05645nam 2200769Ia 450 991096866870332120200520144314.097866125578429781282557840128255784X9781606236710160623671797816062367271606236725(CKB)2670000000019251(EBL)533874(OCoLC)630543554(SSID)ssj0000419583(PQKBManifestationID)12191611(PQKBTitleCode)TC0000419583(PQKBWorkID)10385080(PQKB)10702801(MiAaPQ)EBC533874(Au-PeEL)EBL533874(CaPaEBR)ebr10389910(CaONFJC)MIL255784(OCoLC)642206124(Perlego)4410537(EXLCZ)99267000000001925120100226d2010 uy 0engur|n|---|||||txtccrHigh-functioning autism/Asperger syndrome in schools assessment and intervention /Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan1st ed.New York Guilford Pressc20101 online resource (276 p.)The Guilford practical intervention in the schools seriesDescription based upon print version of record.9781606236703 1606236709 Includes bibliographical references and index.Cover; Copyright Page; Dedication; About the Authors; Preface; Contents; 1. Introduction: What Is High- Functioning Autism/Asperger Syndrome?; Diagnostic Definitions/Issues; Contemporary Conceptualization of HFA/AS; Developmental Course; Preschool Years; Elementary School; Middle/High School; Long-Term Outcomes; Prevalence; Epidemiology; Educational Placement and Service Delivery Trends; Looking Ahead; 2. Areas of Impairment; Overview; Core Areas of Impairment; Social Interactions; Behavioral Rigidity and Circumscribed Interests; Language and Communication AbilitiesAssociated Areas of ImpairmentResponses to Sensory Stimuli; Academic Performance Difficulties; Sleep Disturbances; Motor Abilities; Anxiety and Depression; Theoretical Frameworks for Understanding Areas of Impairment; Theory of Mind; Executive Functioning; Central Coherence; Conclusion; 3. Consultation and Collaboration Efforts; Overview; The Ecological Model of School-Based Services; The Roles of Parents and Other Key Stakeholders; Parents as Primary Stakeholders; Educators and Student Support Services Personnel as Key StakeholdersOther Health Professionals and Community-Based Providers as Key StakeholdersCollaborative Problem Solving as a Foundation for Effective Practice; Conjoint Behavioral Consultation; Conjoint Needs Identification; Conjoint Needs Analysis; Plan Implementation; Conjoint Plan Evaluation; CBC Case Study: Alex; Conclusion; 4. Conducting a Comprehensive Assessment; Overview; Traditional School-Based Assessment; Assessing Intellectual Functioning; Issues in Intellectual Assessment; Considerations in Selecting a Cognitive Measure; Measures of Intellectual Functioning; Assessing Academic SkillsTraditional Academic MeasuresCurriculum-Based Assessment; Assessing Adaptive Behavior; Assessing Diagnostic Characteristics of HFA/AS; Assessing Behavioral Skills; Functional Behavioral Assessment; Assessing Social Skills; Interviews; Observations; Rating Scales; Assessing Emotional Difficulties; Conclusion; 5. Improving Academic Skills; Overview; General Strategies; Task Presentation; Teacher Communication; Priming; Assignments; Homework and Study Skills; Specific Strategies; Reading Support; Writing Support; Math Support; Conclusion; 6. Providing Behavioral Supports; OverviewEffective Behavioral SupportPreventative Approaches; Environmental Modifications; Choice and Preference; Visual Supports; Direct Intervention Strategies; Teaching Replacement Behaviors; Providing Contingent Positive Reinforcement; Contingency Agreements and Behavioral Contracts; Token Economies; Self-Management; Conclusion; 7. Enhancing Social Skills; Overview; Programming for Social Skills in Schools; Schoolwide (Primary) Approaches; Schoolwide Positive Behavior Support; Character Education; Large-Group Social Skills Instruction; Small-Group (Secondary) Approaches; Social Skills GroupsPeer-Mediated Approaches Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a largeGuilford practical intervention in the schools series.Autism spectrum disordersAutistic childrenEducationUnited StatesAutism spectrum disorders.Autistic childrenEducation371.94Sansosti Frank J1803720Cowan Richard J65417Powell-Smith Kelly A1803721MiAaPQMiAaPQMiAaPQBOOK9910968668703321High-functioning autism4351387UNINA