Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes

Table of Contents:
PREFACE ABOUT THE AUTHOR ACKNOWLEDGMENTS CHAPTER 1 An Overview of Autism Spectrum Disorders LEARNER OBJECTIVES CASE STUDY INTRODUCTION POTENTIAL CAUSES OF AUTISM GENETIC INFLUENCES ENVIRONMENTAL INFLUENCES VACCINATION CONTROVERSY EARLY SIGNS OF AUTISM DIAGNOSTIC CRITERIA SOCIAL COMMUNICATION INTERACTION RESTRICTED OR REPETITIVE PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES OTHER FEATURES ASSOCIATED WITH ASD COGNITIVE DIFFERENCES MOTOR SKILLS EMOTIONAL VULNERABILITY GASTROINTESTINAL PROBLEMS LANGUAGE SKILLS INSTRUCTIONAL PRACTICES INCLUSIVE CLASSROOM ENVIRONMENTS TIPS FOR WORKING WITH FAMILIES SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 2 Understanding Family Perspectives LEARNER OBJECTIVES CASE STUDY INTRODUCTION IMPORTANCE OF PARTNERING WITH FAMILIES OF STUDENTS WITH ASD YOUR ROLE AS AN EDUCATOR IN PARTNERING WITH FAMILIES DEMONSTRATE RESPECT FOR CHILDREN MAINTAIN A FAMILY-CENTERED PERSPECTIVE COMMUNICATE WITH FAMILIES INVOLVE THE FAMILY IN DEVELOPING GOALS AND INTERVENTIONS BUILD TRUST DEVELOP YOUR OWN CULTURAL AWARENESS UNDERSTAND THE STRESS ASSOCIATED WITH RAISING A CHILD WITH ASD UNDERSTAND THE SOURCES OF STRESS UNDERSTAND THE IMPACT OF STRESS ON THE FAMILY SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 3 Identifying and Responding to Challenges to School–Family Collaboration LEARNER OBJECTIVES CASE STUDY INTRODUCTION BARRIERS TO COLLABORATION AND PARENT PARTICIPATION CULTURAL AND LINGUISTIC DIVERSITY RESPONDING TO CULTURAL AND LINGUISTIC DIVERSITY COMMUNICATION DIFFERENCES RESPONDING TO COMMUNICATION DIFFERENCES INDIVIDUAL PARENT AND FAMILY FACTORS RESPONDING TO INDIVIDUAL PARENT AND FAMILY FACTORS CONCLUSION SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 4 Linking Assessment to Instructional Planning LEARNER OBJECTIVES CASE STUDY INTRODUCTION GATHERING ASSESSMENT DATA DIAGNOSTIC ASSESSMENT LINKING ASSESSMENT TO INTERVENTION DEVELOPING THE IEP CREATING ANNUAL GOALS AND OBJECTIVES EDUCATIONAL INTERVENTIONS TO MEET IEP GOALS EVIDENCE-BASED PRACTICES EDUCATING STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS PARTNERING WITH FAMILIES PREPARING FAMILIES TO BE PARTNERS IN MAKING EDUCATIONAL DECISIONS SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 5 Introduction to Applied Behavior Analysis LEARNER OBJECTIVES CASE STUDY INTRODUCTION APPLIED BEHAVIOR ANALYSIS APPLIED BEHAVIOR ANALYSIS—SEVEN DIMENSIONS BEHAVIORAL CONCEPTS USED IN ABA REINFORCEMENT AND PUNISHMENT TEACHING WITH APPLIED BEHAVIOR ANALYSIS DISCRETE-TRIAL TEACHING INCIDENTAL TEACHING SHAPING TASK ANALYSIS USING ABA IN THE INCLUSIVE CLASSROOM PARTNERING WITH FAMILIES TO IMPLEMENT ABA SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 6 Promoting Behavioral Changes in Children With ASD: Functional Behavioral Assessment and Behavioral Intervention Plans LEARNER OBJECTIVES CASE STUDY INTRODUCTION PROBLEM BEHAVIORS BEHAVIORS SERVE A FUNCTION IDENTIFYING THE FUNCTION: FUNCTIONAL BEHAVIORAL ASSESSMENTS (FBAS) BEHAVIOR INTERVENTION PLANS SCHOOL–FAMILY COLLABORATION IN FBA INCLUSION TIPS SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 7 Positive Behavior Supports LEARNER OBJECTIVES CASE STUDY INTRODUCTION USING POSITIVE BEHAVIOR SUPPORTS TO ADDRESS PROBLEM BEHAVIOR TEACHING REPLACEMENT BEHAVIORS CONSEQUENCE STRATEGIES EVALUATING THE SUCCESS OF THE INTERVENTION PARTNERING WITH FAMILIES TO IMPLEMENT POSITIVE BEHAVIOR SUPPORTS INCLUSION TIPS SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 8 Environmental Supports LEARNER OBJECTIVES CASE STUDY INTRODUCTION CHALLENGES WITH ASD THAT MAKE MODIFICATIONS NECESSARY CLASSROOM PHYSICAL STRUCTURE TEACCH VISUAL SUPPORTS PARTNERING WITH FAMILIES SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 9 Supporting Social Skills Development LEARNER OBJECTIVES CASE STUDY INTRODUCTION COMMON SOCIAL SKILLS DIFFERENCES SOCIAL SKILLS STRATEGIES SOCIAL SCRIPTING VIDEO MODELING SOCIAL SKILLS GROUPS SOCIAL SKILLS DEVELOPMENT IN INCLUSIVE CLASSROOMS PARTNERING WITH FAMILIES TO FOSTER SOCIAL SKILLS SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 10 Building Communication Skills LEARNER OBJECTIVES CASE STUDY INTRODUCTION CHARACTERISTICS OF COMMUNICATION IN CHILDREN WITH ASD SOCIAL