BN.com Gift Guide

Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators [NOOK Book]

Overview


Written by experts in special education and psychology, this user-friendly resource summarizes current research and presents a comprehensive overview of how to teach students with autism spectrum disorders (ASD). The authors discuss intervention strategies for implementing effective educational programs that give youngsters with ASD the opportunity to learn and interact with their peers.

This practical book describes the characteristics of specific disorders, including autistic...

See more details below
Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators

Available on NOOK devices and apps  
  • NOOK Devices
  • Samsung Galaxy Tab 4 NOOK 7.0
  • Samsung Galaxy Tab 4 NOOK 10.1
  • NOOK HD Tablet
  • NOOK HD+ Tablet
  • NOOK eReaders
  • NOOK Color
  • NOOK Tablet
  • Tablet/Phone
  • NOOK for Windows 8 Tablet
  • NOOK for iOS
  • NOOK for Android
  • NOOK Kids for iPad
  • PC/Mac
  • NOOK for Windows 8
  • NOOK for PC
  • NOOK for Mac
  • NOOK for Web

Want a NOOK? Explore Now

NOOK Book (eBook)
$10.49
BN.com price
(Save 38%)$16.95 List Price

Overview


Written by experts in special education and psychology, this user-friendly resource summarizes current research and presents a comprehensive overview of how to teach students with autism spectrum disorders (ASD). The authors discuss intervention strategies for implementing effective educational programs that give youngsters with ASD the opportunity to learn and interact with their peers.

This practical book describes the characteristics of specific disorders, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder not otherwise specified, Rett syndrome, and Asperger syndrome. Other topics include:

  • Overview of effective interventions 
  • Creating quality educational programs and collaborating with parents 
  • Strategies for classroom management, communication development, and social skills 
  • Characteristics, learning styles, and intervention strategies
  • Behavior and discipline issues
  • Facilitating inclusion
  • Specific instructional approaches
  • Behavioral, skill-based, and physiologically based intervention models
  • Assistive technology options
  • Support services for transition from high school to adult life   

Teaching Students with Autism Spectrum Disorders addresses the most significant, everyday challenges that general and special education teachers face in reaching students with ASD.  

Read More Show Less

Editorial Reviews

G. Richmond Mancil
"Givesgeneral educatorsthe precise information needed to work with children on the autistic spectrum. The range of topics covered makes this book a great resource for professionals looking for an overview of autism spectrum disorders and how to work effectively with this population."
Vicki McFarland
"Teachers in today’s classrooms are faced with the challenge of educating all children. This book provides an easy-to-understand reference for a traditionally misunderstood disability."
The Bookwatch
"An excellent guide for any special education collection."
Vicki Mc Farland
"Teachers in today’s classrooms are faced with the challenge of educating all children. This book provides an easy-to-understand reference for a traditionally misunderstood disability."
Read More Show Less

Product Details

  • ISBN-13: 9781620874967
  • Publisher: Skyhorse Publishing
  • Publication date: 7/1/2012
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 224
  • Sales rank: 620,997
  • File size: 885 KB

Meet the Author

Roger Pierangelo is anassociate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology.Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education.

Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book SeriesforSpecial Educators.

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giulianiearned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology.Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

