Autism Teaching Makes a Difference

✍ Scribed by Brenda Scheuermann, Jo Webber, Russell Lang

• Publisher: Cengage Learning
• Year: 2008
• Tongue: English
• Leaves: 308
• Edition: 2
• Category: Library

✦ Table of Contents

Cover
Brief Contents
Contents
Preface
Acknowledgments
Dedication
Chapter 1: Overview of Autism
1-1 History of Autism
1-2 Nature of Autism
1-3 Characteristics
1-4 Diagnoses and Definitions
1-5 Diagnostic Instruments
1-6 Program Considerations
1-7 Family Issues
Summary
Key Points
References
Chapter 2: Basic Behavioral Principles and Strategies
2-1 Applied Behavior Analysis
2-2 The Three-Term Contingency
2-3 Implementing ABA Techniques
Summary
Key Points
References
Chapter 3: Reducing Challenging Behavior
3-1 Assessing Challenging Behavior
3-2 Challenging Behavior Interventions
3-3 Case Study Examples in Reducing Challenging Behavior
Summary
Key Points
References
Chapter 4: Deciding What to Teach: Curriculum Development
4-1 Curricular Areas
4-2 Curricular Considerations
4-3 A Curriculum-Development Procedure
4-4 Curricular Refinement
4-5 Curricular Format
Summary
Key Points
References
Chapter 5: Teaching: General Strategies
5-1 Structure and Teaching
5-2 Structuring through Lesson Presentation
5-3 Structuring with Physical Organization
5-4 Structuring through Routines and Schedules
5-5 Structuring through Materials
5-6 Plans and Reports
Summary
Key Points
References
Chapter 6: Teaching Communication Skills
6-1 Defining Language and Communication
6-2 Language Difficulties in Autism
6-3 Assessing Language and Communication
6-4 Language and Communication Training
Summary
Key Points
References
Chapter 7: Remediating Deficits in Socialization
7-1 Socialization Characteristics and Implications
7-2 Social Competence versus Social Skills
7-3 Assessment Strategies for Determining Socialization Curriculum
7-4 Interventions for Increasing Social Skills and Social Competence
7-5 Facilitating Generalization of Social Skills
Summary
Key Points
References
Chapter 8: Remediating Deficits in Life Skills
8-1 Assessment of Self-Help, Leisure, and Vocational Skills
8-2 Self-Help Skills
8-3 Play, Leisure, and Recreation Skills
8-4 Vocational Skills
Summary
Key Points
References
Chapter 9: Evidence-Based Practices for Students with Autism
9-1 Definition of Evidence-Based Practices
9-2 How to Determine EBPs
9-3 Developing and Evaluating Effective Educational Programs
9-4 Why Education Programs for Students with Autism Can Fail
Summary
Key Points
References
Glossary
Index