Autism Teaching Makes a Difference

Description

Cover Brief Contents Contents Preface Acknowledgments Dedication Chapter 1: Overview of Autism 1-1 History of Autism 1-2 Nature of Autism 1-3 Characteristics 1-4 Diagnoses and Definitions 1-5 Diagnostic Instruments 1-6 Program Considerations 1-7 Family Issues Summary Key Points References Chapter 2: Basic Behavioral Principles and Strategies 2-1 Applied Behavior Analysis 2-2 The Three-Term Contingency 2-3 Implementing ABA Techniques Summary Key Points References Chapter 3: Reducing Challenging Behavior 3-1 Assessing Challenging Behavior 3-2 Challenging Behavior Interventions 3-3 Case Study Examples in Reducing Challenging Behavior Summary Key Points References Chapter 4: Deciding What to Teach: Curriculum Development 4-1 Curricular Areas 4-2 Curricular Considerations 4-3 A Curriculum-Development Procedure 4-4 Curricular Refinement 4-5 Curricular Format Summary Key Points References Chapter 5: Teaching: General Strategies 5-1 Structure and Teaching 5-2 Structuring through Lesson Presentation 5-3 Structuring with Physical Organization 5-4 Structuring through Routines and Schedules 5-5 Structuring through Materials 5-6 Plans and Reports Summary Key Points References Chapter 6: Teaching Communication Skills 6-1 Defining Language and Communication 6-2 Language Difficulties in Autism 6-3 Assessing Language and Communication 6-4 Language and Communication Training Summary Key Points References Chapter 7: Remediating Deficits in Socialization 7-1 Socialization Characteristics and Implications 7-2 Social Competence versus Social Skills 7-3 Assessment Strategies for Determining Socialization Curriculum 7-4 Interventions for Increasing Social Skills and Social Competence 7-5 Facilitating Generalization of Social Skills Summary Key Points References Chapter 8: Remediating Deficits in Life Skills 8-1 Assessment of Self-Help, Leisure, and Vocational Skills 8-2 Self-Help Skills 8-3 Play, Leisure, and Recreation Skills 8-4 Vocational Skills Summary Key Points References Chapter 9: Evidence-Based Practices for Students with Autism 9-1 Definition of Evidence-Based Practices 9-2 How to Determine EBPs 9-3 Developing and Evaluating Effective Educational Programs 9-4 Why Education Programs for Students with Autism Can Fail Summary Key Points References Glossary Index