Read More Show Less

Table of Contents


Preface     xi
Acknowledgments     xv
About the Authors     xvii
Introduction to ASD     1
IDEA Definition of ASD     1
Overview of ASD     2
Causes of ASD     2
Prevalence and Incidence of ASD     4
Age of Onset of ASD     4
Gender Features of ASD     5
Cultural Features of ASD     5
Familial Pattern of ASD     5
Educational Implications of Students with ASD     5
Evidence-Based Practice in Working With Children With ASD and Their Families     6
Research Basis for Services to Children With ASD in the Home, School, and Community     7
Characteristics of Children With ASD     9
Possible Early Indicators of ASD     9
Patterns of Development     10
Impairments in Social Skills     11
Impairments in Communication Skills     13
Unusual and Repeated Behaviors and Routines     14
Additional Disabilities and Comorbid Conditions With ASD     15
Associated Features     17
Types of ASDs     19
Autistic Disorder (Classic Autism)     19
Childhood Disintegrative Disorder     20
RettSyndrome     21
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)     22
Asperger Syndrome     22
Eligibility Criteria for Children With ASD     25
Review of the Characteristics of Children With ASD     25
Determination of the Procedures and Assessment Measures to Be Used     25
Determination of Eligibility for a Diagnosis of ASD     29
Overview of Effective Interventions     33
Behavioral Approaches     33
Relationship-Based Models     35
Skills-Based Interventions     36
Structured Teaching: TEACCH     38
Physiologically Based Interventions     48
Conclusion     49
Creating Quality Educational Programs for Children With ASD     51
Family Involvement     52
Comprehensive Assessment of Skills and Deficits     52
Plan Development/Clearly Defined Goals and Objectives     53
Effective Teaching Strategies     54
Assessment of the Intervention     59
Structuring the Environment     59
Applying Functional Behavior Assessment to Problem Behavior     61
Transition     62
Opportunities With Peers     63
Comprehensive Team Approach     63
Collaborating With Parents     65
Obtain a Diagnosis     66
Adjust to the Diagnosis     67
Developmental Stages and Family Stresses     67
Create a Collaborative Home-School Partnership     68
Build an Informed Partnership     68
Establish a Team Approach     69
Plan for Communication     69
Facilitate Collaborative Relationships     70
When Collaboration Becomes Difficult     70
Effective Programming for Young Children With ASDs: Ages 3-5     73
Fundamental Features     74
Curriculum Content     74
Highly Supportive Teaching Environments and Generalization Strategies     77
Need for Predictability and Routine     79
Functional Approach to Challenging Behaviors     79
Transition Planning: From an Early Childhood Program to Elementary School     80
Family Involvement     81
Other Program Features     82
Teaching Students With ASD: Instructional Approaches     85
Visual Approaches     85
Provide Precise, Positive Praise While the Student Is Learning     87
Use Meaningful Reinforcements     87
Plan Tasks at an Appropriate Level of Difficulty     87
Use Age-Appropriate Materials     88
Provide Opportunities for Choice     88
Break Down Oral Instructions Into Small Steps     88
Pay Attention to Processing and Pacing Issues     88
Use Concrete Examples and Hands-On Activities     89
Use Task Analysis     89
Use Discrete Trial Methods     89
Introduce Unfamiliar Tasks in a Familiar Environment When Possible     90
Organize Teaching Materials and the Situation to Highlight What Is Important     90
Encourage Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming Dependent on Prompts     90
Direct and Broaden Fixations Into Useful Activities     91
Know the Individual and Maintain a List of Strengths and Interests     91
Develop Talent and Interest Areas     91
Teaching Students With ASD: Strategies for Classroom Management     93
Provide a Structured, Predictable Classroom Environment     93
Provide a Customized Visual Daily Schedule     94
Note Aspects of the Tasks and Activities That Create Frustration     95
Provide Relaxation Opportunities and Areas     96
Provide Opportunities for Meaningful Contact With Peers Who Have Appropriate Social Behavior      96
Plan for Transitions and Prepare the Student for Change     97
Teaching Students With ASD: Strategies for Communication Development     99
Learning to Listen     100
Developing Oral Language Comprehension     101
Developing Oral Language Expression     101
Developing Conversation Skills     102
Echolalia     103
Using Alternative or Augmentative Communication Systems     103
Teaching Students With ASD: Strategies for Social Skills     105
Using Social Stories     106
Teaching Key Social Rules     107
Using Cognitive Picture Rehearsal     108
Using Peer Support     108
Using Social Skills Training Groups     109
Integrating Play Groups     110
Teaching Self-Monitoring/Managing Skills     110
Supporting the Development of Friendships     111
Children With Asperger Syndrome: Characteristics, Learning Styles, and Intervention Strategies     113
Training     114
Characteristics and Learning Styles: General     115
Social Relation Difficulties     115
Social Communication Difficulties     119
Language Comprehension/Auditory Processing Difficulties      121
Sensory Processing Difficulties     122
Difficulty Representing Language Internally     124
Insistence on Sameness     125
Poor Concentration, Distractibility, and Disorganization     127
Emotional Vulnerability     129
Restricted/Perseverative Range of Interests     130
Difficulty Taking the Perspective of Others (Mind Reading/Theory of Mind Deficit)     131
Conclusion     133
Assistive Technology for Children With ASD     135
What Is Assistive Technology?     136
Visual Representation Systems     136
Low-Tech Strategies     139
Mid-Tech Strategies     154
High-Tech Strategies     160
Conclusion     164
Behavior and Discipline Issues for Students With ASD     165
Developing Appropriate Behaviors for Students With ASD     166
Behavior Plan Key Idea: Use a Proactive Approach     166
What to Do When a Student With ASD Engages in Inappropriate Behavior     172
Specific Behaviors of Concern     175
Other Possible Reasons for Problem Behaviors     179
Conclusion     180
Facilitating Inclusion     181
Teacher Preparation     181
Preparing Students With ASD     182
Promoting Understanding     183
Adapting Instruction     184
Adapting Equipment     184
Adapting the Physical Environment     185
Adapting Evaluation Methods     186
Adapting Assignments     186
Adapting Input Methods     187
Adapting Output Methods     187
Modifying Content and Difficulty Levels     188
Promoting Organization     189
One-to-One Instruction     189
Promoting Positive Peer Interactions     190
Transition Planning for Students With ASD     193
Transitions Between Activities and Settings     193
Transitions Between Grade Levels     194
Transitions Between Schools     195
Transition From High School to Adult Life     196
References and Suggested Readings     199
Index     204
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)