ERIC Number: ED388009
Record Type: RIE
Publication Date: 1995
Teaching Children with Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities.
Koegel, Robert L., Ed.; Koegel, Lynn Kern, Ed.
This book is designed to provide a conceptual and practical guide for teaching children with autism in a way that will maximize their developmental potential. The 12 chapters are: (1) "Emerging Interventions for Children with Autism: Longitudinal and Lifestyle Implications" (Robert L. Koegel and others); (2) "Communication and Language Intervention" (Lynn Kern Koegel); (3) "Overselective Responding: Description, Implications, and Intervention" (Jennifer Rosenblatt and others); (4) "Spontaneous Language Use" (Don Hawkins); (5) "Social-Communicative Skills in Higher-Functioning Children with Autism" (William D. Frea); (6) "'Teach the Individual' Model of Generalization: Autonomy through Self-Management" (Robert L. Koegel and others); (7) "Parent Education and Parenting Stress" (Douglas Moes); (8) "Social Support for Families" (Ann Leslie Albanese and others); (9) "Friendships between Children with and without Developmental Disabilities" (Christine M. Hurley-Geffner); (10) "Integrated School Placements for Children with Disabilities" (Diane Hammon Kellegrew); (11) "Parent-Professional Collaboration and the Efficacy of the IEP Process" (Michelle Wood); and (12) "A Parent-Professional Consultation Model for Functional Analysis" (Kimberly B. Mullen and William D. Frea). (Contains approximately 875 references.) (MDM)
Descriptors: Autism, Communication Skills, Educational Strategies, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence, Intervention, Language Usage, Parent Education, Parent Role, Parent Teacher Cooperation, Peer Relationship, Self Management, Social Integration, Social Support Groups, Teaching Methods
Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($38).
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A