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Educational Interventions for Students with Autism

ISBN: 978-0-470-58486-6
336 pages
April 2012, Jossey-Bass
Educational Interventions for Students with Autism (0470584866) cover image

Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.

To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.

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Acknowledgments ix

About the Editors xi

About The Mind Institute xiii

About the Contributors xv

Foreword by Leonard Abbeduto xxiii

PART ONE The Educational Needs of Children with Autism 1

ONE Effects of Autism on Social Learning and Social Attention 3
Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyre

TWO Evidence-Based Instructional Interventions 35
Wendy Machalicek

PART ONE Summary and Synthesis 55

PART TWO Educational Best Practices and Interventions for Children with Autism 59

THREE Educational Interventions for Children with Autism Spectrum Disorders 61
Marianne L. Barton and Deborah Fein

FOUR Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities 87
Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and Brittany L. Koegel

F I V E Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching 107
Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, and Sarah R. Reed

S I X Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model 131
Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and Kate Szidon

SEVEN Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism 155
Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor

P A R T TWO Summary and Synthesis 177

P A R T T H R E E The Roles of School Staff, Administrators, and Families 181

EIGHT The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders 183
Cynthia M. Herr

N INE Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders 207
Brooke Ingersoll and Allison Wainer

PART T H R E E Summary and Synthesis 225

Appendix: Questions for Discussion 229

Notes 235

References 253

Index 293

The UC Davis MIND Institute Autism for Educators Series

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Peter Mundy, Ph.D., is the Lisa Capps Professor of Neurodevelopmental Disorders and Education at UC Davis and Director of Educational Research at the UC Davis M.I.N.D. Institute. A developmental and clinical psychologist, Mundy has been working on defining the nature of autism for the past 30 years.

Ann M. Mastergeorge, Ph.D., is a developmental and educational psychologist who has been working in the area of education and developmental disabilities for the past 20 years. She is currently an investigator on the Autism Phenome Project at the M.I.N.D. Institute studying the behavioral phenotypes of autism.

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