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Step-by-Step Curriculum for Early Learners with Autism Spectrum Disorders [Mīkstie vāki]

  • Formāts: Paperback / softback, 416 pages, height x width x depth: 280x216x26 mm, weight: 1040 g
  • Izdošanas datums: 15-Nov-2011
  • Izdevniecība: Jessica Kingsley Publishers
  • ISBN-10: 1849058741
  • ISBN-13: 9781849058742
  • Mīkstie vāki
  • Cena: 59,91 €
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  • Formāts: Paperback / softback, 416 pages, height x width x depth: 280x216x26 mm, weight: 1040 g
  • Izdošanas datums: 15-Nov-2011
  • Izdevniecība: Jessica Kingsley Publishers
  • ISBN-10: 1849058741
  • ISBN-13: 9781849058742
This curriculum gives a clear outline on what and how to teach the young child with autism, using principles of applied behavior analysis. The book is divided into three sections: Assessment, Curriculum and Mastered, each with built-in data collection. It covers nearly 90 steps in a child's development, broken down into manageable tasks.

Applied Behavior Analysis (ABA) is recognized as one of the most effective ways to teach children with autism and studies have shown that the earlier the interventions take place the more likely they are to have a profound, positive impact on a child's later development.Using the latest research into best practice for children with autism, this curriculum gives a clear outline on what to teach and how to teach it utilizing the principles of ABA. The book is divided up into three sections, each with built-in data collection, and features a CD with all the material in the book so you can print off the section you are working on. The Assessment section allows you to initially measure the child's level of learning and then track their progress over time. The Curriculum section covers nearly ninety crucial steps in a child's development spread over twelve chapters that each focus on a different pivotal area, such as 'Motor', 'Expressive' and 'Academic' Programs. These are broken down into simple tasks that can be taught and monitored easily. The final Mastered section guarantees that progress can be maintained by checking that learnt skills continue to be retained. Generalization assessment is included throughout to make sure the child has adapted to using the skills in a variety of settings.This book will equip teachers, therapists and parents with a thorough and comprehensive program to help ensure the young learners in their care are achieving developmental goals and are able to reach their full potential as they grow.

Recenzijas

There are various helpful programmes (basic, behaviour, motor, receptive, expressive, action, communication, intra-verbal, play, self-help, sort/match and academic)... I am confident that if you could "try before you buy it" you would almost certainly end up buying it, and you would not be disappointed. -- eye (early years educator) Lindsay Hilsen has gifted us with a wealth of useful forms and helpful information for pre-intervention assessment, monitoring progress during treatment and the follow-up assessment of newly learned skills... Hilsen focuses on socially important behaviors to enable the child to achieve greater independence and interact more effectively with others.... She also emphasizes the importance of generalization, which is often forgotten....[ This book] will be a valuable addition to the library of anyone working with young children, whether they employ an ABA approach or something else. -- Albert Kearney, clinical psychologist and author of Understanding Applied Behaviour Analysis Lindsay Hilsen was my son's BCBA therapist during the most crucial window of time for him to learn. My son is one of the more challenging children on the spectrum...there are no quick fixes or special diets that will provide him with a miracle cure. For my child, it took a highly trained and skilled therapist who follows a strong ABA curriculum. Many will benefit from Hilsen's book. This is a proven guide that works. -- Mother of a boy with Autism Spectrum Disorder A "must" for any parent or teacher working with an autistic child. -- The Midwest Book Review

Papildus informācija

How to teach and use the ABA programme.
