Teaching students with autism spectrum disorders: a step-by-step guide for educators
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York
Skyhorse
2012
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XVIII, 205 S. Ill. |
| ISBN: | 9781620872208 |
Staff View
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Record in the Search Index
| _version_ | 1804149472616251392 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XI
ACKNOWLEDGRNENTS XV
ABOUT THE AUTHORS XVII
1. INTRODUCTION TO ASD 1
IDEA DEFINITION OF ASO 1
OVERVIEW OF ASO 2
CAUSES OF ASO 2
PREVALENCE AND LNCIDENCE OF ASO 4
AGE OF ONSET OF ASO 4
GENDER FEATURES OF ASO 5
CULTURAL FEATURES OF ASO 5
FARNILIAL PATTERN OF ASO 5
EDUCATIONAL IMPLICATIONS OF STUDENTS WITH ASO 5
EVIDENCE-BASED PRACTICE IN WORKING WITH CHILDREN WITH ASO AND THEIR
FAMILIES 6
RESEARCH BASIS FOR SERVICES TO CHILDREN WITH ASO IN THE HORNE, SCHOOL,
AND COMMUNITY 7
2. CHARACTERISTICS OF CHILDREN WITH ASD 9
POSSIBLE EARLY INDICATORS OF ASD 9
PATTERNS OF OEVELOPMENT 10
IRNPAIRMENTS IN SODAL SKILLS 11
IRNPAIRMENTS IN COMMUNICATION SKILLS 13
UNUSUAL AND REPEATED BEHAVIORS AND ROUTINES 14
ADDITIONAL OISABILITIES AND COMORBID CONDITIONS WITHASO 15
ASSODATED FEATURES 17
IMAGE 2
3. TYPES OF ASOS 19
AUTISTIC DISORDER (CLASSIC AUTISM) 19
CHILDHOOD DISINTEGRATIVE DISORDER 20
RETT SYNDROME 21
PERVASIVE DEVELOPMENTAL DISORDER NOT OTHERWISE SPECIFIED (PDD-NOS) 22
ASPERGER SYNDROME 22
4. ELIGIBILITY CRITERIA FOR CHILDREN WITH ASO 25
STEP 1: REVIEW OF THE CHARACTERISTICS OF CHILDREN WITH ASO 25
STEP 2: DETERMINATION OF THE PROCEDURES AND ASSESSMENT MEASURES TO BE
USED 25
STEP 3: DETERMINATION OF ELIGIBILITY FOR A DIAGNOSIS OF ASO 29
5. OVERVIEW OF EFFECTIVE INTERVENTIONS 33
BEHAVIORAL APPROACHES 33
RELATIONSHIP-BASED MODELS 35
SKILLS-BASED INTERVENTIONS 36
STRUCTURED TEACHING: TEACCH 38
PHYSIOLOGICALLY BASED INTERVENTIONS 48
CONCLUSION 49
6. CREATING QUALITY EDUCATIONAL PROGRAMS FOR CHILDREN WITH ASO 51
1. FAMILY INVOLVEMENT 52
2. COMPREHENSIVE ASSESSMENT OF SKILLS AND DEFICITS 52
3. PLAN DEVELOPMENT/CLEARLY DEFINED GOALS AND OBJECTIVES 53
4. EFFECTIVE TEACHING STRATEGIES 54
5. ASSESSMENT OF THE INTERVENTION 59
6. STRUCTURING THE ENVIRONMENT 59
7. APPLYING FUNCTIONAL BEHAVIOR ASSESSMENT TO PROBLEM BEHAVIOR 61
8. TRANSITION 62
9. OPPORTUNITIES WITH PEERS 63
10. COMPREHENSIVE TEAM APPROACH 63
7. COLLABORATING WITH PARENTS 65
OBTAIN A DIAGNOSIS 66
ADJUST TO THE DIAGNOSIS 67
DEVELOPMENTAL STAGES AND FAMILY STRESSES 67
CREATE A COLLABORATIVE HOME-SCHOOL PARTNERS HIP 68
BUILD AN INFORMED PARTNERSHIP 68
IMAGE 3
ESTABLISH A TEAM APPROACH 69
PLAN FOR COMMUNICATION 69
FACILITATE COLLABORATIVE RELATIONSHIPS 70
WHEN COLLABORATION BECOMES DIFFICULT 70
8. EFFECTIVE PROGRAMMING FOR YOUNG CHILDREN WITH AW~~~~ ~
FUNDAMENTAL FEATURES 74
CURRICULUM CONTENT 74
HIGHLY SUPPORTIVE TEACHING ENVIRONMENTS AND GENERALIZATION STRATEGIES 77
NEED FOR PREDICTABILITY AND ROUTINE 79
FUNCTIONAL APPROACH TO CHALLENGING BEHAVIORS 79
TRANSITION PLANNING: FROM AN EARLY CHILDHOOD PROGRAM TO ELEMENTARY
SCHOOL 80
FAMILY INVOLVEMENT 81
OTHER PROGRAM FEATURES 82
9. TEACHING STUDENTS WITH ASD: INSTRUCTIONAL APPROACHES 85 VISUAL
APPROACHES 85
