Full Description
Written by an established author, the second edition of Autism Spectrum Disorders: From Theory to Practice, helps educators implement the best evidence-based practices in their classroom, community and home. With a solid emphasis on research, the text offers a practical approach to teaching students with Autism Spectrum Disorders, providing a step-by-step guide for assessment and progress monitoring, and outlining a variety of evidence-based practices organized by major theoretical perspective. Hall devotes a complete chapter to cultural and linguistic diversity and addresses ASD across the lifespan, including preschool, school-age and transitions. Updated with the latest research and strategies, this edition includes a new chapter on transitions, references to DSM-v, and captivating In Their Words accounts of what it is like to live with ASD.
Contents
Chapter OneClassification and the Physiological Approach Chapter Objectives Classification Systems of Autism Spectrum Disorders Prevalence 5What Causes Autism Spectrum Disorders? Physiological Interventions Working in Collaboration with Specialists Suggestions for Discussion Resources Chapter TwoAssessment Chapter Objectives Screening Instruments Diagnostic Processes Addition Measures Used To Assess OutcomesAssessments for Educational Planning and Intervention Curriculum-Based Assessment and Monitoring Progress Ongoing Progress Monitoring Program Evaluation Suggestions for Discussion Resources Chapter ThreeCollaborating for Effective Implementation of Evidence-Based PracticesChapter Objectives Legislation Guiding PracticeIdentifying Evidence-Based PracticesImplementing Evidence-Based Practices EffectivelyCEC Code of Ethics for Educators of Persons with ExceptionalitiesImplementing A Systems ApproachThe Who, When, Where, What and Why of Effective SystemsWorking Effectively With ParaprofessionalsWorking Collaboratively With FamiliesRecomendations To and By Parents Regarding Evidence-Based PracticesMaintaining and Sustaining Effective PracticeEvolution of Facilitated Communication: A Strategy Without Evidence of SupportSelecting Evidence-Based and "New" StrategiesSuggestions for Discussion Resources Chapter FourApplied Behavior Analysis: Increasing Skills Chapter Objectives Theoretical Basis for Applied Behavior Analysis History of Applied Behavior Analysis and Autism Key Concepts Strategies Based on Key Concepts Key Concepts Put into Practice Ethical ApplicationsResearch Support for Practice Suggestions for Discussion Resources Chapter FiveApplied Behavior Analysis: Replacing Behavior Chapter Objectives Evolution of Applied Behavior Analysis to Decrease Behavior Selecting Socially Important Behaviors Reinforcement Punishment Motivating Operations Observation and MeasurementStrategies Based on Key Concepts Functional Communication TrainingSelf-ManagementToken EconomiesCombinations of StrategiesKey Concepts Put Into PracticeResearch Using Applied Behavior Analysis to Decrease and Replace BehaviorsSuggestions for Discussion Resources Chapter SixDevelopmental and Social-Relational Approaches Chapter Objectives Theoretical Basis for the Developmental and Social-Relational Approaches The DIR/Floor Time Approach Responsive TeachingThe Hanen ProgramRelationship Development Intervention (RDI) Enhanced Milieu TeachingThe Denver Model and Early Start Denver ModelProject ImpactPivotal Response Treatment The SCERTS ModelKey Concepts of the Developmental and Social-Relational Approaches Put into Practice Research on the Developmental and Social-Relational Approaches Suggestions for Discussion Resources Chapter SevenCultural Approaches Chapter Objectives Theoretical Basis for the TEACCH Approach Key Concepts Strategies Based on Key Concepts Key Concepts Put into Practice Research on Structured Teaching and the TEACCH Approach Working in Collaboration with Diverse Families Teaching in a Manner That Is Culturally Responsive Encouraging Identity Development as an Educational Goal Research Support for Practices Focusing on Culture Suggestions for Discussion Resources Chapter EightFocus on Communication Chapter Objectives Theories of Language Development Understanding Typical Communication Development Communication Issues and Delays in Autism The Importance of Communication Enhancing Educator Skills as Communication Partners Focusing on Oral Language Using Augmentative and Alternative Communication (AAC) Systems Addressing Deficits in Nonverbal Communication Functional Communication to Replace Challenging Behavior Strategies to Teach Complex Language Designing an Evidence-Based Classroom to Facilitate Communication Suggestions for Discussion Resources Chapter NineBuilding Social Skills and Social Relationships Chapter Objectives Theories of Social Development Understanding Typical Social-Emotional Development Social-Emotional Issues in Autism Spectrum Disorders The Importance of Relating to Others Enhancing Educator Skills as Social Partners Addressing Joint Attention and Social Referencing Teaching Social and Play Skills With Young PeersAdditional Strategies Used to Increase Social Skills and Social Interaction Love and Marriage?Issues and Research QuestionsSuggestions for Discussion Resources Chapter TenTransition to Adulthood Chapter Objectives Legislation guiding PracticeBest Practice in Developing the Individualized Trasition Plan (ITP)Research on Best Practices for Adults With ASDImplementing Evidence-Based PracticesPreparing For Post School OutcomesAdult Services and SupportsAdvocating for Policy ChangeCall for Optimism and Action in the Creation of Communities of PracticeSuggestions for Discussion Resources References Name INdexSubject Index