Acknowledgements 13(1)
Introduction 14(4)
About the Author 18(2)
Part I Assessment
Assessment Directions
20(2)
Assessment Section Example
22(1)
Choosing Programs to Work On
23(2)
Total Percentages Record Sheet
25(4)
Comments
29(127)
Basic Programs
Quiet Hands
31(1)
Attending
32(1)
Responds to Name
33(1)
Eye Contact
34(1)
Pointing Program
35(1)
Responds to Various Directions to Identify an Object/Picture/Item
36(2)
Behavior Programs
Wait Program
38(2)
Transition
40(1)
Desensitization to Touch
41(1)
Desensitization to Dentist
42(2)
Desensitization to Doctor
44(1)
Desensitization to Haircuts
45(2)
Clean Up
47(2)
Motor Programs
Gross Motor Imitation
49(2)
Motor Imitation
51(1)
Fine Motor Imitation
52(1)
Oral Motor Imitation
53(1)
Color Between the Lines
54(1)
Copy Straight Lines
55(2)
Receptive Programs
One Step Directions
57(1)
Two Step Directions
58(1)
Receptive Identification of Pictures
59(2)
Receptive Identification of Objects
61(2)
Receptive Identification of Body Parts
63(2)
Receptive Identification of Articles of Clothing
65(1)
Receptive Identification of Familiar People
66(1)
Receptive Identification of Emotions
67(1)
Receptive Identification of Community Helpers
68(1)
Receptive Identification of Environmental Sounds
69(2)
Expressive Programs
Expressive Identification of Pictures
71(2)
Expressive Identification of Objects
73(2)
Expressive Identification of Body Parts
75(2)
Expressive Identification of Articles of Clothing
77(1)
Expressive Identification of Familiar People
78(1)
Expressive Identification of Emotions
79(1)
Expressive Identification of Community Helpers
80(1)
Expressive Identification of Environmental Sounds
81(2)
Action Programs
Receptive Identification of Actions
83(2)
Expressive Identification of Actions
85(2)
Imitates Actions of Others
87(1)
Imitates Two Step Actions
88(1)
Pretends to do an Action
89(2)
Communication Programs
Points to Communicate
91(1)
Yes/No
92(1)
Manding
93(1)
Requests with Eye Contact
94(1)
Gets Attention of Others
95(1)
Says Bye
96(1)
Says Hi
97(1)
Imitates Sounds
98(1)
Uses Different Words to Request
99(2)
Intraverbal Programs
Common Animal Intraverbals
101(1)
Common Intraverbals
102(1)
Daily Activity Intraverbals
103(1)
Social Questions
104(2)
Play Programs
Single Piece Puzzle
106(1)
Shape Sorter
107(1)
Plays By Self
108(1)
Various Methods of Play
109(2)
Ball Play
111(1)
Plays with Indoor Toys
112(1)
Outdoor Play
113(1)
Uses Language While Playing
114(1)
Sings Songs
115(1)
Games
116(1)
Pretend Play
117(2)
Self Help Programs
Drinks from a Cup
119(1)
Uses a Spoon
120(1)
Uses a Fork
121(1)
Getting Dressed: Shoes
122(1)
Getting Dressed: Pants
123(1)
Getting Dressed: Shirt
124(1)
Wash Hands
125(1)
Dry Hands
126(2)
Sort/Match Programs
Match Identical Picture to Picture
128(2)
Match Identical Object to Object
130(2)
Match Object to Picture
132(2)
Sort Identical Items
134(1)
Sort Non-Identical Items
135(2)
Academic Programs
Receptive Identification of Colors
137(1)
Expressive Identification of Colors
138(1)
Receptive Identification of Shapes
139(1)
Expressive Identification of Shapes
140(1)
Receptive Identification of Upper Case Letters
141(2)
Receptive Identification of Lower Case Letters
143(2)
Expressive Identification of Upper Case Letters
145(2)
Expressive Identification of Lower Case Letters
147(2)
Rote Counting
149(1)
Counting Objects
150(1)
Receptive Identification of Numbers
151(2)
Expressive Identification of Numbers
153(3)
Part II Curriculum
Curriculum Directions
156(3)
Curriculum Section Example
159(129)
Basic Programs
Quiet Hands
161(1)
Attending
