The CAPS (The Comprehensive Autism Planning System) is a tool to help teachers and educational teams to plan and implement a student’s program across the school. This includes planning for the implementation of the IEP (Individualized Education Program) and the curriculum relevant to the student. It takes the team through the process of planning out the goals/objectives to be targeted in each activity of the day, the modifications and accommodations that should be provided to support the student in each activity, the sensory supports to help the student stay engaged, and the communication and social supports that the student needs to be successful. In addition, it identifies the type of data that should be collected for each area and the reinforcers that have been chosen for use for success. As with many tools, while this system was developed for use with individuals on the autism spectrum, it can be an essential tool for any student regardless of the types of supports and needs they have. There are various forms of this system that focus on targeting specific skills for each activity and identifying the communication, sensory, and reinforcement supports that will be needed for each situation.
This student manual contains the following features to help strengthen students’ understanding of material discussed within each chapter and ability to apply the material to everyday work with individuals with autism spectrum and related disorders:
For Each Chapter …
Chapter Learner Objectives – List of learner objectives at the beginning of each chapter as a preview of the chapter’s content. The learner objectives also highlight information that readers are expected to understand and be able to explain after reading the chapter.
Chapter Summaries – Overview of the main points discussed within the chapter.
Glossary – Alphabetical listing of important vocabulary terms presented in grey boldface within the book.
Chapter Review Questions and Answers – Questions and accompanying answers designed to check understanding of and ability to explain the information discussed within the chapter. The review questions may also be used as a study guide when preparing for tests and/or exams that may be administered in class.
İçerik tablosu
Overview of Features: Student Manual
Chapter 1. The Comprehensive Autism Planning System
Chapter 2. Structure/Modifications Kai-Chien Tien, Ph D, and Hyo Jung Lee, Ph D
Chapter 3. Reinforcement Joyce Downing, Ph D
Chapter 4. Sensory Strategies
Chapter 5. Communication/Social Skills Teresa Cardon, Ph D, CCC-SLP
Chapter 6. Data Collection Andi Babkie, Ph D
Chapter 7. Generalization
Chapter 8. Instruction Often Occurring in Specialized Settings
with Sheila M. Smith, Ph D, and Sherry Moyer, MSW
Chapter 9. M-CAPS – Using CAPS in Middle School, High School, and Beyond
Chapter 10. The CAPS Process
References
Yazar hakkında
Brenda Smith Myles, Ph D is a consultant with the Ohio Center for Autism and Low Incidence (OCALI), the Ziggurat Group, and the Education and Treatment Services Project for Military Dependent Children with Autism. She is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Dr. Myles has made over 500 presentations all over the world and written more than 150 articles and books on ASD. In addition, she served as the co-chair of the National ASD Teacher Standards Committee; was on the National Institute of Mental Health’s Interagency Autism Coordinating Committee’s Strategic Planning Consortium; collaborated with the National Professional Center on Autism Spectrum Disorders, National Autism Center, and the Centers for Medicare and Medicaid Services to identify evidence-based practices for individuals with autism spectrum disorders. Further, in the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.
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