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Educating Students with Autism Spectrum Disorders
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Educating Students with Autism Spectrum Disorders
Partnering with Families for Positive Outcomes

Additional resources:

Courses:
Autism | Autism

January 2018 | 312 pages | SAGE Publications, Inc
Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences.

 
PREFACE
 
ABOUT THE AUTHOR
 
ACKNOWLEDGMENTS
 
CHAPTER 1 An Overview of Autism Spectrum Disorders
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
POTENTIAL CAUSES OF AUTISM

 
GENETIC INFLUENCES

 
ENVIRONMENTAL INFLUENCES

 
VACCINATION CONTROVERSY

 
EARLY SIGNS OF AUTISM

 
DIAGNOSTIC CRITERIA

 
SOCIAL COMMUNICATION INTERACTION

 
RESTRICTED OR REPETITIVE PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES

 
OTHER FEATURES ASSOCIATED WITH ASD

 
COGNITIVE DIFFERENCES

 
MOTOR SKILLS

 
EMOTIONAL VULNERABILITY

 
GASTROINTESTINAL PROBLEMS

 
LANGUAGE SKILLS

 
INSTRUCTIONAL PRACTICES

 
INCLUSIVE CLASSROOM ENVIRONMENTS

 
TIPS FOR WORKING WITH FAMILIES

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 2 Understanding Family Perspectives
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
IMPORTANCE OF PARTNERING WITH FAMILIES OF STUDENTS WITH ASD

 
YOUR ROLE AS AN EDUCATOR IN PARTNERING WITH FAMILIES

 
DEMONSTRATE RESPECT FOR CHILDREN

 
MAINTAIN A FAMILY-CENTERED PERSPECTIVE

 
COMMUNICATE WITH FAMILIES

 
INVOLVE THE FAMILY IN DEVELOPING GOALS AND INTERVENTIONS

 
BUILD TRUST

 
DEVELOP YOUR OWN CULTURAL AWARENESS

 
UNDERSTAND THE STRESS ASSOCIATED WITH RAISING A CHILD WITH ASD

 
UNDERSTAND THE SOURCES OF STRESS

 
UNDERSTAND THE IMPACT OF STRESS ON THE FAMILY

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 3 Identifying and Responding to Challenges to School–Family Collaboration
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
BARRIERS TO COLLABORATION AND PARENT PARTICIPATION

 
CULTURAL AND LINGUISTIC DIVERSITY

 
RESPONDING TO CULTURAL AND LINGUISTIC DIVERSITY

 
COMMUNICATION DIFFERENCES

 
RESPONDING TO COMMUNICATION DIFFERENCES

 
INDIVIDUAL PARENT AND FAMILY FACTORS

 
RESPONDING TO INDIVIDUAL PARENT AND FAMILY FACTORS

 
CONCLUSION

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 4 Linking Assessment to Instructional Planning
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
GATHERING ASSESSMENT DATA

 
DIAGNOSTIC ASSESSMENT

 
LINKING ASSESSMENT TO INTERVENTION

 
DEVELOPING THE IEP

 
CREATING ANNUAL GOALS AND OBJECTIVES

 
EDUCATIONAL INTERVENTIONS TO MEET IEP GOALS

 
EVIDENCE-BASED PRACTICES

 
EDUCATING STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS

 
PARTNERING WITH FAMILIES

 
PREPARING FAMILIES TO BE PARTNERS IN MAKING EDUCATIONAL DECISIONS

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 5 Introduction to Applied Behavior Analysis
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
APPLIED BEHAVIOR ANALYSIS

 
APPLIED BEHAVIOR ANALYSIS—SEVEN DIMENSIONS

 
BEHAVIORAL CONCEPTS USED IN ABA

 
REINFORCEMENT AND PUNISHMENT

 
TEACHING WITH APPLIED BEHAVIOR ANALYSIS

 
DISCRETE-TRIAL TEACHING

 
INCIDENTAL TEACHING

 
SHAPING

 
TASK ANALYSIS

 
USING ABA IN THE INCLUSIVE CLASSROOM

 
PARTNERING WITH FAMILIES TO IMPLEMENT ABA

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 6 Promoting Behavioral Changes in Children With ASD: Functional Behavioral Assessment and Behavioral Intervention Plans
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
PROBLEM BEHAVIORS

