Autism Spectrum Disorders Foundations Characteristics and Effective Strategies 2nd Edition by Boutot ISBN 0133833690 978-0133833690
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ISBN 10: 0133833690
ISBN 13: 978-0133833690
Author: Boutot
This title is only available as a loose-leaf version with Pearson eText.
Autism Spectrum Disorders provides teachers of students with Autism Spectrum Disorder (ASD) or other developmental disabilities with important background information, historical context, etiological underpinnings, and characteristics of ASD that may impact learning. Written in an easy-to-follow format, the book focuses on evidence-based practices and approaches that have empirical bases for use. The book identifies current trends in research and practice and includes special Research, Diversity, and Trends and Issues boxes to clarify the concepts. Each chapter begins with real life scenarios depicting key information and concepts found in that chapter and include key terms, chapter objectives, end-of-chapter questions, and web resources to enhance learning and expand beyond the text. Significant changes to this edition include a chapter focusing on play, a chapter on motor development, and a chapter on sexuality. Updates and changes to the functional academics, functional life skills, environmental supports, and transition chapters add currency and further clarification to those topics. Throughout, the book focuses on real world practice that promotes lifespan success.
Autism Spectrum Disorders Foundations Characteristics and Effective Strategies 2nd Table of contents:
Chapter 1 Overview of Autism Spectrum Disorders
Chapter Objectives
Introduction
Autism Spectrum Disorders
Classic Autism
Asperger Disorder
Diagnosing Autism Spectrum Disorders
Causes of Autism Spectrum Disorders
Historical Context
Role of Environment
Genetics
Characteristics of Autism Spectrum Disorders
Language Deficits
Pragmatic Language
Using Language in Odd Ways
The Literal Interpretation of Language
Social Differences
Autism
Theory of Mind
Joint Attention
Play
Imitation
Emotional Expressions and Affect
Repetitive Behaviors and Restricted Interests
Motor Deficits
Learning Challenges Associated with ASD
Development of the Individualized Education Program
Creating Annual Goals and Objectives
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 2 Evidence-Based Practices for Educating Students with Autism Spectrum Disorders
Chapter Objectives
Introduction
Evidence-Based Practices: Definition and Rationale
The National Autism Center’s National Standards Report
Outcomes
The National Professional Development Center on Autism Spectrum Disorder
Outcomes
Evidence-Based Practices: Descriptions of Common Focused Interventions and Comprehensive Treatment Models
Visual Supports
Comprehensive Treatment Models
Discrete Trial Training
Naturalistic Behavioral Teaching Practices
Pivotal Response Training
Early Start Denver Model
The Star Program
Unestablished and Fad Treatments
Child and Family-Centered Decision Making
Data-Driven Instruction
Systematic Generalization
Implications for Practice
Selecting an Instructional Approach
Principles of Educating Students with ASD
Principle of Self-Determination
Principle of Independence
Principle of Normalization
Principle of Functionality
Determining Appropriate Strategies for Individual Students
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 3 Working with Families of Children with Autism
Chapter Objectives
Introduction
Getting the Diagnosis
Parental Priorities for their Children with Autism
Impact of Autism on Parents
Family Needs
Family Involvement
Legal Mandates
Early Intervention
Special Education
Collaboration
Struggle for Diagnosis
Fighting for Services
Communication
Trusting Relationship
Getting to Know the Child and Family
Siblings
Impact of Autism on Siblings
Adjustment
Family Issues Across the Life Span
Infancy and Early Childhood
Elementary School Years
Adolescence
Adulthood
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 4 Environmental Arrangement to Prevent Contextually Inappropriate Behavior
Chapter Objectives
Introduction
Motivation
Functional Assessment and Behavior Support Planning
Establishing a Team and Identifying Behaviors
Collecting Behavior Data
Developing and Testing Hypotheses
Developing Behavior Support Plans
Antecedent-Based Intervention
Using Learner Preferences
Embed Demands into Reinforcing Activities
Increase Predictability of Environment
Provide Opportunities to Make Choices
Modify Features of Instruction
Functionally Relevant Instruction
Qualities of Instruction
Eliminate or Decrease Pain or Discomfort
Create a Positive Atmosphere
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 5 Teaching Students with Autism Using the Principles of Applied Behavior Analysis
Chapter Objectives
Introduction to Applied Behavior Analysis
Using Aba to Teach Students with Autism
Using Aba to Teach Skill Acquisition (New Learning)
Discrete Trial Training
Errorless Learning
Error Correction Procedures
Discrimination Training
Shaping
Chaining
Modeling
Progress Monitoring
Variations of Instructional Focus and Delivery
Maintenance and Generalization
Incidental and Milieu Teaching
Verbal Behavior
Using Aba to Address Challenging Behaviors
Family Involvement
Determining Intensity of Individual Instructional Time
Weekly Intensity of Intervention
Duration of Intervention
Summary
Chapter Review Questions
Key Terms
Chapter 6 Teaching Students with Autism to Communicate
Chapter Objectives
Introduction
What Is Social Communication and why Is It Important?
