For undergraduate or graduate courses focusing on Autism Spectrum Disorders within special or regular education teacher training programs, and similar courses in related professional areas such as School Psychology, Occupational Therapy, and Speech/Language Pathology
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Primary course title: Introduction to Autism or Methods for Teaching Students with Autism
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A highly engaging look at evidenced-based practices used in the education of learners with Autism, Spectrum Disorders (ASD) beginning in early childhood and across K-12 settings and young adulthood, all in the overarching context of partnering with families
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This extremely comprehensive and appealing text provides insights into evidence-based practices and their role in the education of learners identified with ASD in partnership with families. Readers will quickly learn how to provide effective instruction and supports to children and families affected by Autism Spectrum Disorders (ASD). ¿Presented is the most solid foundation to date for understanding ASD within the contexts of school and the transition to adult life beyond school Elements of effective practice and instructional methods are applied across various instructional domains, required skill sets, and demands related to performing optimally in school settings.
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Table of Contents:
Section I: Introduction
Chapter 1 Understanding Autism Spectrum Disorders Across the Lifespan
Chapter 2 Determining Evidence-Based Interventions
Section II: Early Childhood
Chapter 3 Identification and Early Intervention
Chapter 4 Teaming with Families
Chapter 5 Teaching Communication Skills
Chapter 6 Methods for Promoting Social Competence
Section III: The School Years
Chapter 7 Building School-Based Behavioral Repertoires
Chapter 8 Collaboration and Consultation
Chapter 9 Developing Academic Skills
Section IV: Moving from School to Adult Life
Chapter 10 Fostering Self-Determination
Chapter 11 Transition to Adulthood
Chapter 12 Enhancing Quality of Life
About the Author :
Dr. John Wheeler currently serves as Director of the Center of Excellence in Early Childhood Learning and Development and Professor of Special Education at East Tennessee State University.¿ He has had over twenty-five years of experience in working with children with autism spectrum disorders and their families throughout his career in special education.¿ He has authored/co-authored numerous research studies in the education and treatment of children with ASD and serves on a number of editorial boards for professional journals in the field.¿ Most recently he and his co-author David Dean Richey have completed the third edition of their text entitled Behavior Management: Principles and Practices of Positive Behavior Supports also published by Pearson.
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Michael R. Mayton, Ph.D., BCBA-D¿is an Assistant Professor of Special Education at West Virginia University where he teaches courses in applied behavior analysis for teachers and supervises the graduate certification program in autism. He is a Board Certified Behavior Analyst who has worked with children in public schools and adults with developmental disabilities in community settings. He has had the honor of being the founding director of the Kelly Autism Program in Bowling Green, Kentucky and providing a range of workshop supports to educators on topics such as identifying and teaching positive replacement behaviors, reducing aggression in young adults with autism, and antecedent management for students with developmental disabilities. His research interests include evidence-based practice assessment and development for people with autism, professional development in special education, and intrusiveness of behavioral treatments for students and adults with disabilities.
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Dr. Stacy Carter is an Associate Professor in the Special Education Program at Texas Tech University where he coordinates the Graduate Certificate Program in Applied Behavior Analysis. Dr. Carter is a Board Certified Behavior Analyst, a Nationally Certified School Psychologist, and a licensed special education teacher. He has over fifteen years of experience working with individuals with autism spectrum disorders in developmental centers, psychiatric hospitals, community living situations, and school settings. His research has focused on the development and evaluation of behavior intervention programs for individuals with developmental disabilities and autism. He has published numerous peer reviewed journal articles, book chapters, and a scholarly reference book on social validity.
