This important volume provides information from national authorities on topics related to deepening educators’ understanding of the issues and best practices involved in education for autism. To best meet the practical needs of teachers, parents, and school administrators, the editors will provide integrative summaries throughout the book, with recommendations for classroom use. Topics covered include: autism and its impact on schools; a teacher’s view of autism and the classroom; best practices and challenges of working with students withASD in the classroom; working with high-functioning autism (HFA) in schools; successful community-school partnerships; and options for teacher training. INDICE: Acknowledgments ixAbout the Editors xiAbout The Mind Institute xiiiAbout the Contributors xvForeword by Leonard Abbeduto xxiiiPART ONE The Educational Needs of Children with Autism 1ONE Effects of Autism on Social Learningand Social Attention 3Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyreTWO Evidence-Based Instructional Interventions 35Wendy MachalicekPART ONE Summary and Synthesis 55PART TWO Educational Best Practices and Interventions for Children with Autism 59THREE Educational Interventions for Children with Autism Spectrum Disorders 61Marianne L. Barton and Deborah FeinFOUR Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities 87Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and BrittanyL. KoegelF I V E Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching 107Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, and Sarah R. ReedS I X Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model 131Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and Kate SzidonSEVEN Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism 155Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. TaylorP A R T TWO Summary and Synthesis 177P A R T T H R E E The Roles of School Staff, Administrators, and Families 181EIGHT The Role ofSchool Administrators in Working with Children and Families Affected by Autism Spectrum Disorders 183Cynthia M. HerrN INE Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders 207Brooke Ingersoll and Allison WainerPART T H R E E Summary and Synthesis 225Appendix: Questions for Discussion 229Notes 235References 253Index 293The UC Davis MIND Institute Autism for Educators Series
- ISBN: 978-0-470-58486-6
- Editorial: John Wiley & Sons
- Encuadernacion: Rústica
- Páginas: 336
- Fecha Publicación: 19/04/2012
- Nº Volúmenes: 1
- Idioma: Inglés