COMMUNICATION JOINT ATTENTION ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO ARE NONVERBAL OR WHO HAVE VERY LIMITED SPEECH AUGMENTATIVE AND ALTERNATIVE COMMUNICATION STRATEGIES PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) TECHNICAL COMMUNICATION AIDS ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO SPEAK APPLIED BEHAVIOR ANALYSIS PIVOTAL RESPONSE TREATMENT VIDEO MODELING SCRIPT TRAINING TEACHING COMMUNICATION IN THE INCLUSIVE CLASSROOM PARTNERING WITH FAMILIES TO TEACH COMMUNICATION SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 11 Building Academic Skills: Instructional Approaches LEARNER OBJECTIVES CASE STUDY INTRODUCTION EFFECTIVE COMPONENTS OF INSTRUCTIONAL PRACTICES INDIVIDUALIZED SUPPORTS AND SERVICES SYSTEMATIC INSTRUCTION STRUCTURED LEARNING ENVIRONMENTS INDIVIDUAL VERSUS SMALL- OR LARGE-GROUP INSTRUCTION GENERALIZATION MODIFICATIONS AND ACCOMMODATIONS ASSISTIVE TECHNOLOGY VISUAL APPROACHES COMMON CORE STATE STANDARDS TEACHING IN THE CONTENT AREAS TEACHING READING TEACHING WRITING TEACHING MATHEMATICS INSTRUCTIONAL APPROACHES FOR THE INCLUSIVE CLASSROOM FAMILY INVOLVEMENT IN INSTRUCTION SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 12 Understanding and Addressing Functional Skills LEARNER OBJECTIVES CASE STUDY INTRODUCTION FUNCTIONAL SKILLS THE ROLE OF EXECUTIVE FUNCTION FOUR KEY DOMAINS OF EXECUTIVE FUNCTION SUPPORTING INDEPENDENT FUNCTIONING STRATEGIES FOR TEACHING FUNCTIONAL SKILLS OTHER STRATEGIES FOR TEACHING FUNCTIONAL SKILLS SELECTING FUNCTIONAL GOALS FOR THE IEP WRITING MEASURABLE FUNCTIONAL GOALS IN THE IEP FAMILY INVOLVEMENT IN TEACHING EXECUTIVE FUNCTION SKILLS SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 13 Early Interventions: Effective Practices for Young Children (Ages 3–5) With ASD LEARNER OBJECTIVES CASE STUDY INTRODUCTION EARLY AUTISM SCREENING GOAL DEVELOPMENT CLASSROOM ENVIRONMENTAL CONSIDERATIONS SENSORY STIMULATION VISUAL SUPPORTS WORK SYSTEMS REINFORCEMENT MODELING NATURALISTIC TEACHING INSTRUCTIONAL APPROACHES DEVELOPING COMMUNICATION SKILLS MILIEU TEACHING FAMILY INVOLVEMENT IN EARLY INTERVENTION SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES CHAPTER 14 Transitioning to Adulthood LEARNER OBJECTIVES CASE STUDY INTRODUCTION ISSUES IN TRANSITIONING TO ADULTHOOD EMPLOYMENT BENEFITS OF HIRING INDIVIDUALS WITH ASD POSTSECONDARY EDUCATION DAILY LIVING AND ADAPTIVE FUNCTIONING TRANSITION PLANNING SUPPORTING TRANSITIONING TO ADULTHOOD EMPLOYMENT POSTSECONDARY EDUCATION INDEPENDENT LIVING SKILLS FAMILY INVOLVEMENT IN TRANSITION SUMMARY STATEMENTS WHAT WOULD YOU DO? CHAPTER REFLECTION QUESTIONS RECOMMENDED RESOURCES REFERENCES GLOSSARY INDEX

Review :
"This is an excellent text on Autism. It is thorough, easy to read, and provides many opportunities for students to work on the topics presented.  It brings a fresh way of learning about Autism to the student population." "This text provides information pertaining to working with children with ASD in the classroom, as well as information on ways to create partnerships with families." "This text places emphasis on empirically-based, evidence-based strategies and interventions which makes it a particularly effective text for courses that focus on students with ASD for both preservice and in-service teachers, as well as families. The Parent Collaboration perspective within each chapter is emphasized throughout and integrates how parents can be instrumental in developing student skills, as well as the importance and strategies for parent-professional collaborations. The text has done an excellent job of weaving and integrating parent-professional collaboration into each chapter topic and using this as a "holistic" approach to supporting our students with ASD." "This is a great text that is very well-organized and easy to read/understand. There are many activities built into this text to promote theory to practice for better understanding of how to implement all topics discussed. There are also multiple references to other documents/texts that will promote what has been taught in this text’s chapters." "This is one of the best texts. It especially provides readers with detailed information on important topics as well as very applicable examples in teaching students with ASD."