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More About This Textbook
Overview
International epidemiological studies have documented a tremendous increase in the number of individuals identified with autism during the past decade (Tidmarsh & Volkmar, 2003). Therefore, today's school psychologists and other educational professionals are more likely to identify and be asked to serve students with autism than in years past. Supporting this assumption are results form a recent electronic survey (Kohrt, 2004), which found 95% of the school psychologist respondents reported an increase in the number of students with autism being referred for assessment. In the United States alone, there has been a 600% increase in the number of children with this disability being served in special education programs (U.S. Department of Education, 2003). Given these statistics, it is essential that school psychologists and other educational professionals better understand autism and become better prepared to assess, identify, and serve these students within the school context. Facilitating attainment of such knowledge and readiness will be the primary goal of this volume. In this practitioner-focused book, the authors will provide school psychologists and other educational professionals with the information they need to be more fully prepared to serve students with autism. After providing a brief introduction to the topic of autism spectrum disorders and an overview of the book, chapter 2 will offer an exploration of the complex etiology of autism and chapter 3 will provide the reader with a review of epidemiological issues. Perhaps most important, chapters 4, 5, and 6 will review information essential to the identification of autism. Finally, chapter 7 will present a summary of treatment research. To our knowledge, there is no other recently published book on this topic that is specifically directed toward school psychologists and other educators. On April 25, 2005, using the search terms "autism," "autistic disorder," and "perva
Editorial Reviews
From the Publisher
"This book is an invaluable resource not only for school psychologists but for other professionals and parents as well. It provides an excellent overview of the assessment and treatment of autism and related disorders and outlines with impressive clarity the interventions that can be provided for students with autism in schools. I am certain that this book will be read and reread for the wealth of information it presents."Robert B. Brooks
Harvard Medical School
Coauthor of Raising Resilient Children
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Meet the Author
Dr. Stephen E. Brock, NCSP, is a professor at California State University, Sacramento. Previously, he worked for 18 years as a school psychologist with the Lodi Unified School District (the last six of which included assignments as Lead Psychologist and member of an autism specialty team). His professional preparation includes a Ph.D. at the University of California, Davis where he researched AD/HD. Dr. Brock currently serves on the editorial boards of both state and national school psychology association newsletters and is an Associate Editor of The California School Psychologist (a peer peer-reviewed journal with the second largest distribution of school psychology journals in the United States). He is President of the California Association of School Psychologists and a member of the National Association of School Psychologists Delegate Assembly. Dr. Brock has authored over 100 publications (including three books) and has made over 60 referred or invited state/national conference presentations. In addition to autism, his academic work has included study of school crisis response, suicide prevention, ADHD, behavioral interventions, violence prevention, threat assessment, child development, and reading comprehension.
Dr. Shane R. Jimerson, NCSP, is a professor at the University of California, Santa Barbara and the author and co-author of numerous journal articles, chapters, and books. He has instructed graduate level seminars in Developmental Psychopathology during the past six years, and his scholarship and contributions to the field have been recognized nationally. For example, he received the Best Research Article Award from the Society for the Study of School Psychology in 1998 and again in 2000. He also received the 2001 Outstanding Research Article of the Year from the National Association of School Psychologists / School Psychology Review. Dr. Jimerson also received the 2002 Early Career Scholar Award from the American Educational Research Association: Division E Human Development. During 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association. In addition to his scholarly writing, Dr. Jimerson has provided related lectures and presentations at conferences and other professional sessions throughout the state, across the nation, and around the world. Dr. Jimerson is also the co-author of a 5 book Mourning Child Grief Support Group Curriculum series (published by Taylor and Francis 2001). He is the Editor of The California School Psychologist journal, an Associate Editor of School Psychology Review, and serves on the Editorial Boards of the Journal of School Psychology, School Psychology Quarterly, Journal of Early Childhood Research and Practice, and also provides professional reviews of manuscripts for Psychology in the Schools, Review of Educational Research, and Journal of Educational Psychology.
Dr. Robin L. Hansen, M.D., is a professor at the University of California, Davis Medical Center; Director of Clinical Programs, M.I.N.D. Institute; and Chief of Developmental-Behavioral Pediatrics. She is the author and co-author of numerous journal articles and book chapters. Her professional preparation includes a M.D. at the University of California, Davis; Residency at the Oakland Children’s Hospital and Medical Center; and Fellowship at the John F. Kennedy Child Development Center, University of Colorado Health Sciences Center. Dr. Hansen is a developmental-behavioral pediatrician and researcher with vast experience in treating children with neurodevelopmental problems, including pervasive developmental disorder, autism, learning disorders, and attention deficits. She heads a multidisciplinary clinic that diagnoses children, plans and initiates intervention strategies, and works closely with patient families. Her clinical research has included the etiologic diagnosis of pervasive developmental disorders such as autism.
Table of Contents
and Overview.- Causes.- Prevalence and Associated Conditions.- Case Finding and Screening.- Diagnostic Assessment.- Psycho-educational Assessment.- Treatment.