's direction and her thesis under John's direction. John is now the Director of Training for this same program at IUPUI and during this time became father to Ian, who has severe autism.
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program-Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders-has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students' life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text:Theory and rationale behind COMPASS.Self-evaluation tools for assessing core skills and competencies.Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan.Detailed instructions for implementing Action Plans and monitoring progress.Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families,and above all, students.
Lisa Ruble earned her Ph.D. in School Psychology from Indiana University. Currently, she is an Associate Professor in the College of Education at the University of Kentucky and Licensed Psychologist. Dr. Ruble was the principal investigator of the two NIH funded studies evaluating COMPASS. She has published over 50 articles in books or professional journals, made more than 100 presentations at international, national, and regional conferences, and consulted and trained hundreds of teachers in autism across Indiana, Kentucky, Tennessee and beyond. She is a past recipient of the New Investigator Award from the National Institute of Mental Health. In 2002, Dr. Ruble established the STAR Program at the University of Louisville and in 1998 helped establish services at TRIAD at Vanderbilt University. Her research program is based on these past experiences when she developed and provided social skills and behavioral interventions, school consultation and training, and parent training. These experiences influenced her interest in services research and the study of issues involved in the provision of evidence- based practices in community-based settings.Nancy Dalrymple is an educational consultant in the field of autism. She was on the faculty at the University of Louisville School of Medicine, Department of Pediatrics, Weisskopf Child Evaluation Center then became a consultant to the STAR program there. She works with parents and families of children with autism to provide on-going support and information. Nancy also trains school personnel and others who interact with students with autism and has taught university classes. Previously, Nancy was director of the Indiana Resource Center for Autism (IRCA) and was on the Autism Society of America Panel of Professional Advisors as well as other advisory boards. Nancy continues to work with university faculty on research topics. She is the author of numerous research papers and practical source books about autism, and has presented on various topics regarding autism throughout her more than 30 years of experience in the field.John McGrew earned his Ph.D. in Clinical Psychology from Indiana University. During his doctoral training one of his three primary areas of specialization was autism, for which he extensively utilized the resources of the IRCA, where Nancy was director. Currently, he is Professor of Psychology and Director of the Clinical Psychology Program at Indiana University Purdue University Indianapolis. Dr. McGrew has been principal or co-principal investigator of more than fifteen grants in the area of mental health services. His specialty is in intervention research and implementation science. Dr. McGrew has published over 60 articles in books or professional journals and made more than 75 presentations at national and regional conferences.Lisa and Nancy first met in 1978, when Nancy was coordinating a residential program for students with autism at the Developmental Training Center (DTC) at Indiana University–Bloomington and Lisa’s sister Leslie was in the program. Later, Lisa worked in the DTC program when she was an undergraduate at Indiana University. The program was funded through federal educational grants and was closely connected to the Indiana Department of Education. At that time, the IRCA staff were learning how best to develop programs for people with autism that would help them function in their home communities. Nancy also was a member of the Indiana Legislative Commission on Autism from 1980 to 1994 when the state made significant progress in developing programs for people with autism, including helping to establish the first autism Medicaid waiver in the country. Nancy and Lisa worked together again when Lisa was a master’s student at Indiana University-Purdue University in Rehabilitation Psychology and completed her internship under Nancy’s direction and her thesis under John’s direction. John is now the Director of Training for this same program at IUPUI and during this time became father to Ian, who has severe autism.
