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Teaching Students With Autism Spectrum Disorders
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Teaching Students With Autism Spectrum Disorders
A Step-by-Step Guide for Educators



April 2008 | 224 pages | Corwin
'Gives general educators the precise information needed to work with children on the autistic spectrum. The range of topics covered makes this book a great resource for professionals looking for an overview of autism spectrum disorders and how to work effectively with this population. I particularly like the chapter on collaborating with parents—a much needed, but often neglected area' - G. Richmond Mancil, Assistant Professor, University of Central Florida

'Most comprehensive. Teachers in today's classrooms are faced with the challenge of educating all children, and this book provides an easy-to-understand reference for a traditionally misunderstood disability' - Vicki McFarland, Special Education Director, Learning Matters Educational Group

A user-friendly, comprehensive look at teaching students with Autism Spectrum Disorders.

Written by experts in special education, this resource presents a complete overview of Autism Spectrum Disorders (ASD). The authors discuss ways to create an appropriate learning environment and essential strategies for implementing effective educational programs.

The book also explains the use of:

Assistive technology options for children with ASD

Behavioural, skill-based, and physiologically-based intervention models

Ways to evaluate interventions

Effective assessments for student behaviour, skills, and deficits

A comprehensive team approach that includes parents as part of a quality educational program

Specific instructional approaches for students with ASD

 
Preface
 
Acknowledgments
 
About the Authors
 
1. Introduction to ASD
IDEA Definition of ASD

 
Overview of ASD

 
Causes of ASD

 
Prevalence and Incidence of ASD

 
Age of Onset of ASD

 
Gender Features of ASD

 
Cultural Features of ASD

 
Familial Pattern of ASD

 
Educational Implications of Students With ASD

 
Evidence-Based Practice in Working With Children With ASD and Their Families

 
Research Basis for Services to Children With ASD in the Home, School, and Community

 
 
2. Characteristics of Children With ASD
Possible Early Indicators of ASD

 
Patterns of Development

 
Impairments in Social Skills

 
Impairments in Communication Skills

 
Unusual and Repeated Behaviors and Routines

 
Additional Disabilities and Co-Morbid Conditions

 
Associated Features

 
 
3. Types of ASD
Autistic Disorder (Classic ASD)

 
Childhood Disintegrative Disorder

 
Rett Syndrome

 
Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)

 
Asperger Syndrome

 
 
4. Eligibility Criteria for Children With ASD
Review of the Characteristics of Children With ASD

 
Determination of the Procedures and Assessment Measures to Be Used

 
Determination of Eligibility for a Diagnosis of ASD

 
 
5. Overview of Effective Interventions
Behavioral Approaches

 
Relationship-Based Models

 
Skills-Based Interventions

 
Structured Teaching

 
Physiologically-Based Interventions

 
 
6. Creating Quality Educational Programs for Children With ASD
Family Involvement

 
Comprehensive Assessment of Skills and Deficits

 
Plan Development/Clearly Defined Goals and Objectives

 
Effective Teaching Strategies

 
Assessment of the Intervention

 
Structuring the Environment

 
Applying Functional Behavior Assessment to Problem Behavior

 
Transition

 
Opportunities With Peers

 
Comprehensive Team Approach

 
 
7. Collaborating With Parents
Obtaining a Diagnosis

 
Adjusting to the Diagnosis

 
Developmental Stages and Family Stresses

 
Creating a Collaborative Home-School Partnership

 
Building an Informed Partnership

 
Establishing a Team Approach

 
Planning for Communication

 
Facilitating Collaborative Relationships

 
When Collaboration Becomes Difficult

 
 
8. Effective Programming for Young Children With ASD: Ages 3-5
Curriculum Content

 
Highly Supportive Teaching Environments

 
Need for Predictability and Routine

 
Functional Approach to Challenging Behaviors

 
Transition Planning From Early Childhood Program to Elementary School

 
Family Involvement

 
 
