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Autism: Teaching Makes a Difference 2nd edition [Mīkstie vāki]

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(Texas State University), (Texas State University), (Texas State University), (Southwest Texas State University)
  • Formāts: Paperback / softback, 304 pages, height x width x depth: 15x213x274 mm, weight: 657 g
  • Izdošanas datums: 01-Jan-2018
  • Izdevniecība: Wadsworth Publishing Co Inc
  • ISBN-10: 1337564907
  • ISBN-13: 9781337564908
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Autism: Teaching Makes a Difference 2nd editionPalielināt
  • Formāts: Paperback / softback, 304 pages, height x width x depth: 15x213x274 mm, weight: 657 g
  • Izdošanas datums: 01-Jan-2018
  • Izdevniecība: Wadsworth Publishing Co Inc
  • ISBN-10: 1337564907
  • ISBN-13: 9781337564908
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781337564908.html
Keywords:
Engaging and reader-friendly, this text presents the vital material required by special educators to plan and implement effective programs that meet the needs of students with autism, specifically those who also have intellectual disabilities (ID). You'll find detailed information about evidence-based practices in the field of autism, beginning with an overview that discusses etiology, characteristics, diagnosis, and program considerations, followed by in-depth coverage of evidence-based teaching practices in a step-by-step format. The authors' optimistic viewpoint is grounded in the premise that applied behavior analytical interventions, if well planned and accurately implemented, will increase the potential for each student's independent functioning in integrated settings.
Preface xi
Acknowledgments xix
Dedication xxi
Chapter 1 Overview of Autism
1(25)
1.1 History of Autism
2(1)
1.2 Nature of Autism
3(5)
Box 1.1 The Biology of Autism
5(3)
1.3 Characteristics
8(5)
1-3a Behavioral Deficits
9(2)
1-3b Behavioral Excesses
11(2)
1.4 Diagnoses and Definitions
13(2)
1.5 Diagnostic Instruments
15(1)
1.6 Program Considerations
16(5)
1-6a A Practical Program
16(63)
1-6b Teacher Characteristics
19(2)
1.7 Family Issues
21(5)
Summary
23(1)
Key Points
23(1)
References
23(3)
Chapter 2 Basic Behavioral Principles and Strategies
26(29)
2.1 Applied Behavior Analysis
27(2)
2-7a Tenets of Applied Behavior Analysis
27(1)
BOX 2.1 Tenets of Applied Behavior Analysis
28(1)
2.2 The Three-Term Contingency
29(5)
2-2a Focus on Antecedents
31(1)
2-2b Focus on Behavior
31(4)
2-2c Focus on Consequences
33(1)
2.3 Implementing ABA Techniques
34(21)
2-3a Concepts and Techniques Related to Antecedents
34(1)
2-3b Concepts and Techniques Related to Behavior
35(9)
2-3c Concepts and Techniques Related to Consequences
44(13)
Vignette 2.1 Colin Learns to Sit Next to His Friends
51(2)
Summary
53(1)
Key Points
53(1)
References
54(1)
Chapter 3 Reducing Challenging Behavior
55(35)
3.1 Assessing Challenging Behavior
58(15)
3-7a Conducting a Functional Behavioral Assessment
60(13)
3.2 Challenging Behavior Interventions
73(13)
3-2a Noncompliance
74(1)
3-2b Self-Injurious Behavior
74(1)
3-2c Aggression
74(1)
3-2d Stereotypy
74(1)
3-2e Function-Matched Interventions
75(7)
3-2f Differential Reinforcement
82(2)
3-2g Punishment Procedures
84(2)
3.3 Case Study Examples in Reducing Challenging Behavior
86(4)
Vignette 3.1 Reducing Melissa's Screaming with Functional Communication Training
86(1)
Vignette 3.2 Leah Learns and Mr. Feldman Stops Being Frustrated!