162(1)
Responds to Name
163(1)
Eye Contact
164(1)
Pointing Program
165(1)
Responds to Various Directions to Identify an Object/Picture/Item
166(2)
Behavior Programs
Wait Program
168(2)
Transition
170(1)
Desensitization to Touch
171(1)
Desensitization to Dentist
172(2)
Desensitization to Doctor
174(1)
Desensitization to Haircuts
175(2)
Clean Up
177(2)
Motor Programs
Gross Motor Imitation
179(2)
Motor Imitation
181(1)
Fine Motor Imitation
182(1)
Oral Motor Imitation
183(1)
Color Between the Lines
184(1)
Copy Straight Lines
185(2)
Receptive Programs
One Step Directions
187(1)
Two Step Directions
188(1)
Receptive Identification of Pictures
189(2)
Receptive Identification of Objects
191(2)
Receptive Identification of Body Parts
193(2)
Receptive Identification of Articles of Clothing
195(1)
Receptive Identification of Familiar People
196(1)
Receptive Identification of Emotions
197(1)
Receptive Identification of Community Helpers
198(1)
Receptive Identification of Environmental Sounds
199(2)
Expressive Programs
Expressive Identification of Pictures
201(2)
Expressive Identification of Objects
203(2)
Expressive Identification of Body Parts
205(2)
Expressive Identification of Articles of Clothing
207(1)
Expressive Identification of Familiar People
208(1)
Expressive Identification of Emotions
209(1)
Expressive Identification of Community Helpers
210(1)
Expressive Identification of Environmental Sounds
211(2)
Action Programs
Receptive Identification of Actions
213(2)
Expressive Identification of Actions
215(2)
Imitates Actions of Others
217(1)
Imitates Two Step Action
218(2)
Pretends to do an Action
220(2)
Communication Programs
Points to Communicate
222(1)
Yes/No
223(1)
Manding
224(1)
Requests with Eye Contact
225(1)
Gets Attention of Others
226(1)
Says Bye
227(1)
Says Hi
228(1)
Imitates Sounds
229(1)
Uses Different Words to Request
230(2)
Intraverbal Programs
Common Animal Intraverbals
232(1)
Common Intraverbals
233(1)
Daily Activity Intraverbals
234(1)
Social Questions
235(2)
Play Programs
Single Piece Puzzle
237(1)
Shape Sorter
238(1)
Plays By Self
239(1)
Various Methods of Play
240(2)
Ball Play
242(1)
Plays with Indoor Toys
243(1)
Outdoor Play
244(1)
Uses Language While Playing
245(1)
Sings Songs
246(1)
Games
247(1)
Pretend Play
248(2)
Self Help Programs
Drinks from a Cup
250(1)
Uses a Spoon
251(1)
Uses a Fork
252(1)
Getting Dressed: Shoes
253(1)
Getting Dressed: Pants
254(1)
Getting Dressed: Shirt
255(1)
Wash Hands
256(1)
Dry Hands
257(2)
Sort/Match Programs
Match Identical Picture to Picture
259(2)
Match Identical Object to Object
261(2)
Match Object to Picture
263(2)
Sort Identical Items
265(1)
Sort Non-Identical Items
266(2)
Academic Programs
Receptive Identification of Colors
268(1)
Expressive Identification of Colors
269(1)
Receptive Identification of Shapes
270(1)
Expressive Identification of Shapes
271(1)
Receptive Identification of Upper Case Letters
272(2)
Receptive Identification of Lower Case Letters
274(2)
Expressive Identification of Upper Case Letters
276(2)
Expressive Identification of Lower Case Letters
278(2)
Rote Counting
280(1)
Counting Objects
281(1)
Receptive Identification of Numbers
282(2)
Expressive Identification of Numbers
284(4)
Part III Mastered Programs
Mastered Program Directions
288(2)
Mastered Section Example
290(125)
Basic Programs
Quiet Hands
292(1)
Attending
293(1)
Responds to Name
294(1)
Eye Contact
295(1)
Pointing Program
296(1)
Responds to Various Directions to Identify an Object/Picture/Item
297(2)
Behavior Programs
Wait Program
299(2)
Transition
301(1)
