High-functioning autism/Asperger syndrome in schools: assessment and intervention
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 257 S. |
| ISBN: | 9781606236703 |
Internformat
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| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2010 | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS 1. INTRODUCTION: WHAT IS HIGH-FUNCTIONING AUTISM/ASPERGER
SYNDROME? DIAGNOSTIC DEFINITIONS/ISSUES 2 CONTEMPORARY CONCEPTUALIZATION
OFHFA/AS 3 DEVELOPMENTAL COURSE 4 PRESCHOOL YEARS 4 ELEMENTARY SCHOOL 5
MIDDLELHIGH SCHOOL 7 LONG-TERM OUTCOMES 9 PREVALENCE 9 EPIDEMIOLOGY 9
EDUCATIONAL PLACEMENT AND SERVICE DELIVERY TRENDS 10 LOOKING AHEAD 11 2.
AREAS OF IMPAIRMENT WITH REBECCA L. FRITSCHIE OVERVIEW 14 CORE AREAS OF
IMPAIRMENT 14 SOCIAL1NTERACTIONS 15 BEHAVIORAL RIGIDITY AND
CIRCUMSCRIBED 1NTERESTS 17 LANGUAGE AND COMMUNICATION ABILITIES 19
ASSOCIATED AREAS OF IMPAIRMENT 20 RESPONSES TO SENSORY STIMULI 20
ACADEMIC PERFORMANCE DIFFICULTIES 21 SLEEP DISTURBANCES 23 MOTOR
ABILITIES 24 ANXIETY AND DEPRESSION 24 THEORETICAL FRAMEWORKS FOR
UNDERSTANDING AREAS OFIMPAIRMENT 25 THEORY OF MIND 25 EXECUTIVE
FUNCTIONING 27 CENTML COHERENCE 28 CONC!USION 29 XI 13 XII CONTENTS 3.
CONSULTATION AND COLLABORATION EFFORTS OVERVIEW 31 THE ECOLOGICAL MODEL
OFSCHOOL-BASED SERVICES 32 THE ROLES OF PARENTS AND OTHER KEY
STAKEHOLDERS 34 PARENTS AS PRIMARY STAKEHOLDERS 34 EDUCATORS AND STUDENT
SUPPORT SERVICES PERSONNEL AS KEY STAKEHOLDERS 35 OTHER HEALTH
PROFESSIONALS AND COMMUNITY-BASED PROVIDERS AS KEY STAKEHOLDERS 36
COLLABORATIVE PROBLEM SOLVING AS A FOUNDATION FOR EFFECTIVE PRACTICE 37
CONJOINT BEHAVIORAL CONSULTATION 40 CONJOINT NEEDS IDENTIFICATION 41
CONJOINT NEEDS ANALYSIS 41 PLAN IMPLEMENTATION 42 CONJOINT PLAN
EVALUATION 42 CBC CASE STUDY: ALEX 43 CONCLUSION 45 4. CONDUCTING A
COMPREHENSIVE ASSESSMENT OVERVIEW 46 TRADITIONAL SCHOOL-BASED ASSESSMENT
46 ASSESSING INTELLECTUAL FUNCTIONING 48 ISSUES IN INTELLECTUAL
ASSESSMENT 48 CONSIDERATIONS IN SELECTING A COGNITIVE MEASURE 50
MEASURES OF INTELLECTUAL FUNCTIONING 51 ASSESSING ACADEMIC SKILLS 51
TRADITIONAL ACADEMIC MEASURES 51 CURRICULUM-BASED ASSESSMENT 54
ASSESSING ADAPTIVE BEHAVIOR 61 ASSESSI NG DIAGNOSTIC CHARACTERISTICS OF
HFA/AS 62 ASSESSING BEHAVIORAL SKILLS 64 FUNCTIONAL BEHAVIORAL
ASSESSRNENT 64 ASSESSING SOCIAL SKILLS 71 INTERVIEWS 72 OBSERVATIONS 72
RATING SCALES 74 ASSESSING EMOTIONAL DIFRCULTIES 77 CONCLUSION 78 5.
IMPROVING ACADEMIC SKILLS OVERVIEW 80 GENERAL STRATEGIES 81 TASK
PRESENTATION 81 TEACHER COMMUNICATION 82 PRIMING 84 ASSIGNMENTS 84
HORNEWORK AND STUDY SKILLS 85 SPECINC STRATEGIES 87 READING SUPPORT 87
WRITING SUPPORT 95 MATH SUPPORT 97 CONCLUSION 101 31 46 80 CONTENTS XIII
6. PROVIDING BEHAVIORAL SUPPORTS 102 OVERVIEW 102 EFFECTIVE BEHAVIORAL
SUPPORT 103 PREVENTATIVE APPROACHES 104 ENVIRONMENTAL MODIFICATIONS 104
CHOICE AND PREFERENCE 106 VISUALSUPPOR~ 106 DIRECT INTERVENTION
STRATEGIES 113 TEACHING REPLACEMENT BEHAVIORS 113 PROVIDING CONTINGENT
POSITIVE REINFORCEMENT 114 CONTINGENCY AGREEMENTS AND BEHAVIORAL
CONTRACTS 118 TOKEN ECONOMIES 120 SELF-MANAGEMENT 122 CONCLUSION 125 7.