PROVIDE PRECISE, POSITIVE PRAISE WHILE THE STUDENT IS LEARNING 87
USE MEANINGFUL REINFORCEMENTS 87
PLAN TASKS AT AN APPROPRIATE LEVEL OF DIFFICULTY 87
USE AGE-APPROPRIATE MATERIALS 88
PROVIDE OPPORTUNITIES FOR CHOICE 88
BREAK DOWN ORAL INSTRUCTIONS INTO SMALL STEPS 88
PAY ATTENTION TO PROCESSING AND PACING ISSUES 88
USE CONCRETE EXAMPLES AND HANDS-ON ACTIVITIES 89
USE TASK ANALYSIS 89
USE DISCRETE TRIAL METHODS 89
INTRODUCE UNFAMILIAR TASKS IN A FAMILIAR ENVIRONMENT WHEN POSSIBLE 90
ORGANIZE TEACHING MATERIALS AND THE SITUATION TO HIGHLIGHT WHAT IS
IMPORTANT 90
ENCOURAGE INDEPENDENT EFFORT AND INCORPORATE PROACTIVE MEASURES TO
REDUCE THE LIKELIHOOD OF BECOMING DEPENDENT ON PROMPTS 90
DIRECT AND BROADEN FIXATIONS INTO USEFUL ACTIVITIES 91
KNOW THE INDIVIDUAL AND MAINTAIN A LIST OF STRENGTHS AND INTERESTS 91
DEVELOP TALENT AND INTEREST AREAS 91
IMAGE 4
10. TEACHING STUDENTS WITH ASO: STRATEGIES FOR
CLASSROOM MANAGEMENT 93
PROVIDE A STRUCTURED, PREDICTABLE CLASSROOM ENVIRONMENT 93
PROVIDE A CUSTOMIZED VISUAL DAILY SCHEDULE 94
NOTE ASPECTS OF THE TASKS AND ACTIVITIES THAT CREATE FRUSTRATION 95
PROVIDE RELAXATION OPPORTUNITIES AND AREAS 96
PROVIDE OPPORTUNITIES FOR MEANINGFUL CONTACT WITH PEERS WHO HAVE
APPROPRIATE SODA 1 BEHAVIOR 96
PLAN FOR TRANSITIONS AND PREPARE THE STUDENT FOR CHANGE 97
11. TEACHING STUDENTS WITH ASO: STRATEGIES FOR COMMUNICATION OEVELOPMENT
99
LEARNING TO LISTEN 100
DEVELOPING ORAL LANGUAGE COMPREHENSION 101
DEVELOPING ORAL LANGUAGE EXPRESSION 101
DEVELOPING CONVERSATION SKILLS 102
ECHOLALIA 103
USING ALTERNATIVE OR AUGMENTATIVE COMMUNICATION SYSTEMS 103
12. TEACHING STUDENTS WITH ASO: STRATEGIES FOR SODAL SKILLS 105
USING SOCIAL STORIES 106
TEACHING KEY SOCIAL RULES 107
USING COGNITIVE PICTURE REHEARSAL 108
USING PEER SUPPORT 108
USING SOCIAL SKILLS TRAINING GROUPS 109
INTEGRATING PLAY GROUPS 110
TEACHING SELF-MONITORING/MANAGING SKILLS 110
SUPPORTING THE DEVELOPMENT OF FRIENDSHIPS 111
13. CHILDREN WITH ASPERGER SYNDROME: CHARACTERISTICS, LEARNING STYLES,
AND INTERVENTION STRATEGIES 113
TRAINING 114
CHARACTERISTICS AND LEARNING STYLES: GENERAL 115
1. SOCIAL RELATION DIFFICULTIES 115
2. SOCIAL COMMUNICATION DIFFICULTIES 119
3. LANGUAGE COMPREHENSION/ AUDITORY PROCESSING DIFFICULTIES 121
4. SENSORY PROCESSING DIFFICULTIES 122
5. DIFFICULTY REPRESENTING LANGUAGE INTERNALLY 124
IMAGE 5
6. INSISTENCE ON SAMENESS 125
7. POOR CONCENTRATION, DISTRACTIBILITY, AND DISORGANIZATION 127
8. EMOTIONAL VULNERABILITY 129
9. RESTRICTED/PERSEVERATIVE RANGE OF INTERESTS 130
10. DIFFICULTY TAKING THE PERSPECTIVE OF OTHERS (MIND READING/THEORY OF
MIND DEFICIT) 131
CONCLUSION 133
14. ASSISTIVE TECHNOLOGY FOR CHILDREN WITH ASD 135
WHAT IS ASSISTIVE TECHNOLOGY? 136
VISUAL REPRESENTATION SYSTEMS 136
LOW- TECH STRATEGIES 139
MID-TECH STRATEGIES 154
HIGH-TECH STRATEGIES 160
CONCLUSION 164
15. BEHAVIOR AND DISCIPLINE ISSUES FOR STUDENTS WITH ASD 165
DEVELOPING APPROPRIATE BEHAVIORS FOR STUDENTS WITH ASD 166
BEHAVIOR PLAN KEY IDEA: USE A PROACTIVE APPROACH 166
WHAT TO DO WHEN A STUDENT WITH ASD ENGAGES IN INAPPROPRIATE BEHAVIOR 172
SPECIFIC BEHAVIORS OF CONCERN 175
OTHER POSSIBLE REASONS FOR PROBLEM BEHAVIORS 179
CONCLUSION 180