Desensitization to Touch
302(1)
Desensitization to Dentist
303(2)
Desensitization to Doctor
305(1)
Desensitization to Haircuts
306(2)
Clean Up
308(2)
Motor Programs
Gross Motor Imitation
310(2)
Motor Imitation
312(1)
Fine Motor Imitation
313(1)
Oral Motor Imitation
314(1)
Color Between the Lines
315(1)
Copy Straight Lines
316(2)
Receptive Programs
One Step Directions
318(1)
Two Step Directions
319(1)
Receptive Identification of Pictures
320(2)
Receptive Identification of Objects
322(2)
Receptive Identification of Body Parts
324(2)
Receptive Identification of Articles of Clothing
326(1)
Receptive Identification of Familiar People
327(1)
Receptive Identification of Emotions
328(1)
Receptive Identification of Community Helpers
329(1)
Receptive Identification of Environmental Sounds
330(2)
Expressive Programs
Expressive Identification of Pictures
332(2)
Expressive Identification of Objects
334(2)
Expressive Identification of Body Parts
336(2)
Expressive Identification of Articles of Clothing
338(1)
Expressive Identification of Familiar People
339(1)
Expressive Identification of Emotions
340(1)
Expressive Identification of Community Helpers
341(1)
Expressive Identification of Environmental Sounds
342(2)
Action Programs
Receptive Identification of Actions
344(2)
Expressive Identification of Actions
346(2)
Imitates Actions of Others
348(1)
Imitates Two Step Actions
349(1)
Pretends to do an Action
350(2)
Communication Programs
Points to Communicate
352(1)
Yes/No
353(1)
Manding
354(1)
Requests with Eye Contact
355(1)
Gets Attention of Others
356(1)
Says Bye
357(1)
Says Hi
358(1)
Imitates Sounds
359(1)
Uses Different Words to Request
360(2)
Intraverbal Programs
Common Animal Intraverbals
362(1)
Common Intraverbals
363(1)
Daily Activity Intraverbals
364(1)
Social Questions
365(2)
Play Programs
Single Piece Puzzle
367(1)
Shape Sorter
368(1)
Plays By Self
369(1)
Various Methods of Play
370(1)
Ball Play
371(1)
Plays with Indoor Toys
372(1)
Outdoor Play
373(1)
Uses Language While Playing
374(1)
Sings Songs
375(1)
Games
376(1)
Pretend Play
377(2)
Self Help Programs
Drinks from a Cup
379(1)
Uses a Spoon
380(1)
Uses a Fork
381(1)
Getting Dressed: Shoes
382(1)
Getting Dressed: Pants
383(1)
Getting Dressed: Shirt
384(1)
Wash Hands
385(1)
Dry Hands
386(2)
Sort/Match Programs
Match Identical Picture to Picture
388(2)
Match Identical Object to Object
390(2)
Match Object to Picture
392(2)
Sort Identical Items
394(1)
Sort Non-Identical Items
395(2)
Academic Programs
Receptive Identification of Colors
397(1)
Expressive Identification of Colors
398(1)
Receptive Identification of Shapes
399(1)
Expressive Identification of Shapes
400(1)
Receptive Identification of Upper Case Letters
401(2)
Receptive Identification of Lower Case Letters
403(2)
Expressive Identification of Upper Case Letters
405(2)
Expressive Identification of Lower Case Letters
407(2)
Rote Counting
409(1)
Counting Objects
410(1)
Receptive Identification of Numbers
411(2)
Expressive Identification of Numbers
413(2)
References 415
Lindsay Hilsen is a Board Certified Behavior Analyst who has dedicated her career to working with children on the Autism Spectrum. She is a qualified elementary level and special education teacher with master's degrees in both special education and education. She has worked as an ABA teacher and is currently the Autism Clinical Educator for Sunny Days Early Childhood Developmental Services, New Jersey.  Lindsay is a frequent presenter and lecturer on Autism and ABA topics. She lives in Monroe Township, New Jersey with her husband and daughter.