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.