Excelling with Autism: Obtaining Critical Mass Using Deliberate Practice introduces a new way to optimize the progress of learners with ASD. Reaching critical mass helps learners apply information in new ways spontaneous generalization. This book is about doing things differently to positively impact individuals on the spectrum by supporting the development of critical mass in areas that are necessary for successful functioning in home, work, and community using the research-based elements of deliberate practice. In this book, the four elements of deliberate practice — developing specific goals, ensuring focus, moving out of the comfort zone, and communicating outcomes — are applied to teaching social, communication, and daily living skills. Critical mass and the related science of deliberate practice will change the life course of individuals with ASD. Incorporating the elements of deliberate practice is a critical step toward helping individuals with ASD to reach their unlimited potential.
สารบัญ
Chapter 1: Introduction to Critical Mass 1
Chapter 2: Developing Specific and Meaningful Goals 15
Determine What to Teach 16
Understand Evidence-Based Practices 16
Teach Skills That Are Not Implicitly Learned by Those With ASD 20
Using Categorization 22
Develop Specific Goals Using the Levels of Learning 24
Awareness 26
Recognition 26
Recall 26
Application 27
Generalization 27
Maintenance 27
Summary 28
Chapter 3: Ensuring Focus 29
Motivation 29
Perceived Probability of Success 30
Value of Achieving the Goal 31
Relationships With Teachers 32
Positive Peer Attention 34
Special Interests 34
Opportunities to Earn Reinforcers 35
Attention 36
Structured Background Activities 37
Priming 38
Predictability and Placement in the Environment 39
Minimizing Distractions 40
Signaling 41
Exercise or Movement 41
Put in the Time 42
Summary 43
Chapter 4: Communicating Outcomes 45
Providing Immediate and Informative Feedback and Evaluation 46
Using Reinforcement 50
Summary 52
Chapter 5: Assisting Learners to Move out of Their Comfort Zone 53
Match Ability to Demands 54
Levels of Demands 54
Achieving the Balance 55
Match Ability to Group Size 57
Prevent Meltdowns 58
Summary 60
Chapter 6: Changing Outcomes 61
References 63
Appendix 71
เกี่ยวกับผู้แต่ง
Hollis Shaffer is a student at the University of Alabama at Birmingham where he is pursuing a major in psychology and a career in assisting students with HF-ASD. Shaffer was diagnosed with Asperger Syndrome when he was 14-years-old after being misdiagnosed with ADHD for many years. He works with Bridgeway Services as an assistant and group leader.
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