About the Book
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.
Table of Contents:
Table of Contents
Contributors
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
About the Author :
About the Authors
Laura C. Chezan is an associate professor of Special Education in the Darden College of Education and Professional Studies at Old Dominion University. She received her doctorate at the University of South Carolina and is a Board Certified Behavior Analyst-Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has co-authored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an Associate Editor for Preventing School Failure and as an editorial board member for several scholarly journals. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education.
Katie Wolfe is an associate professor of Special Education in the Department of Educational Studies at the University of South Carolina. She received her doctorate in Disability Disciplines and Applied Behavior Analysis at Utah State University. She is a Board-Certified Behavior Analyst-Doctoral who has worked with children with autism spectrum disorder for over 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of 5 peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities.
Erik Drasgow is a professor of Special Education and Chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.
Review :
Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder is a wonderful and practical resource for both novice and experienced practitioners. This text provides a succinct yet comprehensive guide for using evidence-based practices to support the needs of individuals with ASD. Its use of clear, concise explanations and examples will surely encourage practitioners to consistently reach for it throughout their practice.
The editors of this text have done outstanding work to provide practitioners a quality-of-life-focused guide for teaching individuals with autism spectrum disorders (ASD). This book will appeal to school, home, and clinic-based service providers who are dedicated to improving outcomes for individuals with ASD from early childhood to secondary transition. Readers will appreciate the breadth of information ranging from foundational principles in special education and ASD to specific strategies for assessment and intervention to ethical applications.
The Guide to Evidence-Based Practices for Practitioners Working with Individuals with Autism Spectrum Disorderis an invaluable resource for educators and practitioners who work across all age levels with learners on the autism spectrum while highlighting the value of collaborative, ethical relationships with families and other professionals. This comprehensive guide provides a systematic process to select evidence-based practices to improve the quality of life for individuals with autism not only in the academic arena, but interpersonal skills as well including relationships, self-advocacy, self-determination, and personal development. The authors' unique approach focuses on the individual consideration of preferences, values, and cultural norms of this linguistically and ethnically diverse population to promote meaningful participation within inclusive school, postschool, and community environments. Written with expertise and advocacy for individuals with autism, this guide provides powerful tools to design and implement evidence-based programs for learners with autism to achieve their highest potential.
This text provides a thorough yet clear and concise summary of the rationale and implementation of evidence-based practices for students with autism spectrum disorders. Given the broad scope of the interventions detailed, it is an invaluable resource for both special education and general education teacher preparation programs.