Preface 8
Introduction 10
What Is COMPASS? 10
Integrates Assessment and Intervention Planning 10
What Makes COMPASS Unique 11
Competency Development 11
Measurable Goals and Outcomes 11
Evolving Understanding of Competence 12
Individualized Approach 12
Training and Supporting Teachers 13
Consultation and Coaching: Two Different Roles, One Person 13
Supporting Parents, Caregivers, and Families 14
Who Should Use this Manual 14
How to Use this Manual 15
Overview of this Manual 15
Teachers and Parents Comments on the Benefits of the COMPASS Consultation and Coaching Intervention 17
From Teachers 17
From Parents 18
Acknowledgments 20
Contents 22
Chapter 1: Rationale for COMPASS 30
Measuring Success Through Competence 31
Evaluating the Effectiveness of COMPASS Through Research 32
COMPASS as a Proactive Approach 34
Need for an ASD-Specific Consultation Model 34
Collaborative Program Planning and Program Implementation 36
COMPASS as a Wrap-Around Model 37
Chapter 2: Theoretical Background of COMPASS 38
COMPASS as a Social, Cognitive, Behavioral Model 39
Distinction Between Impairment, Disability, and Handicap 40
Competence Enhancement Across the Lifespan 41
Balance Between Risk and Protective Factors 42
Challenges 42
Supports 43
Chapter 3: Evaluating Your Knowledge of ASD 45
Social Validity 46
Content Knowledge Versus Process Knowledge 46
Skill Levels Needed by COMPASS Consultants 47
Competencies for a COMPASS Consultant 50
Content Knowledge 50
Process Skills 51
Appendix A Self-Evaluation of Competencies for Consultants and People Teaching Students with Autism Spectrum Disorders 53
Area 1: Developmental Disabilities and ASD 53
Area II: Inclusion, Public Policy, and the Service System 54
Area III: Assessment and IEP Development for Students with ASD 54
Area IV: Programming for Students with ASD 55
Area V: Positive Behavior Support 55
Area VI: Medical Needs and Daily Living Skills 56
Area VII: Collaboration with Parents 56
Area VIII: Involvement with School Personnel 56
Appendix B Self-Evaluation of Process Skills Necessary for Level III COMPASS Consultation 57
Area 1: Explaining the Purpose and Outlining the Agenda 57
Area 2: Clarifying Questions and Concerns 57
Area 3: Keeping the Group Moving and Focused 57
Area 4: Involving All Participants 57
Area 5: Valuing All Participants’ Input 58
Area 6: Demonstrating Sensitivity and Responsivity to Culturally Diverse Families and Teachers 58
Area 7: Questioning Members Effectively to Draw Ideas from Group 58
Area 8: Being Flexible Enough to include Unexpected Information 58
Area 9: Summarizing as Group Moves Along 59
Area 10: Concluding with a Plan for Further Action 59
Chapter 4: Other Considerations for the Consultant 60
A Framework for Teacher Training 61
Consultant Characteristics: External Vs. Internal Consultants 63
Entry 64
Confidentiality 65
Evaluation of the Teacher 65
Willingness of Teacher to Participate 66
Teacher Characteristics 66
Accountability 66
Assessment 67
Individual Education Programs 67
Time 67
Role As Classroom Manager 68
Teacher As Consultant/Collaborator 68
Parent and Student Considerations 69
Student Characteristics 70
Chapter 5: Writing Effective Individual Education Programs 71
Best Practices 72
NRC Recommendations 72
Federal Law 73
Writing Good IEP Objectives 73
Maintenance and Generalization 75
IEP Evaluation Checklist 75
Ways to Use the Checklist 76
Appendix IEP Evaluation Form 77
Part A: Analysis of Overall IEP 77
Part B: Analysis of Specific IEP Objectives 79
Examples of IEP Objectives for Each Indicator Described in Part A 81
Chapter 6: COMPASS Consultation Action Plan: Step A 84
Step A: Activities Conducted Prior to a COMPASS Consultation 85
Gather Information About the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers 85
Consultant Observations 85
Caregiver and Teacher Reports 86
Complete COMPASS Challenges and Supports Joint Summary Form 87
Appendix A Consultant Assessment Checklist 88
Necessary Activities 88
Recommended But Not Required 89
Appendix B COMPASS Challenges and Supports Form for Caregivers and Teachers/Service Providers 90
1. Likes, Strengths, Frustrations and Fears 90
2. Adaptive Skills 92
3. Problem Behaviors* 93
4. Social and Play Skills 94
5. Communication Skills 96
6. Sensory Challenges 98
7. Sensory Supports 100
8. Learning Skills* 101
9. Environmental Challenges 102
10. Environmental Supports 104
11. Summary of Concerns 106
Appendix C Instructions for Completing COMPASS Challenges and Supports Joint Summary Form 107
Appendix D COMPASS Challenges and Supports Joint Summary Form 109
1. Student’s Likes, Strengths, Frustrations and Fears 109
2. Personal Management/Adaptive Skills 111
3. Problem Behaviors* 112
4. Social and Play Skills 113
5. Communication Skills 114
6. Sensory Challenges 116
7. Sensory Supports 118
8. Learning Skills 119
9. Environmental Challenges 120
10. Environmental Supports 122
11. Summary of Concerns 124
Chapter 7: COMPASS Consultation Action Plan: Step B 125
Step B: Activities During a COMPASS Consultation 125
