Autism Teaching Makes a Difference 2nd Edition by Brenda Scheuermann,Jo Webber , Russell Lang ISBN 1337564907 978-1337564908

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Product details: 

ISBN 10: 1337564907

ISBN 13: 978-1337564908

Author: Brenda Scheuermann,Jo Webber , Russell Lang

Engaging and reader-friendly, this text presents the vital material required by special educators to plan and implement effective programs that meet the needs of students with autism, specifically those who also have intellectual disabilities (ID). You’ll find detailed information about evidence-based practices in the field of autism, beginning with an overview that discusses etiology, characteristics, diagnosis, and program considerations, followed by in-depth coverage of evidence-based teaching practices in a step-by-step format. The authors’ optimistic viewpoint is grounded in the premise that applied behavior analytical interventions, if well planned and accurately implemented, will increase the potential for each student’s independent functioning in integrated settings.

Table of contents: 

1. Chapter 1. Overview of Autism
2. 1-1. History of Autism
3. 1-2. Nature of Autism
4. 1-3. Characteristics
5. 1-3a. Behavioral Deficits
6. 1-3b. Behavioral Excesses
7. 1-4. Diagnoses and Definitions
8. 1-5. Diagnostic Instruments
9. 1-6. Program Considerations
10. 1-6a. A Practical Program
11. 1-6b. Teacher Characteristics
12. 1-7. Family Issues
13. Summary
14. Key Points
15. References
16. Chapter 2. Basic Behavioral Principles and Strategies
17. 2-1. Applied Behavior Analysis
18. 2-1a. Tenets of Applied Behavior Analysis
19. 2-2. The Three-Term Contingency
20. 2-2a. Focus on Antecedents
21. 2-2b. Focus on Behavior
22. 2-2c. Focus on Consequences
23. 2-3. Implementing ABA Techniques
24. 2-3a. Concepts and Techniques Related to Antecedents
25. 2-3b. Concepts and Techniques Related to Behavior
26. 2-3c. Concepts and Techniques Related to Consequences
27. Summary
28. Key Points
29. References
30. Chapter 3. Reducing Challenging Behavior
31. 3-1. Assessing Challenging Behavior
32. 3-1a. Conducting a Functional Behavioral Assessment
33. 3-2. Challenging Behavior Interventions
34. 3-2a. Noncompliance
35. 3-2b. Self-Injurious Behavior
36. 3-2c. Aggression
37. 3-2d. Stereotypy
38. 3-2e. Function-Matched Interventions
39. 3-2f. Differential Reinforcement
40. 3-2g. Punishment Procedures
41. 3-3. Case Study Examples in Reducing Challenging Behavior
42. Summary
43. Key Points
44. References
45. Chapter 4. Deciding What to Teach: Curriculum Development
46. 4-1. Curricular Areas
47. 4-2. Curricular Considerations
48. 4-2a. A Curriculum Should Be Developed by a Team
49. 4-2b. A Curriculum Should Relate to Postschool and Adult Goals
50. 4-2c. A Curriculum Should Be Chronologically Age Appropriate
51. 4-2d. A Curriculum Should Be Aligned Over Time
52. 4-2e. A Curriculum Should Be Integrated Across Content Areas
53. 4-2f. A Curriculum Should Be Community Referenced
54. 4-2g. A Curriculum Should Emphasize Communication and Socialization
55. 4-3. A Curriculum-Development Procedure
56. 4-3a. Establish Placement Goals
57. 4-3b. Develop a Curricular Inventory for Reaching the Goals
58. 4-3c. Ensure Social Validity
59. 4-3d. Prioritize Activities and Skills
60. 4-3e. Write Annual Goals and Objectives
61. 4-3f. Develop the Individualized Education Program
62. 4-4. Curricular Refinement
63. 4-4a. Levels of Competency
64. 4-4b. Task Analysis
65. 4-5. Curricular Format
66. Summary
67. Key Points
68. References
69. Chapter 5. Teaching: General Strategies
70. 5-1. Structure and Teaching
