Educating young children with autism spectrum disorders [electronic resource] / Erin E. Barton, Beth Harn.

Barton, Erin Elizabeth.
Thousand Oaks, Calif. : Corwin, c2012.
1 online resource (xi, 318 p.) : ill.

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Autistic children -- Education (Early childhood).
This guide for practitioners - early interventionists, teachers, school counsellors and psychologists - provides practical strategies for addressing the unique needs of children on the autism spectrum and their families. Drawing on current research and evidence-based practice, the authors discuss the causes of autism and present methods for educating children and assisting their families in supporting the educational process. Each chapter focuses on a critical issue and offers solutions.
FRONT COVER; EDUCATING YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDERS; CONTENTS; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; CHAPTER 1: CLASSIFICATION OF AUTISM IN YOUNG CHILDREN; Diagnostic Classification; Prevalence; Etiology of Autism; Conclusions and Future Directions; CHAPTER 2: EARLY DETECTION AND MEDICAL CLASSIFICATION; Introduction; The Importance of Early Detection; Role of Social and Communication Development; Early Red Flags; Communicating Concerns with Caregivers; Selecting a Screening Measure; M-CHAT (Modified Checklist for Autism in Toddlers)
STAT (Screening Tool for Autism in Toddlers and Young Children)SCQ (Social Communication Questionnaire); SORF (Systematic Observation of Red Flags); QCHAT (Quantitative Checklist for Autism in Toddlers); Administering and Communicating Screening Results; Diagnostic Procedures; Diagnostic Tools; ADOS (Autism Diagnostic Observation Schedule); ADI-R (Autism Diagnostic Interview-Revised); CARS2 (Childhood Autism Rating Scale [2nd edition]); GARS-2 (Gilliam Autism Rating Scale [2nd edition]); Diagnosis Versus Eligibility; Conclusions and Future Directions; Learning Activities; Resources
CHAPTER 3: EDUCATIONAL ELIGIBILITYEligibility Versus Diagnosis; IDEA Guidelines; Learning Activities; CHAPTER 4: WRITING EFFECTIVE EDUCATIONAL GOALS; Who Is on the Team?; Writing Family-Guided Goals; Focusing on Functional Skills; Using Autism-Specific Curricula; Addressing Academic Skills; Future Directions; Learning Activities; Resources; CHAPTER 5: ESSENTIAL COMPONENTS OF EDUCATIONAL PROGRAMS; Core Curricular Content; Highly Structured Teaching Environments; Predictability and Routines; Commitment to Evidence-Based Practices; Functional Approach to Problem Behaviors; Transitions
Family InvolvementMechanism for Ongoing Program Evaluation; Future Directions; Learning Activities; Resources; CHAPTER 6: DESIGNING AND EVALUATING INSTRUCTION BASED ON STUDENT SKILLS AND RESPONSES; Considerations in Assessment to Lead to Improved Outcomes; Matching the Intensity of Instruction to the Child's Needs; Creating an Inclusive Classroom Environment for Children With Autism; Visual Supports; Structured Work Systems; Identifying and Utilizing the Child's Specific Interests; Evaluating Progress and Response to Intervention; Knowing When a Change Is Needed
Considerations in Intervention ModificationAre We Teaching the Right Content?; Are We Delivering It in the Best Way?; Future Directions; Learning Activities; Resources; CHAPTER 7: EVIDENCE-BASED STRATEGIES FOR TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDERS; Teaching New Skills and Behaviors; Learning New Skills and Behaviors: Acquisition; Practicing New Skills and Behaviors: Fluency; Using Response Prompting Strategies to Teach New Skills and Behaviors; Simultaneous Prompting; Time Delay; System of Least Prompts; Teaching Chained Behaviors
Modifying Instructional Arrangements to Increase the Efficiency of Learning
Description based upon print version of record.
Includes bibliographical references and index.
Description based on print version record.
Harn, Beth.