9. Teaching Students With ASD: Instructional Approaches
Visual Approaches

 
Providing Precise, Positive Praise While the Student Is Learning

 
Using Meaningful Reinforcements

 
Planning Tasks at an Appropriate Level of Difficulty

 
Using Age-Appropriate Materials

 
Providing Opportunities for Choice

 
Breaking Down Oral Instructions Into Small Steps

 
Paying Attention to Processing and Pacing Issues

 
Using Concrete Examples and Hands-on Activities

 
Using Task Analysis

 
Using Discrete Trial Methods

 
Introducing Unfamiliar Tasks in a Familiar Environment When Possible

 
Organizing Teaching Materials and Situation to Highlight What Is Important

 
Encouraging Independent Effort and Incorporate Proactive Measures to Reduce the Likelihood of Becoming Dependent on Prompts

 
Directing and Broadenening Fixations Into Useful Activities

 
Knowing the Individual and Maintaining a List of Strengths and Interests

 
Developing Talent and Interest Areas

 
 
10. Teaching Students With ASD: Strategies for Classroom Management
Providing a Structured, Predictable Classroom Environment

 
Providing a Customized Visual Daily Schedule

 
Noting Aspects of the Tasks and Activities That Create Frustration

 
Providing Relaxation Opportunities and Areas

 
Providing Opportunities for Meaningful Contact With Peers Who Have Appropriate Social Behavior

 
Planning for Transitions and Preparing the Student for Change

 
 
11. Teaching Students With ASD: Strategies for Communication Development
Learning to Listen

 
Developing Oral Language Comprehension

 
Developing Oral Language Expression

 
Developing Conversation Skills

 
Echolalia

 
Using Alternative or Augmentative Communication Systems

 
 
12. Teaching Students With ASD: Strategies for Social Skills
Using Social Stories

 
Teaching Key Social Rules

 
Using Cognitive Picture Rehearsal

 
Using Peer Support

 
Using Social Skills Training Groups

 
Integrating Play Groups

 
Teaching Self-Monitoring/Managing Skills

 
Supporting the Development of Friendships

 
 
13. Teaching Students With Asperger Syndrome
Training

 
Characteristics and Learning Styles

 
Social Relation Difficulties

 
Social Communication Difficulties

 
Language Comprehension/Auditory Processing Difficulties

 
Sensory Processing Difficulties

 
Difficulty Representing Language Internally

 
Insistence on Sameness

 
Poor Concentration/Distractibility

 
Emotional Vulnerability

 
Restricted/Perseverative Range of Interest

 
Theory of Mind Deficit--Difficulty Taking the Perspective of Others

 
 
14. Assistive Technology for Children With ASD
What Is Assistive Technology?

 
Visual Representation Systems

 
Low-Tech Strategies

 
Mid-Tech Strategies

 
High-Tech Strategies

 
 
15. Behavior and Discipline Issues for Students With ASD
Developing Appropriate Behaviors for Students With ASD

 
Behavior Plan Key Idea: Use a PROACTIVE Approach

 
What to Do When a Student With ASD Engages in Inappropriate Behavior

 
Specific Behaviors of Concern

 
Other Possible Reasons for Problem Behaviors

 
 
16. Facilitating Inclusion
Teacher Preparation

 
Preparing Students With ASD

 
Promoting Understanding

 
Adapting Instruction

 
Adapting Equipment

 
Adapting the Physical Environment

 
Adapting Evaluation Methods

 
Adapting Assignments

 
Adapting Input Methods

 
Adapting Output Methods

 
Modifying Content and Difficulty Levels

 
Promoting Organization

 
One-to-One Instruction

 
Promoting Positive Peer Interactions

 
 
17. Transition Planning for Students With ASD
Strategies to Help With Transitions Between Activities and Settings

 
Transitions Between Grade Levels

 
Transitions Between Schools

 
Transition from High School to Adult Life

 
 
References
 
Index

"Gives general educators the precise information needed to work with children on the autistic spectrum. The range of topics covered makes this book a great resource for professionals looking for an overview of autism spectrum disorders and how to work effectively with this population."

G. Richmond Mancil, Assistant Professor
University of Central Florida

"Teachers in today’s classrooms are faced with the challenge of educating all children. This book provides an easy-to-understand reference for a traditionally misunderstood disability."

Vicki McFarland, Special Education Director
Learning Matters Educational Group

"An excellent guide for any special education collection."

The Bookwatch, July 2008
Midwest Book Review

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Roger Pierangelo

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New... More About Author

George A. Giuliani

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics... More About Author

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