86(1)
Summary
87(1)
Key Points
88(1)
References
88(2)
Chapter 4 Deciding What to Teach: Curriculum Development
90(32)
4.1 Curricular Areas
94(4)
BOX 4.1 Transition from School to Postschool Activities
96(2)
4.2 Curricular Considerations
98(3)
4-2a A Curriculum Should Be Developed by a Team
98(1)
4-2b A Curriculum Should Relate to Postschool and Adult Goals
99(1)
4-2c A Curriculum Should Be Chronologically Age Appropriate
99(1)
4-2d A Curriculum Should Be Aligned Over Time
99(1)
4-2e A Curriculum Should Be Integrated Across Content Areas
100(1)
4-2f A Curriculum Should Be Community Referenced
100(1)
4-2g A Curriculum Should Emphasize Communication and Socialization
100(1)
4.3 A Curriculum-Development Procedure
101(12)
4-3a Establish Placement Goals
101(2)
4-3b Develop a Curricular Inventory for Reaching the Goals
103(4)
4-3c Ensure Social Validity
107(1)
4-3d Prioritize Activities and Skills
108(1)
4-3e Write Annual Goals and Objectives
109(1)
4-3f Develop the Individualized Education Program
110(3)
4.4 Curricular Refinement
113(3)
4-4a Levels of Competency
113(1)
4-4b Task Analysis
114(2)
4.5 Curricular Format
116(6)
Summary
119(1)
Key Points
119(1)
References
120(2)
Chapter 5 Teaching: General Strategies
122(45)
5.1 Structure and Teaching
123(1)
5.2 Structuring through Lesson Presentation
123(25)
5-2a Direct Instruction: di and Dl
123(4)
5-2b Discrete Trial Training (DTT)
127(9)
5-2c Milieu Teaching (MT)
136(3)
5-2d Grouping
139(2)
5-2e Embedded ABA Teaching Strategies
141(7)
5.3 Structuring with Physical Organization
148(3)
5-3a Organizing to Prevent Inappropriate Behavior
149(2)
5-3b Organizing for Comfort and Safety
151(1)
5.4 Structuring through Routines and Schedules
151(7)
5-4a Teaching Routines and Procedures
151(2)
5-4b Establishing Schedules
153(5)
5.5 Structuring through Materials
158(1)
5.6 Plans and Reports
159(8)
5-6a Evaluating Teaching Strategies
162(1)
Summary
163(1)
Key Points
163(1)
References
163(4)
Chapter 6 Teaching Communication Skills
167(33)
6.1 Defining Language and Communication
168(6)
6-1a Communication and Language Components
168(4)
6-1b Language-Development Sequence
172(2)
6.2 Language Difficulties in Autism
174(3)
6-2a Receptive Language Problems
174(1)
6-2b Expressive Language Problems
175(1)
6-2c Problems with Pragmatics
176(1)
6-2d Problems with Language Form
177(1)
6.3 Assessing Language and Communication
177(6)
6-3a Language and Communication Assessment Instruments
179(1)
6-3b Informal Language Assessment
179(4)
6.4 Language and Communication Training
183(17)
6-4a Deciding What to Teach in a Language or Communication Program
183(4)
6-4b Strategies for Teaching Language and Communication
187(7)
6-4c Augmentative and Alternative Communication (AAC) Systems
194(2)
Summary
196(1)
Key Points
196(1)
References
197(3)
Chapter 7 Remediating Deficits in Socialization
200(23)
7.1 Socialization Characteristics and Implications
201(2)
7-7a Implications of Socialization Deficits
202(1)
7.2 Social Competence Versus Social Skills
203(1)
7.3 Assessment Strategies for Determining Socialization Curriculum
204(4)
7-3a Assessment of Contexts and Determining Socially Valid Skills
204(3)
7-3b Assessment of Student Skill Levels
207(1)
7.4 Interventions for Increasing Social Skills and Social Competence
208(10)
7-4a General Considerations for Socialization Interventions
208(2)
7-4b Intervention Approaches
210(67)
Vignette 7.1 Ms. Jacobs Teaches Social Skills
217(2)
Vignette 7.2 Ms. Jacobs Uses Antecedent Prompting
215(2)
7.5 Facilitating Generalization of Social Skills
218(5)
Summary
219(1)
Key Points
220(1)
References
220(3)
Chapter 8 Remediating Deficits in Life Skills
223(31)
8.1 Assessment of Self-Help, Leisure, and Vocational Skills
224(5)
8-7a Ecological Assessment
225(1)
8-7b Inventories, Interviews, and Checklists
225(1)
8-7c Direct Observation
226(3)
8.2 Self-Help Skills
229(10)
8-2a General Considerations for Teaching Self-Help Skills
229(2)
8-2b Toileting Skills
231(2)
8-2c Eating Skills
233(3)
8-2d Dressing Skills
236(2)
8-2e Personal Grooming and Hygiene Skills
238(1)
8.3 Play, Leisure, and Recreation Skills
239(5)
8-3a General Considerations for Teaching Play, Leisure, and Recreation Skills
240(4)
8.4 Vocational Skills
244(10)
8-4a General Considerations for Teaching Vocational Skills
245(3)
8-4b Employment Options
248(3)
Summary
251(1)
Key Points
251(1)
References
251(3)
Chapter 9 Evidence-Based Practices for Students with Autism
254(15)
9.1 Definition of Evidence-Based Practices
257(1)
9.2 How to Determine EBPs
257(3)
9-2a Effective Practices as Identified by the NAC and NPDC
257(3)
9.3 Developing and Evaluating Effective Educational Programs