Joint Attention
Symbol Use and Communicative Intent
Language
Communication Characteristics of Learners with Autism
Further Discussion of Social-Communication Skills in Children with ASD
Communication Assessment and Intervention
Communication Assessment
Intervention
Augmentative and Alternative Communication Systems
Manual Sign
Picture Exchange Communication System
Speech-Generating Devices
Considerations for Selecting the Type of AAC System or Device
Teaching the Verbal Operants
Teaching Manding
Strategies for Teaching Manding to Students who Are Nonverbal
Manding with Verbal Students
Progression of Mands
Teaching Tacting
Teaching Echoics
Teaching Intraverbals
Transfer Trials
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 7 Social Challenges of Children and Youth with Autism Spectrum Disorders
Chapter Objectives
Introduction
Common Social Skills Deficits
Nonverbal Communication
Social Initiation
Social Reciprocity
Social Cognition
Types of Skill Deficits: Performance Deficits versus Skill Acquisition Deficits
Social Skills Assessment
Evaluation of Social Competence
Evaluation of Social Skills
Social Validity
Functional Behavior Assessment and Social Skills
Social Skills Training
Results of Meta-Analytical Research: Ingredients of Effective Social Skills
Programs
Specific Social Skills Training Strategies
Skill Acquisition Strategies
Social Stories
Video Modeling and Video Self-Modeling
Social Problem Solving
Pivotal Response Training
Social Scripting and Script Fading
Additional Strategies to Promote Skill Acquisition
Strategies to Enhance Performance of Existing Skills
Priming
Prompting
Self-Monitoring
Peer-Mediated Intervention
Positive Reinforcement
Facilitating Generalization
Summary
Chapter Review Questions
Key Terms
Chapter 8 Daily Living Skills
Chapter Objectives
Introduction
Core Characteristics that Impact Daily Living Skill Deficits
Ultimate Outcomes and Goals
Social Significance
Independence
Concerns when Skills Are not Developed
Barriers to Learning and Dependence on Others
Challenging Behaviors
Prerequisite Skills
Daily Living Skills—Developmental Milestones
Toddler/Preschool Age
Elementary
Secondary/Adult
Transition Training and Planning
Instructional Strategies
Behavior Analytic Principles
Generalization of Skills
Prompt Fading
Assessments of Daily Living Skills
Facter
AFLS
Development of Goals and Objectives for Daily Living Skills
Measurement of Goals and Progress
Data Collection Procedures
Visual Analysis of Progress
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 9 Effective Practices for Teaching Academic Skills to Students with Autism Spectrum Disorders
Chapter Objectives
Looking Ahead: Academic Expectations that Impact Students with ASD
The Common Core Standards
Academic Outcomes
Educating a Diverse Group of Students
Connecting Research and Practice
Reading
A Review of the Research
A Lesson Framework for Reading Instruction
Writing
Ideas and Resources for Effective Writing Instruction
Mathematics
Ideas for Effective Mathematics Instruction
Differentiating and Modifying Instruction
Differentiated Instruction
Quality Resources and Professional Development
Research to Practice Opportunities
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 10 Play-Focused Interventions for Young Children with Autism
Chapter Objectives
Overview of Play Characteristics and Issues for Young Children with Autism
Object Manipulation
Characteristics of Object Manipulation in Children with Autism
Issues for Children with Autism
Functional Play
Characteristics of Functional Play in Children with Autism
Issues for Children with Autism
Symbolic Play
Pretend Play
Social Play
Characteristics of Symbolic Play in Children with Autism
Issues for Children with Autism
Teaching Children with Autism to Play
Adapting Play Materials
Adapting Play Environment
Adapting Play Materials
Incorporating Interests
Visual Instructions
Visual Organization
Chapter Review Questions
Chapter 11 Assistive Technology for Learners with Autism Spectrum Disorders
Chapter Objectives
Introduction
Areas of Human Function
Categories
Existence
Communication
Body Support, Protection, and Positioning
Travel and Mobility
Environmental Interaction
Education and Transition
Sports, Fitness, and Recreation
Assistive Technology Service Delivery Systems
The Process
Assessment
Acquisition
Application
Evaluation
Collaboration
Summary
Key Terms
Chapter Review Questions
Internet Resources
Chapter 12 Motor Consideration for Individuals with Autism Spectrum Disorder
Chapter Objectives
Introduction
The Importance of Movement
Movement Taxonomies
Fundamental Motor Skills
Why is the Investigation of Motor Deficits an Important Question?
What Is the Evidence for Motor Deficits in Children with ASD?
Can Motor Impairments be Part of Early Detection?
What Is the Importance of Physical Therapy?
Standard Motor Skill Assessments
Summary
Chapter Review Questions
Key Terms
Chapter 13 Sexuality Education for Students with ASD
Chapter Objectives
Rationale and Objectives
Sexuality Education
Teaching Sexuality Across the Life Span
Collaboration of the IEP team
Choosing a Curriculum to Teach Sexuality
Individualizing Curricula with Evidence-Based Strategies
Building Sexuality Education Intervention Plans
Case Studies Follow-Up
Summary
Chapter Review Questions
Key Terms
Internet Resources
Chapter 14 Transition to Postsecondary Environments for Students with Autism Spectrum Disorders
Chapter Objectives
Introduction
Overview and History of the Transition Process and Services
Historical Overview of Transition
Legislation That Has Impacted Service Delivery
Issues and Considerations in Transition Programming for Students with ASD
Sensory Issues and Environmental Factors
Social Interactions
Information Processing
Executive Functioning
Autism Intervention Models and the Transition Process
Applied Behavior Analysis
TEACCH Model
The Developmental, Individual Difference, Relationship-Based Model
Components of Effective Transition Programming
Community-Based Transition Preparation
Postsecondary Education for Students with Autism Spectrum Disorders
Diversity Issues in Postsecondary Education for Students on the Spectrum
Universal Design for Transition Employment Intervention Model
Promoting Self-Determination and Student Involvement
Promoting Component Elements of Self-Determined Behavior
Student Involvement in Transition Planning
Self-Determined Learning Model of Instruction
Summary
Chapter Review Questions
Key Terms
Internet Resources
References
Index
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