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More About This Title Educational Interventions for Students with Autism
English
Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.
To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.
English
Peter Mundy, Ph.D., is the Lisa Capps Professor of Neurodevelopmental Disorders and Education at UC Davis and Director of Educational Research at the UC Davis M.I.N.D. Institute. A developmental and clinical psychologist, Mundy has been working on defining the nature of autism for the past 30 years.
Ann M. Mastergeorge, Ph.D., is a developmental and educational psychologist who has been working in the area of education and developmental disabilities for the past 20 years. She is currently an investigator on the Autism Phenome Project at the M.I.N.D. Institute studying the behavioral phenotypes of autism.
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About the Editors xi
About The Mind Institute xiii
About the Contributors xv
Foreword by Leonard Abbeduto xxiii
PART ONEThe Educational Needs of Children with Autism 1
ONE Effects of Autism on Social Learning and Social Attention 3
Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyre
TWOEvidence-Based Instructional Interventions35
Wendy Machalicek
PART ONESummary and Synthesis 55
PART TWOEducational Best Practices and Interventions for Children with Autism 59
THREE Educational Interventions for Children with Autism Spectrum Disorders 61
Marianne L. Barton and Deborah Fein
FOUR Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities 87
Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and Brittany L. Koegel
F I V E Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching 107
Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, and Sarah R. Reed
S I X Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model 131
Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and Kate Szidon
SEVEN Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism 155
Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor
P A R T TWOSummary and Synthesis 177
P A R T T H R E EThe Roles of School Staff, Administrators, and Families 181
EIGHT The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders 183
Cynthia M. Herr
N INE Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders 207
Brooke Ingersoll and Allison Wainer
PART T H R E ESummary and Synthesis225
Appendix: Questions for Discussion 229
Notes 235
References 253
Index 293
The UC Davis MIND Institute Autism for Educators Series
