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9781412917087
Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators / Edition 1 available in Hardcover, Paperback, eBook
Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators / Edition 1
by Roger Pierangelo, George A. Giuliani
Roger Pierangelo
- ISBN-10:
- 1412917085
- ISBN-13:
- 9781412917087
- Pub. Date:
- 04/04/2008
- Publisher:
- SAGE Publications
- ISBN-10:
- 1412917085
- ISBN-13:
- 9781412917087
- Pub. Date:
- 04/04/2008
- Publisher:
- SAGE Publications
Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators / Edition 1
by Roger Pierangelo, George A. Giuliani
Roger Pierangelo
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Overview
Create an appropriate learning environment to help children with ASD develop lifelong independence!
This user-friendly resource summarizes current research and presents a comprehensive overview of how to teach students with autism spectrum disorders (ASD). In a step-by-step format, the book covers intervention strategies for implementing effective programs that give youngsters with ASD the opportunity to learn and interact with their peers. The authors cover specific disorders and discuss:
- Specific instructional approaches
- Behavioral, skill-based, and physiologically-based intervention models
- A comprehensive team approach that includes parents
- Assistive technology options
- Support services for transition to adult life
Product Details
ISBN-13: | 9781412917087 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 04/04/2008 |
Series: | A Step-By-Step Guide for Educators Series |
Edition description: | New Edition |
Pages: | 224 |
Product dimensions: | 7.00(w) x 10.00(h) x (d) |
About the Author
Roger Pierangelo is an associate 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, Ph D 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 Series for Special 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.Giuliani earned 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 Psy D 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.
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.Giuliani earned 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 Psy D 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.
Table of Contents
PrefaceAcknowledgmentsAbout the Authors1. Introduction to ASDIDEA Definition of ASDOverview of ASDCauses of ASDPrevalence and Incidence of ASDAge of Onset of ASDGender Features of ASDCultural Features of ASDFamilial Pattern of ASDEducational Implications of Students With ASDEvidence-Based Practice in Working With Children With ASD and Their FamiliesResearch Basis for Services to Children With ASD in the Home, School, and Community2. Characteristics of Children With ASDPossible Early Indicators of ASDPatterns of DevelopmentImpairments in Social SkillsImpairments in Communication SkillsUnusual and Repeated Behaviors and RoutinesAdditional Disabilities and Co-Morbid ConditionsAssociated Features3. Types of ASDAutistic Disorder (Classic ASD)Childhood Disintegrative DisorderRett SyndromePervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)Asperger Syndrome4. Eligibility Criteria for Children With ASDReview of the Characteristics of Children With ASDDetermination of the Procedures and Assessment Measures to Be UsedDetermination of Eligibility for a Diagnosis of ASD5. Overview of Effective InterventionsBehavioral ApproachesRelationship-Based ModelsSkills-Based InterventionsStructured TeachingPhysiologically-Based Interventions6. Creating Quality Educational Programs for Children With ASDFamily InvolvementComprehensive Assessment of Skills and DeficitsPlan Development/Clearly Defined Goals and ObjectivesEffective Teaching StrategiesAssessment of the InterventionStructuring the EnvironmentApplying Functional Behavior Assessment to Problem BehaviorTransitionOpportunities With PeersComprehensive Team Approach7. Collaborating With ParentsObtaining a DiagnosisAdjusting to the DiagnosisDevelopmental Stages and Family StressesCreating a Collaborative Home-School PartnershipBuilding an Informed PartnershipEstablishing a Team ApproachPlanning for CommunicationFacilitating Collaborative RelationshipsWhen Collaboration Becomes Difficult8. Effective Programming for Young Children With ASD: Ages 3-5Curriculum ContentHighly Supportive Teaching EnvironmentsNeed for Predictability and RoutineFunctional Approach to Challenging BehaviorsTransition Planning From Early Childhood Program to Elementary SchoolFamily Involvement9. Teaching Students With ASD: Instructional ApproachesVisual ApproachesProviding Precise, Positive Praise While the Student Is LearningUsing Meaningful ReinforcementsPlanning Tasks at an Appropriate Level of DifficultyUsing Age-Appropriate MaterialsProviding Opportunities for ChoiceBreaking Down Oral Instructions Into Small StepsPaying Attention to Processing and Pacing IssuesUsing Concrete Examples and Hands-on ActivitiesUsing Task AnalysisUsing Discrete Trial MethodsIntroducing Unfamiliar Tasks in a Familiar Environment When PossibleOrganizing Teaching Materials and Situation to Highlight What Is ImportantEncouraging Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming Dependent on PromptsDirecting and Broadenening Fixations Into Useful ActivitiesKnowing the Individual and Maintaining a List of Strengths and InterestsDeveloping Talent and Interest Areas10. Teaching Students With ASD: Strategies for Classroom ManagementProviding a Structured, Predictable Classroom EnvironmentProviding a Customized Visual Daily ScheduleNoting Aspects of the Tasks and Activities That Create FrustrationProviding Relaxation Opportunities and AreasProviding Opportunities for Meaningful Contact With Peers Who Have Appropriate Social BehaviorPlanning for Transitions and Preparing the Student for Change11. Teaching Students With ASD: Strategies for Communication DevelopmentLearning to ListenDeveloping Oral Language ComprehensionDeveloping Oral Language ExpressionDeveloping Conversation SkillsEcholaliaUsing Alternative or Augmentative Communication Systems12. Teaching Students With ASD: Strategies for Social SkillsUsing Social StoriesTeaching Key Social RulesUsing Cognitive Picture RehearsalUsing Peer SupportUsing Social Skills Training GroupsIntegrating Play GroupsTeaching Self-Monitoring/Managing SkillsSupporting the Development of Friendships13. Teaching Students With Asperger SyndromeTrainingCharacteristics and Learning StylesSocial Relation DifficultiesSocial Communication DifficultiesLanguage Comprehension/Auditory Processing DifficultiesSensory Processing DifficultiesDifficulty Representing Language InternallyInsistence on SamenessPoor Concentration/DistractibilityEmotional VulnerabilityRestricted/Perseverative Range of InterestTheory of Mind DeficitDifficulty Taking the Perspective of Others14. Assistive Technology for Children With ASDWhat Is Assistive Technology?Visual Representation SystemsLow-Tech StrategiesMid-Tech StrategiesHigh-Tech Strategies15. Behavior and Discipline Issues for Students With ASDDeveloping Appropriate Behaviors for Students With ASDBehavior Plan Key Idea: Use a PROACTIVE ApproachWhat to Do When a Student With ASD Engages in Inappropriate BehaviorSpecific Behaviors of ConcernOther Possible Reasons for Problem Behaviors16. Facilitating InclusionTeacher PreparationPreparing Students With ASDPromoting UnderstandingAdapting InstructionAdapting EquipmentAdapting the Physical EnvironmentAdapting Evaluation MethodsAdapting AssignmentsAdapting Input MethodsAdapting Output MethodsModifying Content and Difficulty LevelsPromoting OrganizationOne-to-One InstructionPromoting Positive Peer Interactions17. Transition Planning for Students With ASDStrategies to Help With Transitions Between Activities and SettingsTransitions Between Grade LevelsTransitions Between SchoolsTransition from High School to Adult LifeReferencesIndexFrom the B&N Reads Blog
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