71. 5-2. Structuring through Lesson Presentation
72. 5-2a. Direct Instruction: di and DI
73. 5-2b. Discrete Trial Training (DTT)
74. 5-2c. Milieu Teaching (MT)
75. 5-2d. Grouping
76. 5-2e. Embedded ABA Teaching Strategies
77. 5-3. Structuring with Physical Organization
78. 5-3a. Organizing to Prevent Inappropriate Behavior
79. 5-3b. Organizing for Comfort and Safety
80. 5-4. Structuring through Routines and Schedules
81. 5-4a. Teaching Routines and Procedures
82. 5-4b. Establishing Schedules
83. 5-5. Structuring through Materials
84. 5-6. Plans and Reports
85. 5-6a. Evaluating Teaching Strategies
86. Summary
87. Key Points
88. References
89. Chapter 6. Teaching Communication Skills
90. 6-1. Defining Language and Communication
91. 6-1a. Communication and Language Components
92. 6-1b. Language-Development Sequence
93. 6-2. Language Difficulties in Autism
94. 6-2a. Receptive Language Problems
95. 6-2b. Expressive Language Problems
96. 6-2c. Problems with Pragmatics
97. 6-2d. Problems with Language Form
98. 6-3. Assessing Language and Communication
99. 6-3a. Language and Communication Assessment Instruments
100. 6-3b. Informal Language Assessment
101. 6-4. Language and Communication Training
102. 6-4a. Deciding What to Teach in a Language or Communication Program
103. 6-4b. Strategies for Teaching Language and Communication
104. 6-4c. Augmentative and Alternative Communication (AAC) Systems
105. Summary
106. Key Points
107. References
108. Chapter 7. Remediating Deficits in Socialization
109. 7-1. Socialization Characteristics and Implications
110. 7-1a. Implications of Socialization Deficits
111. 7-2. Social Competence Versus Social Skills
112. 7-3. Assessment Strategies for Determining Socialization Curriculum
113. 7-3a. Assessment of Contexts and Determining Socially Valid Skills
114. 7-3b. Assessment of Student Skill Levels
115. 7-4. Interventions for Increasing Social Skills and Social Competence
116. 7-4a. General Considerations for Socialization Interventions
117. 7-4b. Intervention Approaches
118. 7-5. Facilitating Generalization of Social Skills
119. Summary
120. Key Points
121. References
122. Chapter 8. Remediating Deficits in Life Skills
123. 8-1. Assessment of Self-Help, Leisure, and Vocational Skills
124. 8-1a. Ecological Assessment
125. 8-1b. Inventories, Interviews, and Checklists
126. 8-1c. Direct Observation
127. 8-2. Self-Help Skills
128. 8-2a. General Considerations for Teaching Self-Help Skills
129. 8-2b. Toileting Skills
130. 8-2c. Eating Skills
131. 8-2d. Dressing Skills
132. 8-2e. Personal Grooming and Hygiene Skills
133. 8-3. Play, Leisure, and Recreation Skills
134. 8-3a. General Considerations for Teaching Play, Leisure, and Recreation Skills
135. 8-4. Vocational Skills
136. 8-4a. General Considerations for Teaching Vocational Skills
137. 8-4b. Employment Options
138. Summary
139. Key Points
140. References
141. Chapter 9. Evidence-Based Practices for Students with Autism
142. 9-1. Definition of Evidence-Based Practices
143. 9-2. How to Determine EBPs
144. 9-2a. Effective Practices as Identified by the NAC and NPDC
145. 9-3. Developing and Evaluating Effective Educational Programs
146. 9-3a. Intervention Outcomes
147. 9-3b. Potential Intervention Risk
148. 9-3c. Evidence
149. 9-3d. Considering Alternatives
150. 9-3e. Program Evaluation
151. 9-4. Why Education Programs for Students with Autism Can Fail
152. 9-4a. Lack of a Clearly Articulated Program
153. 9-4b. Choosing Popular Rather than Appropriate Options
154. 9-4c. Teaching Dependency
155. 9-4d. One-Size-Fits-All Mentality
156. 9-4e. Lack of Documentation

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