16. FACILITATING INCLUSION 181
TEACHER PREPARATION 181
PREPARING STUDENTS WITH ASD 182
PROMOTING UNDERSTANDING 183
ADAPTING INSTRUCTION 184
ADAPTING EQUIPMENT 184
ADAPTING THE PHYSICAL ENVIRONMENT 185
ADAPTING EVALUATION METHODS 186
ADAPTING ASSIGNMENTS 186
ADAPTING INPUT METHODS 187
ADAPTING OUTPUT METHODS 187
MODIFYING CONTENT AND DIFFICULTY LEVELS 188
PROMOTING ORGANIZATION 189
ONE-TO-ONE INSTRUCTION 189
PROMOTING POSITIVE PEER INTERACTIONS 190
IMAGE 6
17. TRANSITION PLANNING FOR STUDENTS WITH ASO
TRANSITIONS BETWEEN ACTIVITIES AND SETTINGS TRANSITIONS BETWEEN GRADE
LEVELS TRANSITIONS BETWEEN SCHOOLS TRANSITION FROM HIGH SCHOOL TO ADULT
UFE
REFERENCES AND SUGGESTED READINGS
INDEX
193 193 194 195
196
199
204
|
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| spelling | Pierangelo, Roger Verfasser aut Teaching students with autism spectrum disorders a step-by-step guide for educators Roger Peirangelo, George Guiliani New York Skyhorse 2012 XVIII, 205 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Autistic children / Education Erziehung Schüler (DE-588)4053369-4 gnd rswk-swf Autismus (DE-588)4003932-8 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Schüler (DE-588)4053369-4 s Autismus (DE-588)4003932-8 s Didaktik (DE-588)4070463-4 s DE-604 USA (DE-588)4078704-7 g Lernbehinderung (DE-588)4123636-1 s 1\p DE-604 2\p DE-604 Giuliani, George A. 1938- Verfasser (DE-588)132024330 aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025268957&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Pierangelo, Roger Giuliani, George A. 1938- Teaching students with autism spectrum disorders a step-by-step guide for educators Autistic children / Education Erziehung Schüler (DE-588)4053369-4 gnd Autismus (DE-588)4003932-8 gnd Didaktik (DE-588)4070463-4 gnd Lernbehinderung (DE-588)4123636-1 gnd |
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| title | Teaching students with autism spectrum disorders a step-by-step guide for educators |
| title_auth | Teaching students with autism spectrum disorders a step-by-step guide for educators |
| title_exact_search | Teaching students with autism spectrum disorders a step-by-step guide for educators |
| title_full | Teaching students with autism spectrum disorders a step-by-step guide for educators Roger Peirangelo, George Guiliani |
| title_fullStr | Teaching students with autism spectrum disorders a step-by-step guide for educators Roger Peirangelo, George Guiliani |
| title_full_unstemmed | Teaching students with autism spectrum disorders a step-by-step guide for educators Roger Peirangelo, George Guiliani |
| title_short | Teaching students with autism spectrum disorders |
| title_sort | teaching students with autism spectrum disorders a step by step guide for educators |
| title_sub | a step-by-step guide for educators |
| topic | Autistic children / Education Erziehung Schüler (DE-588)4053369-4 gnd Autismus (DE-588)4003932-8 gnd Didaktik (DE-588)4070463-4 gnd Lernbehinderung (DE-588)4123636-1 gnd |
| topic_facet | Autistic children / Education Erziehung Schüler Autismus Didaktik Lernbehinderung USA |
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