Autism and Developmental Disabilities: Current Practices and Issues (Advances in Special Education)

Description

This book examines real life reflections on Autism Spectrum Disorders (ASD), current practices and issues related to assessing, instructing and life-long planning for individuals with autism and developmental disabilities. School systems, mental health facilities, and society are being challenged to deal effectively with the growing number of people with autism and developmental disabilities. This is partly due to the inclusive philosophy of educating, training and treating individuals. This book provides regular, special educators, mental health professionals, clinicians and parents with information on best practices and research based findings related to: identification, characteristics, diagnosis; special, general, early and post-secondary education; and quality of life concerns.The book's chapters are topical, comprehensive and diverse. Chapters on assessment examine the emerging field of infant mental health, testing protocols, barriers to diagnosing diverse students, and recent developments in the diagnosing and assessment of autism spectrum disorders i.e genetic testing, home movies and robots. A number of chapters on instructional aspects delineate curriculum innovations, procedures to implement social skills, assistive technology use and planning for postsecondary education. Life long planning, provides unique content on self-determination, social competence, sibling aspects, and employment and retirement considerations. Cover Page......Page 1 Advances in special education......Page 2 Title Page......Page 3 Copyright......Page 4 List of contributors......Page 5 Preface......Page 7 The challenge of social competence for students with autism spectrum disorders (ASDs)......Page 8 Understanding social competence and students with ASD......Page 10 Teaching social competence......Page 11 Educational Programs for Teaching Social Competence Reviewed......Page 13 Identifying core supports of social competence for students with ASD......Page 14 Correlates of social competence......Page 18 Barriers to social competence......Page 19 Limited Generalization of Social Skills......Page 20 Self-Appraisal of Social Competence......Page 21 Socialization Demands as Environmental Stressor......Page 22 A hierarchy of socialization environments......Page 24 Characteristics of Socialization Levels......Page 26 Benefits of a Hierarchical Model of Socialization Environments......Page 27 References......Page 29 Curriculum innovation to educate students with autism in general education......Page 32 Social Skills......Page 34 Repetitive and Restrictive Behaviors......Page 35 Assessment and classification of children with autism......Page 36 Innovative programming for children with autism......Page 38 Using High with Low Imagery to Teach......Page 39 Using social stories and physical structure to teach......Page 40 Engaging in Systematic Planning......Page 41 Using Positive Behavior Supports......Page 42 Conclusion......Page 43 References......Page 44 Implementing social skills for students with autism......Page 48 Social skills: definitions and conceptualizations......Page 49 Strategies for teaching social skills......Page 50 Direct teaching......Page 51 Peer initiation programs......Page 52 Peer tutoring program......Page 53 Special friends program......Page 54 Social skills and school inclusion......Page 55 The need for a social skills therapist......Page 58 Conclusion......Page 60 References......Page 61 Introduction......Page 65 Diagnosis and Assessment: A Mutually Inclusive Relationship......Page 67 Autistic Spectrum Disorders: Characteristics and Symptoms......Page 68 Autistic Disorder......Page 69 Childhood Disintegrative Disorder......Page 70 Asperger Disorder......Page 71 Assessing and diagnosing ASD......Page 72 Screening Procedures......Page 74 Interview Procedures......Page 76 Checklists, Rating Scales, and Profiles......Page 77 Parent Interview......Page 80 Academic History......Page 82 ASD Test Evaluation......Page 83 Social-Emotional Status......Page 84 Summary......Page 85 References......Page 86 Introduction......Page 90 Updates about established ASD measures......Page 92 Alternative diagnostic criteria for Asperger’s disorder......Page 95 Home movies and videotapes as aids to early identification of ASD......Page 98 An atypical screening tool for ASD in adults......Page 101 New measures for ASD screening and assessment......Page 102 Medical tests that may facilitate ASD diagnosis......Page 105 Conclusion......Page 108 References......Page 109 Asperger syndrome in the African American community: Barriers to diagnosis......Page 114 Prevalence of AS among African Americans......Page 115 Barriers to help-seeking behaviors......Page 117 Sociocultural Factors......Page 118 Barriers to referral of African American children......Page 121 Diagnostic Interview......Page 123 Diagnostic Instruments......Page 125 Differential Diagnosis......Page 127 Summary and implications......Page 130 References......Page 133 Issues pertaining to siblings of individuals with autism spectrum disorders......Page 139 Siblings’ susceptibility to ASDs......Page 140 Sibling studies to find early markers of ASDs......Page 141 Common experiences of individuals who have siblings with ASDs......Page 146 Adjustment of neurotypical children to having ASD siblings......Page 150 Issues pertaining to adults with ASD siblings......Page 153 Positive effects of having an ASD sibling......Page 154 References......Page 155 Reflections on the school experiences of a student with autism spectrum disorders......Page 160 Editors comments on Mr. Markley’s reflections......Page 164 References......Page 165 Infant mental health: an emerging field for children with developmental disabilities......Page 166 Behavior problems: Nature, prevalence, and course......Page 167 Child Factors......Page 169 Caregiver and Contextual Factors......Page 170 Assessment......Page 171 Parent/Teacher Surveys......Page 172 Assessing Caregivers......Page 183 Functional Behavior Assessment......Page 186 Treatment......Page 188 Routines......Page 189 Children’s Compliance......Page 190 Consequences......Page 191 Parent-Child Interaction Therapy......Page 192 Stepping Stones Triple P: Positive Parenting Program......Page 197 The Incredible Years Parenting Program......Page 199 Parenting Young Children Program......Page 201 Nurse Family Partnership......Page 204 Parent Teacher Action Research (PTAR)......Page 206 First Step to Success (FSS)......Page 207 Conclusions and future directions......Page 210 References......Page 211 Self-determination and persons with developmental disabilities......Page 223 Integrating self-determination in the academic curriculum......Page 224 Teaching self-determination......Page 227 Using Assistive Technology to Support Self-Determination......Page 228 Using Out-of-School Experiences to Generalize Self-Determination Skills......Page 230 Involving Families and the Community in Self-Determination......Page 231 Conclusion......Page 232 References......Page 233 Post-secondary planning for students with developmental disabilities......Page 237 Post-secondary education for students with developmental disabilities: Issues and challenges......Page 238 Programmatic headways for students with developmental disabilities......Page 241 Future consideration for students with developmental disabilities......Page 244 Conclusion......Page 249 References......Page 250 Overview......Page 254 Importance of work......Page 255 Legislative acts to improve work opportunities......Page 256 Americans with Disability Act......Page 257 Ticket-to-Work Program......Page 258 Rehabilitation Act......Page 259 Social barriers for people with developmental disabilities in employment settings......Page 260 Social psychological biases and the application to employment settings......Page 262 Other Social Psychological Concepts that May Influence Ratings of Applicants in Employment Settings......Page 264 Retirement Concerns for Those with Developmental Disabilities......Page 266 References......Page 268 Using assistive technology to educate students with developmental disabilities and autism......Page 274 Definition and meaning of assistive technology......Page 275 Assistive technology for students with developmental disabilities and autism......Page 276 Assessing assistive technology for students with developmental disabilities and autism......Page 278 Assistive technology strategies to be used for students with developmental disabilities and autism......Page 279 Limitations of assistive technology......Page 281 Conclusion......Page 282 References......Page 283 Assistive technology articles on students with disabilities......Page 285 Assistive technology websites for educators of students with disabilities......Page 286