Discuss COMPASS Consultation Training Packet 126
Introduction and Sign In 126
Explanation of COMPASS 127
Explanation of Purpose/Outcomes of COMPASS Consultation 127
Overview of Best Practices 128
Discuss the COMPASS Consultation Joint Summary 129
Identify and Come to a Consensus on the Top Three Concerns 142
Write Measurable IEP Objectives for the Consensus Areas 146
Develop COMPASS Teaching Plans for Each Measurable Objective 147
Summarize and Close 152
Appendix A Instructions for Completing Step B of COMPASS Consultation Action Plan 153
Appendix B Abridged Protocol for Step B of the COMPASS Consultation Action Plan 154
Discuss COMPASS Consultation Training Packet 154
Introductions and Sign In 154
Explanation of COMPASS 154
Explanation of Purpose/Outcomes of COMPASS Consultation 154
Purpose/Outcomes of COMPASS Consultation 154
Overview of Best Practices 155
Overview of Best Practices 155
Discuss the COMPASS Consultation Joint Summary 155
Identify and Come to a Consensus on the Top Three Concerns 155
Develop COMPASS Teaching Plans for Each Measurable Objective 156
Summarize and Close 156
Appendix C COMPASS Consultation Sign-In Sheet 157
Appendix D COMPASS Consultation Training Packet 158
COMPASS: Providing Direction 158
Overview of Best Practices for Individualized Education Plan (IEP) for Students with ASD 160
Prioritize Teacher and Caregiver Goals and Write Measurable Objectives 161
Compass Balance Between Challenges and Supports 162
COMPASS Teaching Plan: Environmental Supports 163
COMPASS Consultation Satisfaction Questionnaire 164
COMPASS Consultation Fidelity Checklist 167
Evidence-Based Online Resources for Teachers 169
Recommended Web sites 169
Social (See Recommended Web sites for Specific URL) 169
Communication 169
Learning Skills 170
Behavior 170
Self-help/Adaptive 170
General 170
Chapter 8: From Consultation to Coaching: Implementing Plans and Monitoring Progress 171
What Is Coaching? 171
Is Ongoing Coaching After the Initial COMPASS Consultation Really Necessary? 173
Performance Feedback 174
Intervention Fidelity and Consultation Outcomes 174
What Skills Does a Coach Need? 175
COMPASS Coaching Protocol 176
Step 1: Observe the Student 177
Step 2: Review the GAS Form 178
Creating a GAS Form 179
Step 3: Complete Teacher Interview for Coaching Form 183
Step 4: Summary Activities 184
Step 5: Fidelity Forms and Evaluation 187
Terminating the Consultation 188
Appendix A Instructions for Completing Chapter 8 Forms 189
Appendix B Session 1 Coaching Protocol 191
Appendix C Standard COMPASS Coaching Protocol 192
Appendix D COMPASS Coaching Checklist 193
Appendix E Teacher Interview for Coaching Form 195
GAS Objective # 1 195
GAS Objective # 2 195
GAS Objective # 3 195
Appendix F COMPASS Coaching Feedback Form 196
Appendix G COMPASS Coaching Fidelity Checklist 197
Appendix H COMPASS Coaching Summary Template 198
Appendix I COMPASS Coaching Impressions Scale 199
Appendix J Autism Engagement Rating Scale (Classroom Version) 200
Autism Engagement Rating Scale: Hints for Coding (Ruble et al., revised 2005) 201
Appendix K Teacher Engagement Rating Scale (Ruble et al., revised 2005) 203
Teacher Engagement Rating Scale: Hints for Coding 204
Appendix L Multiple Trials Data Sheet 206
Appendix M Activity-Based Data Sheet 207
Chapter 9: COMPASS Case Studies 208
Case Study 1: Anthony 209
Background Information 209
Step A. Activities Prior to a COMPASS Consultation 210
Step A. 1. Gather Information about the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers 210
Information from Direct Evaluation 210
Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form 212
Step B: Activities During a COMPASS Consultation 212
Step B. 1. Discuss COMPASS Consultation Training Packet 212
Step B. 2. Discuss COMPASS Challenges and Supports Joint Summary Form 213
Case Study 1: Anthony 215
COMPASS Challenges and Supports Joint Summary Form 215
1. Student’s Likes, Strengths, Frustrations and Fears 215
2. Adaptive Skills 216
3. Problem Behaviors* 217
4. Social Skills (S=strength W=weakness)218
5. Communication Skills 219
6. Sensory Challenges 220
7. Sensory Supports 222
8. Learning Skills 223
9. Environmental Challenges 224
10. Environmental Supports 225
11. Summary of Concerns 226
Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives 226
Developing the Goal Attainment Scale 227
Goal Attainment Scale Form for Anthony 228
Step B. 4. Develop COMPASS Teaching Plans for each Measurable Objective 229
Teaching Plan for Objective 1 229
Personal and Environmental Challenges and Supports for Teaching Plan 1 230
Teaching Plan 230
Teaching Plan for Objective 2 231
Personal and Environmental Challenges and Supports for Teaching Plan 2 231
Teaching Plan 231
Teaching Plan for Objective 3 232
Personal and Environmental Challenges and Supports for Teaching Plan 3 232
Teaching Plan 232
Summarize and Close 233
Coaching: Implementing Plans, Monitoring Progress, and Making Adjustments 234
Coaching Session 1 234
Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal 235
