Educational Interventions for Students with Autism offerseducators a vital resource for understanding and working withautistic students. Written by nationally acclaimed experts in thefield and published in collaboration with the world-renowned UCDavis M.I.N.D. Institute, the book aims to deepen educators’appreciation of the challenges surrounding autism in a classroomsetting and the current best practices in education for autism.
To best meet the practical needs of teachers, schooladministrators, and parents, the book includes integrativesummaries throughout, with recommendations for real-world classroomuse. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher’s view of autism andthe classroom, best practices and challenges of working withstudents with ASD in the classroom, working with high-functioningautism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.
Table des matières
Acknowledgments ix
About the Editors xi
About The Mind Institute xiii
About the Contributors xv
Foreword by Leonard Abbeduto xxiii
PART ONE The Educational Needs of Children with Autism1
ONE Effects of Autism on Social Learning and Social Attention3
Peter Mundy, Ann M. Mastergeorge, and Nancy S. Mc Intyre
TWO Evidence-Based Instructional Interventions35
Wendy Machalicek
PART ONE Summary and Synthesis 55
PART TWO Educational Best Practices and Interventionsfor 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 Childrenwith 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 Laboratoryto 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 Model131
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 Autism155
Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor
P A R T TWO Summary and Synthesis 177
P A R T T H R E E The Roles of School Staff, Administrators, and Families 181
EIGHT The Role of School Administrators in Working with Childrenand 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 E Summary and Synthesis225
Appendix: Questions for Discussion 229
Notes 235
References 253
Index 293
The UC Davis MIND Institute Autism for Educators Series
A propos de l’auteur
Peter Mundy, Ph.D., is the Lisa Capps Professor of Neurodevelopmental Disorders and Education at UC Davis and Directorof Educational Research at the UC Davis M.I.N.D. Institute. Adevelopmental and clinical psychologist, Mundy has been working ondefining the nature of autism for the past 30 years.
Ann M. Mastergeorge, Ph.D., is a developmental and educationalpsychologist who has been working in the area of education anddevelopmental disabilities for the past 20 years. She is currentlyan investigator on the Autism Phenome Project at the M.I.N.D.Institute studying the behavioral phenotypes of autism.
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