 
BEHAVIORS SERVE A FUNCTION

 
IDENTIFYING THE FUNCTION: FUNCTIONAL BEHAVIORAL ASSESSMENTS (FBAS)

 
BEHAVIOR INTERVENTION PLANS

 
SCHOOL–FAMILY COLLABORATION IN FBA

 
INCLUSION TIPS

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 7 Positive Behavior Supports
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
USING POSITIVE BEHAVIOR SUPPORTS TO ADDRESS PROBLEM BEHAVIOR

 
TEACHING REPLACEMENT BEHAVIORS

 
CONSEQUENCE STRATEGIES

 
EVALUATING THE SUCCESS OF THE INTERVENTION

 
PARTNERING WITH FAMILIES TO IMPLEMENT POSITIVE BEHAVIOR SUPPORTS

 
INCLUSION TIPS

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 8 Environmental Supports
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
CHALLENGES WITH ASD THAT MAKE MODIFICATIONS NECESSARY

 
CLASSROOM PHYSICAL STRUCTURE

 
TEACCH

 
VISUAL SUPPORTS

 
PARTNERING WITH FAMILIES

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 9 Supporting Social Skills Development
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
COMMON SOCIAL SKILLS DIFFERENCES

 
SOCIAL SKILLS STRATEGIES

 
SOCIAL SCRIPTING

 
VIDEO MODELING

 
SOCIAL SKILLS GROUPS

 
SOCIAL SKILLS DEVELOPMENT IN INCLUSIVE CLASSROOMS

 
PARTNERING WITH FAMILIES TO FOSTER SOCIAL SKILLS

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 10 Building Communication Skills
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
CHARACTERISTICS OF COMMUNICATION IN CHILDREN WITH ASD

 
SOCIAL COMMUNICATION

 
JOINT ATTENTION

 
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO ARE NONVERBAL OR WHO HAVE VERY LIMITED SPEECH

 
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION STRATEGIES

 
PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)

 
TECHNICAL COMMUNICATION AIDS

 
ENHANCING COMMUNICATION IN CHILDREN WITH ASD WHO SPEAK

 
APPLIED BEHAVIOR ANALYSIS

 
PIVOTAL RESPONSE TREATMENT

 
VIDEO MODELING

 
SCRIPT TRAINING

 
TEACHING COMMUNICATION IN THE INCLUSIVE CLASSROOM

 
PARTNERING WITH FAMILIES TO TEACH COMMUNICATION

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 11 Building Academic Skills: Instructional Approaches
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
EFFECTIVE COMPONENTS OF INSTRUCTIONAL PRACTICES

 
INDIVIDUALIZED SUPPORTS AND SERVICES

 
SYSTEMATIC INSTRUCTION

 
STRUCTURED LEARNING ENVIRONMENTS

 
INDIVIDUAL VERSUS SMALL- OR LARGE-GROUP INSTRUCTION

 
GENERALIZATION

 
MODIFICATIONS AND ACCOMMODATIONS

 
ASSISTIVE TECHNOLOGY

 
VISUAL APPROACHES

 
COMMON CORE STATE STANDARDS

 
TEACHING IN THE CONTENT AREAS

 
TEACHING READING

 
TEACHING WRITING

 
TEACHING MATHEMATICS

 
INSTRUCTIONAL APPROACHES FOR THE INCLUSIVE CLASSROOM

 
FAMILY INVOLVEMENT IN INSTRUCTION

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 12 Understanding and Addressing Functional Skills
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
FUNCTIONAL SKILLS

