Full Description
This book is a resource for the identification, selection, implementation, and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder across the lifespan and enhance their quality of life. The book discusses the decision-making process for identifying and selecting evidence-based practices to address the academic, behavioral, and social needs of this population of learners. It provides a systematic description of the implementation and evaluation of evidence-based practices within the context of ongoing assessment and data-based decision making. It presents evidence-based training models for promoting the adoption and implementation with fidelity of evidence-based practices while highlighting an ethical decision-making model for solving dilemmas common to selecting, implementing, and evaluating evidence-based practices. The book underlines the importance of developing collaborative partnerships with families and other professionals to better address the needs to learners with autism spectrum disorder.
Contents
Table of Contents
Preface
Chapter 1. Quality of Life
Laura C. Chezan and Erik Drasgow
Chapter 2. Characteristics of Learners with Autism Spectrum Disorder
Katie Wolfe, Meka N. McCammon, and Aaron R. Check
Chapter 3. Assessment for Instructional Planning
Laura C. Chezan and Erik Drasgow
Chapter 4. Evidence-Based Practice: Finding the Right Treatment that Works
Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert
Chapter 5. Implementation of Evidence-Based Practices
Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley
Chapter 6. Progress Monitoring and Data-Based Decision Making
Katie Wolfe, Meka N. McCammon, and Aaron R. Check
Chapter 7. Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes
Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny
Chapter 8. Evidence-Based Practices to Enhance Social Competence
Jeff Sigafoos, Amarie Carnett, Mark F. O'Reilly, and Giulio E. Lancioni
Chapter 9. Evidence-Based Practices to Teach Academic Skills
Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams
Chapter 10. Evidence-Based Practices to Address Problem Behavior
Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis
Chapter 11. Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum Disorder
Anthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron Check, Abigail Mojica, and Charles Walters
Chapter 12. Collaborative Partnerships: Parents and Families
Hedda Meadan and Jamie N. Pearson
Chapter 13. Collaborative Partnerships: How and Why to Foster Professional Collaborations?
Jennifer M. Asmus, Lindsay M. McCary, & Taylor P. Dorlack
Chapter 14. Final Remarks
Katie Wolfe, Laura C. Chezan, and Erik Drasgow
