ERIC Number: ED529025
Record Type: Non-Journal
Publication Date: 2011-Jun-28
Reference Count: 0
Educating Students with Autism Spectrum Disorders: Research-Based Principles and Practices
Zager, Dianne, Ed.; Wehmeyer, Michael L., Ed.; Simpson, Richard L., Ed.
Routledge, Taylor & Francis Group
Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field's many unanswered questions. This book is appropriate for practicing professionals in education and psychology and for speech/language therapists and other clinicians. It is also suitable as a graduate level text in these fields. It is divided into four parts. Part I, Knowledge of the Field of Autism, contains the following: (1) Autism Spectrum Disorders: Historical, Legislative, and Current Perspectives (Mary L. White, J. David Smith, Tom E. C. Smith and Robert Stodden); (2) Definitions and Clinical Characteristics of Autism Spectrum Disorders (Joel D. Bregman & Claudine Higdon); and (3) Identification and Diagnosis of Autism Spectrum Disorders (Constanza Columbi, Sophy Kim, Alayna Schreier, Catherine Lord). Part II, Approaches and Philosophies in Educating Students with Autism, contains the following: (4) Applied Behavior Analysis and Learners with Autism Spectrum Disorders (Jack Scott & Kyle Bennett); (5) DIR: The Developmental, Individual Difference, Relationship-Based Model: A Dynamic Model for the 21st Century (Serena Wieder); (6) Structured Teaching and the TEACCH Program (Gary B. Mesibov, Victoria Shea, Stephanie McCaskill); (7) Academic Development through Integrated Behavioral Experiential Teaching (Dianne Zager & Francine Dreyfus); and (8) The Ziggurat Model and Comprehensive Autism Planning System (Brenda Smith Myles, Sheila M. Smith, Ruth Aspy, Barry G. Grossman, Shawn A. Henry). Part III, Education through the Developmental Stages, contains the following: (9) Cultural and Linguistic Diversity and Learners with Autism Spectrum Disorders (Elizabeth A. West & Pei-Yu Chen); (10) Early Intervention and Early Childhood Years (E. Amanda Boutot & Jennifer L. Walberg); (11) Education through the Developmental Stages: School-Age Children and Adolescents (L. Juane Heflin & Jackie S. Isbell); (12) Social Skills Interventions and Programming for Learners with Autism Spectrum Disorders (Richard Simpson, Jennifer B. Ganz, Rose Mason); (13) Promoting Self-Determination and Social Inclusion: A Review of Research-Based Practices (Michael L. Wehmeyer & Tom E. C. Smith); (14) Transition to Postsecondary Education, Employment, and Adult Living (Michael L. Wehmeyer & James R. Patton); and (15) Family Support and Involvement throughout the School Years (Teresa Taber-Doughty & Emily C. Bouck). Part IV, Inter-Related Disciplines in Autism, contains the following: (16) Enhancing Language and Communication Development (Carol Alpern); (17) Assistive Technology to Support People with Autism Spectrum Disorders (Kim Spence-Cochran & Cynthia Pearl); and (18) Collaboration and Cooperative Teaching for System-Wide Change (Jack Hourcade & Gardner Umbarger).
Descriptors: Early Intervention, Autism, Family Programs, Individual Differences, Educational Technology, Assistive Technology, Team Teaching, Developmental Stages, Identification (Psychology), Books, Children, Adolescents
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: firstname.lastname@example.org; Web site: http://www.routledge.com
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A