 
THE ROLE OF EXECUTIVE FUNCTION

 
FOUR KEY DOMAINS OF EXECUTIVE FUNCTION

 
SUPPORTING INDEPENDENT FUNCTIONING

 
STRATEGIES FOR TEACHING FUNCTIONAL SKILLS

 
OTHER STRATEGIES FOR TEACHING FUNCTIONAL SKILLS

 
SELECTING FUNCTIONAL GOALS FOR THE IEP

 
WRITING MEASURABLE FUNCTIONAL GOALS IN THE IEP

 
FAMILY INVOLVEMENT IN TEACHING EXECUTIVE FUNCTION SKILLS

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 13 Early Interventions: Effective Practices for Young Children (Ages 3–5) With ASD
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
EARLY AUTISM SCREENING

 
GOAL DEVELOPMENT

 
CLASSROOM ENVIRONMENTAL CONSIDERATIONS

 
SENSORY STIMULATION

 
VISUAL SUPPORTS

 
WORK SYSTEMS

 
REINFORCEMENT

 
MODELING

 
NATURALISTIC TEACHING

 
INSTRUCTIONAL APPROACHES

 
DEVELOPING COMMUNICATION SKILLS

 
MILIEU TEACHING

 
FAMILY INVOLVEMENT IN EARLY INTERVENTION

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
CHAPTER 14 Transitioning to Adulthood
LEARNER OBJECTIVES

 
CASE STUDY

 
INTRODUCTION

 
ISSUES IN TRANSITIONING TO ADULTHOOD

 
EMPLOYMENT

 
BENEFITS OF HIRING INDIVIDUALS WITH ASD

 
POSTSECONDARY EDUCATION

 
DAILY LIVING AND ADAPTIVE FUNCTIONING

 
TRANSITION PLANNING

 
SUPPORTING TRANSITIONING TO ADULTHOOD

 
EMPLOYMENT

 
POSTSECONDARY EDUCATION

 
INDEPENDENT LIVING SKILLS

 
FAMILY INVOLVEMENT IN TRANSITION

 
SUMMARY STATEMENTS

 
WHAT WOULD YOU DO?

 
CHAPTER REFLECTION QUESTIONS

 
RECOMMENDED RESOURCES

 
REFERENCES

 
 
GLOSSARY
 
INDEX

Supplements

Instructor Site

Password-protected Instructor Resources include the following:

  • A Microsoft® Word® test bank is available containing multiple choice, true/false, and essay questions for each chapter. The test bank provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
  • Editable, chapter-specific Microsoft® PowerPoint® slides offer you complete flexibility in easily creating a multimedia presentation for your course.
  • EXCLUSIVE! Access to certain full-text SAGE journal articles that have been carefully selected for each chapter.
  • Video and multimedia links that appeal to a variety of students.

"This is an excellent text on Autism. It is thorough, easy to read, and provides many opportunities for students to work on the topics presented.  It brings a fresh way of learning about Autism to the student population."

Carol Strax
Dominican College

"This text provides information pertaining to working with children with ASD in the classroom, as well as information on ways to create partnerships with families."

Jonna Bobzien
Old Dominion University

"This text places emphasis on empirically-based, evidence-based strategies and interventions which makes it a particularly effective text for courses that focus on students with ASD for both preservice and in-service teachers, as well as families. The Parent Collaboration perspective within each chapter is emphasized throughout and integrates how parents can be instrumental in developing student skills, as well as the importance and strategies for parent-professional collaborations. The text has done an excellent job of weaving and integrating parent-professional collaboration into each chapter topic and using this as a “holistic” approach to supporting our students with ASD."

Patricia Huskins
Texas A & M University, Kingsville

"This is a great text that is very well-organized and easy to read/understand. There are many activities built into this text to promote theory to practice for better understanding of how to implement all topics discussed. There are also multiple references to other documents/texts that will promote what has been taught in this text’s chapters."

Jill Hamlin
Averett University

"This is one of the best texts. It especially provides readers with detailed information on important topics as well as very applicable examples in teaching students with ASD."

Minkowan Goo
Key features

KEY FEATURES: 

  • Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter.
  • Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios.
  • A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home.
  • Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
     

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