LEADER 05645nam 2200769Ia 450 001 9910968668703321 005 20200520144314.0 010 $a9786612557842 010 $a9781282557840 010 $a128255784X 010 $a9781606236710 010 $a1606236717 010 $a9781606236727 010 $a1606236725 035 $a(CKB)2670000000019251 035 $a(EBL)533874 035 $a(OCoLC)630543554 035 $a(SSID)ssj0000419583 035 $a(PQKBManifestationID)12191611 035 $a(PQKBTitleCode)TC0000419583 035 $a(PQKBWorkID)10385080 035 $a(PQKB)10702801 035 $a(MiAaPQ)EBC533874 035 $a(Au-PeEL)EBL533874 035 $a(CaPaEBR)ebr10389910 035 $a(CaONFJC)MIL255784 035 $a(OCoLC)642206124 035 $a(Perlego)4410537 035 $a(EXLCZ)992670000000019251 100 $a20100226d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHigh-functioning autism/Asperger syndrome in schools $eassessment and intervention /$fFrank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan 205 $a1st ed. 210 $aNew York $cGuilford Press$dc2010 215 $a1 online resource (276 p.) 225 1 $aThe Guilford practical intervention in the schools series 300 $aDescription based upon print version of record. 311 08$a9781606236703 311 08$a1606236709 320 $aIncludes bibliographical references and index. 327 $aCover; 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 Abilities 327 $aAssociated 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 Stakeholders 327 $aOther 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 Skills 327 $aTraditional 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; Overview 327 $aEffective 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 Groups 327 $aPeer-Mediated Approaches 330 $a Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large 410 0$aGuilford practical intervention in the schools series. 606 $aAutism spectrum disorders 606 $aAutistic children$xEducation$zUnited States 615 0$aAutism spectrum disorders. 615 0$aAutistic children$xEducation 676 $a371.94 700 $aSansosti$b Frank J$01803720 701 $aCowan$b Richard J$065417 701 $aPowell-Smith$b Kelly A$01803721 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968668703321 996 $aHigh-functioning autism$94351387 997 $aUNINA LEADER 01999nim 2200469Ka 450 001 9910164194703321 005 20250327100014.8 010 $a9781515994442 010 $a1515994449 035 $a(CKB)3710000001057727 035 $a(BIP)060409575 035 $a(ODN)ODN0003157854 035 $a(EXLCZ)993710000001057727 100 $a20170317d2017 uy 1 101 0 $aeng 135 $auruna---||||| 181 $cspw$2rdacontent 182 $cs$2rdamedia 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCarpet diem $eOr...how to save the world by accident. /$fJustin Lee Anderson 205 $aUnabridged. 210 $aOld Saybrook $cTantor Media$d2017 215 $a1 online resource (10 audio files) $cdigital 300 $aUnabridged. 330 $aFifteen years after losing most of his family to a devastating, pudding-related tragedy, Simon Debovar has settled into a life of self-imposed exile from the stinking, selfish morass of humanity. 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