LEADER 05220nam 22006614a 450 001 9910455692903321 005 20200520144314.0 010 $a1-283-90452-7 010 $a1-4175-0461-7 010 $a1-84642-399-6 035 $a(CKB)111087028268030 035 $a(EBL)290816 035 $a(OCoLC)60779316 035 $a(SSID)ssj0000158775 035 $a(PQKBManifestationID)11946926 035 $a(PQKBTitleCode)TC0000158775 035 $a(PQKBWorkID)10150110 035 $a(PQKB)11528502 035 $a(MiAaPQ)EBC290816 035 $a(Au-PeEL)EBL290816 035 $a(CaPaEBR)ebr10064490 035 $a(CaONFJC)MIL421702 035 $a(EXLCZ)99111087028268030 100 $a20030108d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFrom goals to data and back again$b[electronic resource] $eadding backbone to developmental intervention for children with autism /$fJill Fain Lehman and Rebecca Klaw 210 $aLondon ;$aNew York $cJessica Kingsley Publishers$dc2003 215 $a1 online resource (420 p.) 300 $aDescription based upon print version of record. 311 $a1-84310-753-8 327 $aFrom Goals to Data and Back Again; Contents; List of Exercises; List of Figures and Tables; Acknowledgments; 1. Why We Wrote This Book; The Big Picture; How to use this book; 2. Identifying Goals; Attention and basic social relatedness; Imitation; Affect; Self-regulation; Play; Social play; Pretend play; Drawing; Communication; Eye gaze; Receptive communication (understanding language); Expressive communication: body language and affect; Expressive communication: the use of symbols; Conversational skills/pragmatics; Sensory issues; Restricted interests and perseverative behaviors 327 $aConcept developmentIncreasing awareness of others; Social skills with peers; Respecting social norms; School and camp skills; Leisure; Things to remember; 3. Writing Measurable Goals; Change in the child and change in the goals; Phase 1: Emergence; Phase 2: Consistency; Phase 3: Extension; Writing goals that can be measured; Ways of recording increasing or decreasing frequency; Using quantitative scales; Using a qualitative scale; Ways of recording increasing or decreasing duration; Ways of recording an increasing range of behavior; Ways of recording a decreasing prompt level 327 $aConsidering goal-independent factorsThings to remember; 4. Collecting the Data; Data questions; Formatting the data sheet; Frequency of data collection; Special suggestions for teachers; Monitoring goal-independent factors; Things to remember; 5. Putting It All Together - Joey, Tyler, and Mai Lin; Joey; Tyler; Mai Lin; Things to remember; 6. From Data Collection to Data Analysis; Types of data; Translating words to numbers to create raw data; Transferring the raw data to spreadsheets; Keeping in mind what the numbers really mean; First impressions: numbers versus pictures 327 $aCreating simple line graphsReal data is not pretty; Things to remember; 7. Detecting Change - The Mean; Patterns of change; Computing the mean; Evaluating change using mean values; Step 1: Dividing the data for the goal; Step 2: Computing the means and charting bar graphs; Step 3: Comparing the means; Things to remember; 8. Measuring Reliability - The Standard Deviation; Distance as a measure of representation; Computing graphing the standard deviation; Evaluating change using mean and standard deviation; Computing the comparison of means statistic; Things to remember 327 $a9. Exceptions That Prove the Rule - Factor DataIdentifying an outlier in the data set; Predicting sub-patterns of behavior from factors; Correlation is not cause; Translating factor data to numbers and computing correlation; Negative correlation; You get what you ask for; Data analysis, revisited; Things to remember; 10. Coming Full Circle - Joey, Tyler, and Mai Lin; Joey; Tyler; Mai Lin; Things to remember; 11. Conclusions; Appendix A Basic Intervention Goals for Children with Autism; Attention and basic social relatedness; Imitation; Affect; Self-regulation; Play 327 $aIncreasing the play repertoire 330 $aThe authors argue that theory must be combined with data for it to be used effectively in developmental intervention. Aimed at professionals and parents, the authors explain how to write basic developmental goals, how to collect data and analyse it and how to use the results of analysis to inform the next round of intervention decisions. 606 $aAutism in children$xTreatment 606 $aAutism in children 606 $aChildren with disabilities$xRehabilitation 608 $aElectronic books. 615 0$aAutism in children$xTreatment. 615 0$aAutism in children. 615 0$aChildren with disabilities$xRehabilitation. 676 $a618.92/898206 700 $aLehman$b Jill Fain$01045106 701 $aKlaw$b Rebecca$f1952-$01045107 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455692903321 996 $aFrom goals to data and back again$92471109 997 $aUNINA