Step 2: Review the Goal Attainment Scale Form 235
Step 3: Complete the Teacher Interview Form for Each Objective 236
Activity-Based Data Sheet 237
Step 4: Complete Summary Activities 239
Step 5: Obtain Completed Evaluation and Fidelity Forms 239
Coaching Session 2 239
Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal 240
Step 2: Review the Goal Attainment Scale Form 240
Step 3: Complete the Teacher Interview Form for Each Objective 240
Activity-Based Data Sheet 242
Step 4: Complete Summary Activities 242
Step 5: Obtain Completed Evaluation and Fidelity Forms 242
Coaching Session 3 243
Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal 243
Step 2: Review the Goal Attainment Scale Form 243
Step 3: Complete the Teacher Interview for Coaching Form for Each Objective 243
Activity-Based Data Sheet 244
Step 4: Complete Summary Activities 245
Step 5: Obtain Completed Evaluation and Fidelity Forms 245
Coaching Session 4 245
Step 1: Observe the Student Demonstrating each Targeted Skill/Objective/Goal 245
Step 2: Review the Goal Attainment Scale Form 246
Step 3: Complete the Teacher Interview for Coaching Form for each objective 246
Step 4: Complete Summary Activities 247
Step 5: Obtain Completed Evaluation and Fidelity Forms 247
Final Evaluation of Progress 248
Case Study 2: Ethan 248
Background Information 248
Step A: Activities Prior to COMPASS Consultation 249
Step A. 1. Gather Information About the Student from Consultant Observations and from Parent and Teacher Report Using the COMPASS Challenges and Supports Form for Caregivers and Teachers 249
Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form 249
Step B. Activities during a COMPASS Consultation 250
Step B. 1. Discuss COMPASS Consultation Training Packet 250
Step B. 2. Discuss COMPASS Consultation Joint Summary 250
Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives 252
Step B. 4. Develop COMPASS Teaching Plans for Each Measurable Objective 252
Teaching Plan for Objective 1 253
Personal and Environmental Challenges and Supports for Teaching Plan 1 253
Teaching Plan 253
Teaching Plan for Objective 2 254
Personal and Environmental Challenges and Supports for Teaching Plan 2 254
Teaching Plan 254
Teaching Plan for Objective 3 255
Personal and Environmental Challenges and Supports for Teaching Plan 3 255
Teaching Plan 255
Goal Attainment Scale Form for Ethan 256
Coaching Session 1 257
Communication Skills 257
Social Skills 258
Personal Management/Adaptive Skills 258
Summary Activities 258
Coaching Session 2 258
Communication Skills 259
Social Skills 259
Personal Management/Adaptive Skills 259
Coaching Session 3 260
Communication Skills 260
Social Skills 260
Personal Management/Adaptive Skills 261
Coaching Session 4 261
Communication Skills 261
Social Skills 262
Personal Management/Adaptive Skills 262
Final Evaluation 262
Consultant Comments 262
Case Study 3: Gary 263
Background Information 264
Information from Direct Evaluation 264
Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives 264
Teaching Plan for Objective 1 265
Personal and Environmental Challenges and Supports for Teaching Plan 1 265
Possible Responses 265
Teaching Plan 266
Teaching Plan for Objective 2 266
Personal and Environmental Challenges and Supports for Teaching Plan 2 267
Teaching Plan 267
Teaching Plan for Objective 3 268
Personal and Environmental Challenges and Supports for Teaching Plan 3 268
Teaching Plan 268
Coaching Session 1 269
Goal Attainment Scale Form for Gary 269
Communication Skills 271
Social Skills 271
Learning Skills 271
Coaching Session 2 272
Communication Skills 272
Social Skills 273
Learning Skills 273
Coaching Session 3 273
Communication Skills 273
Social Skills 274
Learning Skills 274
Coaching Session 4 275
Communication 275
Social Skills 275
Learning Skills 276
Summary 277
Conclusion 277
Glossary 278
References 284
Resources on Content Knowledge 286
Resources on Process Skills 289
About the Authors 290
Index 292
| Erscheint lt. Verlag | 23.3.2012 |
|---|---|
| Zusatzinfo | XXVII, 273 p. 32 illus. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Medizin / Pharmazie ► Gesundheitsfachberufe ► Logopädie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Medizin / Pharmazie ► Physiotherapie / Ergotherapie ► Rehabilitation | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Schlagworte | ASD • Autism and IEPs • Autism spectrum disorder • Collaborative Model for Promoting Competence and Success • compass • Consultation and autism • Education and autism • Gas • Goal Attainment Scale • IEP development and autism • Impairment, disability, handicap • Individualized Education Plans • Risk and protective factors • Teacher consultation and autism • Teacher training and autism • Teaching social skills and autism and the IEP • World Health Organization • Writing IEP goals/objectives for students with autism |
| ISBN-10 | 1-4614-2332-5 / 1461423325 |
| ISBN-13 | 978-1-4614-2332-4 / 9781461423324 |
| Haben Sie eine Frage zum Produkt? |
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