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008 141202s2012 caua fo| 001|0|eng|d
a| StDuBDS b| eng c| StDuBDS e| pn
a| LC4717 b| .B37 2012
a| 371.94 2| 23
a| Barton, Erin Elizabeth.
a| Educating young children with autism spectrum disorders h| [electronic resource] / c| Erin E. Barton, Beth Harn.
a| Thousand Oaks, Calif. : b| Corwin, c| c2012.
a| 1 online resource (xi, 318 p.) : b| ill.
a| text b| txt
a| computer b| c
a| online resource b| cr
a| Description based upon print version of record.
a| 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)
a| 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
a| 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
a| 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
a| 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
a| Modifying Instructional Arrangements to Increase the Efficiency of Learning
a| Includes bibliographical references and index.
a| Description based on print version record.
a| 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.
a| Autistic children x| Education (Early childhood)
a| Harn, Beth.