Teaching Children with High level Autism Evidence from Families 1st Edition by Pamela LePage, Susan Courey 0415630827 978-0415630825

Chapter 1 Introduction

What Is This Book About?

Teaching Children With High-Level Autism: A New Population

The Change in Diagnostic Criteria

Interviewing Families

Conclusion

Chapter 2 Autism Basics, Prevalence and Causes

What Is Autism?

Classic Autism

Asperger’s Disorder or Syndrome

Childhood Disintegrative Disorder

Rett’s Disorder or Syndrome

Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

Autism and Demographic Information in the United States

What Causes Autism?

Intellectual Disabilities

Does Autism Go Away?

Chapter 3 Characteristics of Children With Autism

Four Types of Social Interactions of Children with ASD

Characteristics of Children With High-Level Autism

Movements: Stimming

Sensory Issues: Too Bright, Too Loud, Too Crunchy

Obsessions and Fascinations: Should We Support a One-Track Mind?

Motor Skills

Comorbid Disorders

Developmental Stages for Children With Autism

Conclusion

Chapter 4 Profiles of Families

Methods

Research Participants

Interviews

Context of the Area

Introducing Families

Results

Parent Interviews

Early Intervention

Emotional Issues for Children

Instructional Issues

Emotional Issues for Parents

Children

Teachers and Bullying

Friends

Conclusion

Chapter 5 Cognition and Information Processing

Exploring the Myths

Children With Autism and Technology

Technology Geeks?

Parents as Engineers

Do Children With Autism Have Savant Characteristics?

Weak Central Coherence

Memory

Interval Timing: What Is It, and Why Do We Care?

Cognition Style Meant to Explore and Discover?

Brain Imaging

Comparing Boys and Girls

Intelligence Testing

Wisc-III

Stanford-Binet

Raven’s Progressive Matrices

How Can Teachers Use This Unique Cognitive Profile to Improve Instruction?

Conclusion

Chapter 6 Socialization

Social Development

Mind-Blindness and Theory of Mind

Mind-Blindness

Theory of Mind

Social Skills Development

Cognitive Social Interventions: Social Thinking

Play-Based Socialization in Naturalistic Settings

Socialization Groups

Identity Awareness

Autism Awareness

Levels of Participation in Activities

Research on Social Interactions at School

Helping Children Make Friends

Bullying

Building a Community of Parents

Conclusion

Chapter 7 Evidence-Based Practices: Looking at Research Critically

The National Autism Center

Best Practices

Emerging, Unestablished, or Harmful Research

The National Professional Development Center

Interagency Autism Coordinating Committee

Meta-Analysis

Limitations

Problems With Language in Research Literature

Conclusion

Chapter 8 Teaching Methods From Autism’s Past

Applied Behavior Analysis (ABA)

What Is Behaviorism?

Criticisms of Behaviorism

ABA and the Autism Treatment Debate: It’s About the Money

Looking at Five ABA Methods

Lovaas

Discrete Trial Training

Pivotal Response Training (PRT)

Incidental Teaching

The Developmental, Individual Differences, Relationship-Based (DIR) Model/Floortime

Teacch

The Ziggurat Model

Scerts

Conclusion

Chapter 9 Diagnoses, Early Intervention, and Preschool

Diagnostic Overview: Autism, High-Functioning Autism, and Asperger’s Syndrome

Diagnostic Assessments

Red Flags for Autism

Joint Attention, Play, and Therapy

Play Interventions

Therapy for Young Children

Support for Parents After Diagnosis

Later Diagnosis

Helping Parents Be Social

Chapter 10 Elementary School

Development in the Elementary Years

Relationships With Adults

Strengths

Academic Supports

Group Work and Peer Teaching

Visual Supports and Social Stories

Literacy

Anaphoric Expressions

Learning to Use the Computer

Reciprocal Teaching

Recess

Chapter 11 Middle School

Academic Supports

Tools for Organization

Arts-Based Teaching

Physical Education

How Social Knowledge is Tied to Academics

Socializing in Middle School

Resisting the Changes

Unstructured Time

Chapter 12 High School

Differences Between Girls and Boys

Thoughts on Behavior

Helping Teenagers Become Self-Advocates

Finding a Niche

Executive Functioning With Teenagers

Transition Planning

Life as an Adult

Parent

Chapter 13 Teaching Strategies—NOS (Not Otherwise Specified)

Growth Mindset

Advice From Parents

Characteristics of Good Teachers

Teachers Get to Know Them, Accommodate for Them, and Make Learning Fun

Teachers Who Helped Them With Schoolwork

Teachers (and Other Staff) Who Spent the Time Talking and Listening to Them

Teachers Who Were Fair

What Problems Did Parents Have With Teachers and Schools?

Not Good With Children

Inflexible/Not Respectful of Parents

Not Accepting of Differences

Conclusion

Chapter 14 Behavior and Classroom Management

Developing a Strong Foundation for Classroom Management

Providing Quality Instruction

Investing Time at the Beginning of the Year

Developing a Welcoming and Functional Physical Environment

Sensory Issues for Children With Autism

Establishing a Good Communication System

Comment from a Parent

Comments from Teenagers

A Data-Driven Behavior Management Plan

Behavioral Foundations of Classroom Management

Measuring Goals and Objectives

Collecting Behavioral Data

Self-Management and Choice

Developing Community

From Rules to Citizenship

Developing Friends and Interacting With Peers

Communicating With Parents

Chapter 15 Working With Parents

Do Parents of Children With Autism Feel Supported?

Differences Between Mothers and Fathers

Parents’ Experiences Seeking Interventions

Parents’ Depression

Issues of Marriage

Reactions to Children’s Diagnoses

The Problem With Blame

Parents’ Choices

Disclosing Information About Autism

Should Kids With Autism Be Together as Friends?

Teachers’ and Parents’ Assessment of Abilities

Homework Hell

Placing Children

Providing Support

Coping Strategies

Chapter 16 Conclusion

Supports Children With High-Level Autism Need to Succeed

A Four-Pronged Approach

Social Supports Organized Around a Developmental Process

Parents’ Pride in Their Children

Believing Their Child Will Succeed: Seeing No Limits

Ability to Talk About Feelings

Being a Good Citizen

Doing Well in Spite of Challenges

Being Competent and Impressive/Role Models

Index