260(3)
9-3a Intervention Outcomes
260(7)
9-3b Potential Intervention Risk
261(1)
9-3c Evidence
262(1)
9-3d Considering Alternatives
262(1)
9-3e Program Evaluation
263(1)
9.4 Why Education Programs for Students with Autism Can Fail
263(6)
9-4a Lack of a Clearly Articulated Program
264(1)
9-4b Choosing Popular Rather than Appropriate Options
265(1)
9-4c Teaching Dependency
265(1)
9-4d One-Size-Fits-All Mentality
265(1)
9-4e Lack of Documentation
266(1)
Summary
266(1)
Key Points
267(1)
References
267(2)
Glossary 269(8)
Index 277
Brenda Scheuermann is Professor of Special Education and Coordinator of Graduate Programs in Behavioral Disorders/Positive Behavior Supports at Texas State University in San Marcos, Texas. In addition to this text, she has co-authored two textbooks: POSITIVE BEHAVIORAL SUPPORTS FOR THE CLASSROOM, 3rd Edition (Scheuermann and Hall, 2016; Pearson), and EDUCATING STUDENTS WITH AUTISM: A QUICK START MANUAL (Webber and Scheuermann, 2008; Pro-Ed). She has also authored numerous journal articles in the area of behavioral disorders and positive behavior supports (PBS). Dr. Scheuermann's primary research focus is in the extension of Applied Behavior Analysis and PBS principles and practices with at-risk youth, particularly in alternative education and residential settings. She provides technical assistance in these areas to school districts in Texas and other states, and provides technical assistance and evaluation for the Texas Juvenile Justice Department's PBIS initiative. Dr. Scheuermann has received over $7.2 million in federal and state grant and contracts funding for research and training in PBS. Jo Webber is a Distinguished Professor Emerita of Special Education at Texas State University in San Marcos, Texas, where she established and served as Director for the Career Alternatives in Special Education (CASE) Program and Texas Educators for Students with Autism (TESA) Program. She founded and directed the Clinic for Autism Research, Evaluation, and Support (CARES) and served as Associate Dean for the College of Education. She currently serves on the Executive Board of the Autism Treatment Centers of Texas and the Autism Society of Texas and consults statewide with schools and advocacy groups. In addition to this text, Dr. Webber has co-authored two books: EDUCATING STUDENTS WITH AUTISM: A QUICK START MANUAL (Webber and Scheuermann, 2008; Pro-Ed), and EMOTIONAL AND BEHAVIORAL DISORDERS: THEORY AND PRACTICE (Webber and Plotts, 2008; Pearson). She has written numerous articles pertaining to the education of students with autism and behavior disorders and remains dedicated to preparing outstanding teachers for students with disabilities. Jo Webber is a Distinguished Professor Emerita of Special Education at Texas State University in San Marcos, Texas, where she established and served as Director for the Career Alternatives in Special Education (CASE) Program and Texas Educators for Students with Autism (TESA) Program. She founded and directed the Clinic for Autism Research, Evaluation, and Support (CARES) and served as Associate Dean for the College of Education. She currently serves on the Executive Board of the Autism Treatment Centers of Texas and the Autism Society of Texas and consults statewide with schools and advocacy groups. In addition to this text, Dr. Webber has co-authored two books: EDUCATING STUDENTS WITH AUTISM: A QUICK START MANUAL (Webber and Scheuermann, 2008; Pro-Ed), and EMOTIONAL AND BEHAVIORAL DISORDERS: THEORY AND PRACTICE (Webber and Plotts, 2008; Pearson). She has written numerous articles pertaining to the education of students with autism and behavior disorders and remains dedicated to preparing outstanding teachers for students with disabilities. Russell Lang co-authored the text EARLY INTERVENTION FOR YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER (Lang, Hancock, and Singh, 2016; Springer) and has published over 150 peer-reviewed articles and book chapters focused on the education and treatment of people with intellectual and developmental disabilities. He is an associate editor for the Journal of Child and Family Studies, Journal of Developmental and Physical Disabilities, and Advances in Neurodevelopmental Disorders and is a former co-editor-in-chief of Developmental Neurorehabilitation. Currently, Dr. Lang is the executive director of the Clinic for Autism Research, Evaluation and Support (CARES), where his research agenda involves the application of Applied Behavior Analysis to remediate challenging behavior and teach play skills to children with autism.