Teaching Children With Autism / Edition 1

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Overview

This practical sourcebook equips both parents and professionals with much-needed information regarding autism. Providing a comprehensive approach to behavioral intervention, this user-friendly guide begins with an overview of characteristics and long-term strategies and proceeds through discussions that detail specific techniques for normalizing environments, reducing disruptive behavior, improving language and social skills, and enhancing generalization. Teachers, professionals, and parents working with individuals with autism, as well as professors and students in education and psychology, will turn to this resource for information, guidance, and support.

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Editorial Reviews

Booknews
Twelve contributions discuss the behavioral characteristics of autism, intervention methods, and key topics such as spontaneous language, overselectivity, social communication, and self-management. The goals of intervention are examined in detail and presented along with concrete ways to support families, focus on long-term gains and short- term problem solving, develop curricula, and promote independence. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9781557661807
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 1/1/1995
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 236
  • Sales rank: 961,257
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.80 (d)

Meet the Author

William D. Frea, Ph.D., BCBA, Chief Clinical Officer, Autism SpectrumTherapies, 6001 Bristol Parkway, Suite 200, Culver City, California 90230. Dr. Freais the co-founder of Autism Spectrum Therapies (http://www.autismtherapies.com), an agency providing comprehensive applied behavior analysis services toindividuals with autism. He and his agency specialize in intensive behavioralinterventions, positive behavior supports, and social skills across the life span.Autism Spectrum Therapies also works closely with school districts to developstate-of-the-art autism programs.

Lynn Kern Koegel, Ph.D., CCC-SLP, is Clinic Director at the Autism Research Center of the Graduate School of Education at the University of California, Santa Barbara. She has been active in the development of programs to improve communication in children with autism, including the development of first words, development of grammatical structures, and pragmatics. Dr. Lynn Kern Koegel is co-author and co-editor of major textbooks on autism and positive behavioral support and is co-author of the bestselling book Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Child's Life (Penguin, 2004). In addition to her published books and articles in the area of communication and language development, she has developed and published prodcedures and field manuals in the area of self-management and functional analysis that are used in school districts throughout the United States and have been translated in most major languages used throughout the world. Dr. Lynn Kern Koegel is actively involved in providing support and intervention services in school districts, both locally in California and throughout the United States. She has also been featured in news reports on television stations throughout the United States and acted as a consultant for the internationally broadcast ABC television series Supernanny.

Robert L. Koegel, Ph.D., is Director of the Autism Research Center, Professor of Educational Psychology and Counseling/Clinical/School Psychology, and Professor of Special Education, Disability, and Risk Studies at the Graduate School of Education at the University of California, Santa Barbara. Dr. Robert L. Koegel is internationally known for his work in the area of autism, specializing in language intervention, family support, and school inclusion. He has published well over 150 articles and papers relating to the treatment of autism. He also has authored five books on the treatment of autism and on positive behavioral support. He has been the recipient of numerous multimillion-dollar research and training grants from the National Institutes of Health, the U.S. Department of Education, and the National Institute of Mental Health. Models of his procedures have been used in public schools and in parent education programs throughout California and the United States, as well as other countries.

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Read an Excerpt

Excerpted from chapter 1 of Teaching Children with Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities, edited by Robert L. Koegel, Ph.D., & Lynn Kern Koegel, Ph.D.

Copyright © 1995 by Paul H. Brookes Publishing Co. All rights reserved.

Describing the Characteristics of Autism

When the label of Autism was first coined by Leo Kanner in 1943, he was subclassifying a unique group of children who demonstrated relatively common characteristics and who differed from the previous broad classification termed childhood psychosis. In his description of 11 case histories, Kanner noted considerable differences in these children compared to the typical child labeled with childhood psychosis. These differences included 1) the degree of the child's disability, 2) the manifestation of specific features, 3) the family constellation, and 4) the step-by-step development in the course of years. Due to the realization of these differences, the number of individuals now diagnosed as having autism or "autistic-like" features has increased geometrically from those original 11 children to include up to as many as 3 or 4 out of every 2,000 children (G. Dunlap, Robbins, Dollman, & Plienis, 1988; Schreibman, 1988). Although these children share the same diagnosis, their behavioral symptoms vary greatly.

In fact, variability may best describe the characteristics of individuals with autism. Whereas all of the children seem to have some difficulties with social communication, the expression of these difficulties differs immensely in both type and severity. Recent interest in the issue of heterogeneity has recognized that children with autism most likely have distinctly different etiologies (Courchesne et al., in press; Damasio & Maurer, 1978; Gillberg & Gillberg, 1983; Ritvo, Ritvo, & Brothers, 1982; Rosenberger-Debiesse & Coleman, 1986). Moreover, specific characteristics such as cognitive ability (Fein, Waterhouse, Lucci, & Snyder, 1985), communication and social skills, and behaviors such as activity level and aggression (Eaves, Ho, & Eaves, 1994) vary greatly across children with autism. Furthermore, the impact of the characteristics of the children changes throughout development (Waterhouse, Fein, Nath, & Snyder, 1987). Thus, the label of autism offers limited communication among professionals and may even enhance misperceptions among those who are unfamiliar with the disorder.

As a result of a number of researchers have attempted to define subtypes of autism. Attempts to delineate subtypes have focused on distinctly different patterns of behavior the children demonstrate, such as perceptual performance, verbal skills, memory, motor skills, and asymmetry (Fein et al., 1985), language patterns such as onset of language (Kolvin, 1971), severity and predominance of behavioral characteristics during play (Siegel, Anders, Ciaranello, Bienestock, & Kraemer, 1986), and social characteristics (Borden & Ollendick, 1994; Wing & Gould, 1979).

The characteristics of autism vary greatly across children, and to be diagnosed with autism does not mean a person must display all of them. The following section describes the most common characteristics of autism.

CHARACTERISTICS OF AUTISM

Social Communication

As is discussed in dept in Chapters 2 and 5, the one characteristic exhibited in almost all children with autism is their apparent lack of social-communicative gestures and utterances. Very early on, perhaps beginning in the first few months of life, it is evident that children with autism may not engage in simple social behaviors such as eye gaze, smiles, and response to parents' attempts to prompt vocalizations and play interactions. When vocabulary and language are learned, they are often used instrumentally rather than socially. Such patterns can c

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Table of Contents


  1. Emerging Interventions for Children with Autism: Longitudinal and Lifestyle Implications
    Robert L. Koegel, Lynn Kern Koegel, William D. Frea, and Annette E. Smith
  2. Communication and Language Intervention
    Lynn Kern Koegel
  3. Overselective Responding: Description, Implications, and Intervention
    Jennifer Rosenblatt, Patricia Bloom, and Robert L. Koegel
  4. Spontaneous Language Use
    Don Hawkins
  5. Social-Communicative Skills in Higher-Functioning Children with Autism
    William D. Frea
  6. "Teach the Individual" Model of Generalization: Autonomy Through Self-Management
    Robert L. Koegel, Lynn Kern Koegel, and Deborah Rumore Parks
  7. Parent Education and Parenting Stress
    Douglas Moes
  8. Social Support for Families
    Ann Leslie Albanese, Stephanie K. San Miguel, and Robert L. Koegel
  9. Friendships Between Children with and without Developmental Disabilities
    Christine M. Hurley-Geffner
  10. Integrated School Placements for Children with Disabilities
    Diane Hammon Kellegrew
  11. Parent–Professional Collaboration and the Efficacy of the IEP Process
    Michelle Wood
  12. A Parent–Professional Consultation Model for Functional Analysis
    Kimberly B. Mullen and William D. Frea
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