Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators

by Roger Pierangelo, George Giuliani

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.  

Product Details

ISBN-13:	9781620872208
Publisher:	Skyhorse
Publication date:	09/01/2012
Pages:	224
Product dimensions:	8.80(w) x 6.00(h) x 0.70(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. Pierangelo earned his PhD from Yeshiva University and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology.

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. Giuliani earned JD from City University Law School and PsyD from Rutgers University, the Graduate School of Applied and Professional Psychology.

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

Editorial Reviews

"An excellent guide for any special education collection. "

The Bookwatch

"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. "

Vicki Mc Farland

"Gives general educators the 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. "

G. Richmond Mancil

"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."

Vicki McFarland