ENHANDNG SODAL SKILLS 126 OVERVIEW 126 PROGRAMMING FOR SOCIAL SKILLS IN
SCHOOLS 127 SCHOOLWIDE (PRIMARY) APPROACHES 128 SCHOOLWIDE POSITIVE
BEHAVIOR SUPPORT 128 CHARACTER EDUCATION 130 LARGE-GROUP SOCIAL SKILLS
INSTRUCTION 131 SMALL-GROUP (SECONDARY) APPROACHES 133 SOCIAL SKILLS
GROUPS 133 PEER-MEDIATED APPROACHES 137 INDIVIDUALIZED APPROACHES 143
SOCIAL STORIES * 143 VIDEO MODELING 145 POWER CARDS 148 THE FUTURE OF
SOCIAL SKILLS INTERVENTIONS 149 CONCLUSION 151 8. USING THE
INDIVIDUALIZED EDUCATION PROGRAM AS A VEHICLE 153 FOR PROBLEM-SOLVING
SERVICE DELIVERY WITH JENINE M. SANSOSTI OVERVIEW 153 IEP AS
PROBLEM-SOLVING VEHICLE 155 STEP 1: PROBLEM IDENTIFICATION-DESCRIBING
PRESENT LEVELS OF PERFORMANCE 157 GENERAL CONSIDERATIONS 158 SPECIJIC
CONSIDERATIONS 160 STEP 2: PROBLEM ANALYSIS-CLARIFYING AREAS OF
EDUCATIONAL NEED 162 STEP 3: INTERVENTION/INSTRUCTIONAL PLANNING-GOALS,
SERVICES, AND PLACEMENT 163 GOALS AND OBJECTIVES 164 SERVICE DELIVERY
169 EDUCATIONAL PLACEMENT 172 TRANSITION PLANNING 175 STEP 4: PROGRESS
MONITORING-EVALUATING IEP OUTCOMES 176 TOOLS FOR ENHANCING THE QUALITY
AND FUNCTIONALITY OF IEPS 178 CONCLUSION 180 XIV CONTENTS 9. COLLECTING
DATA, EVALUATING OUTCOMES, AND ENSURING SUCCESS WITH JULIE E. GOLDYN
OVERVIEW 181 THE IMPORTANCE OF DATA COLLECTION (WHY COLLECT DATA?) 182
DATA COLLECTION PROCESS 183 STEP 1: IDENTIFY A TARGET BEHAVIOR 183 STEP
2: DEFINE THE TARGET BEHAVIOR 183 STEP 3: DETERMINE HOW TO COLLECT DATA
184 STEP 4: DEVELOP AN ACTION PLAN 195 HOW MUCH DATA SHOULD BE
COLLECTED? 198 BASELINE DATA CONSIDERATIONS 198 INTERVENTION PHASE 198
FACTORS THAT INFLUENCE DATA COLLECTION 199 GRAPHING DATA 200 METHODS FOR
EVALUATING DATA 201 VISUAL ANALYSIS 201 ENSURING SUCCESS: MAINTENANCE
AND GENERALIZATION 205 PROGRAMMINGFOR MAINTENANCE 205 PROGRAMMINGFOR
GENERALIZATION 205 CONCLUSION 207 181 APPENDIX. REPRODUCIBLE FORMS 209
REFERENCES 231 INDEX 251
|
| any_adam_object | 1 |
| author | Sansosti, Frank J. Powell-Smith, Kelly A. Cowan, Richard J. |
| author_facet | Sansosti, Frank J. Powell-Smith, Kelly A. Cowan, Richard J. |
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| ctrlnum | (OCoLC)705503086 (DE-599)BVBBV036450159 |
| discipline | Pädagogik |
| format | Book |
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| spelling | Sansosti, Frank J. Verfasser aut High-functioning autism/Asperger syndrome in schools assessment and intervention Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan New York [u.a.] Guilford Press 2010 XIV, 257 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Autistic children / Education / United States Autism spectrum disorders Erziehung Autismus (DE-588)4003932-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Autismus (DE-588)4003932-8 s Didaktik (DE-588)4070463-4 s DE-604 Powell-Smith, Kelly A. Verfasser aut Cowan, Richard J. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020322318&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sansosti, Frank J. Powell-Smith, Kelly A. Cowan, Richard J. High-functioning autism/Asperger syndrome in schools assessment and intervention Autistic children / Education / United States Autism spectrum disorders Erziehung Autismus (DE-588)4003932-8 gnd Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4003932-8 (DE-588)4053369-4 (DE-588)4070463-4 (DE-588)4078704-7 |
| title | High-functioning autism/Asperger syndrome in schools assessment and intervention |
| title_auth | High-functioning autism/Asperger syndrome in schools assessment and intervention |
| title_exact_search | High-functioning autism/Asperger syndrome in schools assessment and intervention |
| title_full | High-functioning autism/Asperger syndrome in schools assessment and intervention Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
| title_fullStr | High-functioning autism/Asperger syndrome in schools assessment and intervention Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
| title_full_unstemmed | High-functioning autism/Asperger syndrome in schools assessment and intervention Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
| title_short | High-functioning autism/Asperger syndrome in schools |
| title_sort | high functioning autism asperger syndrome in schools assessment and intervention |
| title_sub | assessment and intervention |
| topic | Autistic children / Education / United States Autism spectrum disorders Erziehung Autismus (DE-588)4003932-8 gnd Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Autistic children / Education / United States Autism spectrum disorders Erziehung Autismus Schüler Didaktik USA |
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