Drawing on current research and evidence-based practice, this authoritative guide helps practitioners develop and implement educational programs for young children on the autism spectrum.
Drawing on current research and evidence-based practice, this authoritative guide helps practitioners develop and implement educational programs for young children on the autism spectrum.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.
Inhaltsangabe
Acknowledgments About the Authors 1. Classification of Autism in Young Children 2. Early Detection and Medical Classification 3. Educational Eligibility 4. Writing Effective Educational Goals 5. Essential Components of Educational Programs 6. Designing and Evaluating Instruction Based on Student Skills and Responses 7. Evidence-Based Strategies for Teaching Children with Autism Spectrum Disorders: Skill Acquisition and Fluency 8. Evidence-based Strategies for Maintenance, Generalization, and Self-management 9. Evidence-based Practices for Communication Skill Acquisition 10. Evidence-based Practices for Social Skill Acquisition 11. Designing Instruction and Supports to Prevent and Decrease Problem Behavior 12. Maximizing Implementation of Evidence-Based Strategies in the Classroom Master List of Acronyms NASP References Index
Acknowledgments About the Authors 1. Classification of Autism in Young Children 2. Early Detection and Medical Classification 3. Educational Eligibility 4. Writing Effective Educational Goals 5. Essential Components of Educational Programs 6. Designing and Evaluating Instruction Based on Student Skills and Responses 7. Evidence-Based Strategies for Teaching Children with Autism Spectrum Disorders: Skill Acquisition and Fluency 8. Evidence-based Strategies for Maintenance, Generalization, and Self-management 9. Evidence-based Practices for Communication Skill Acquisition 10. Evidence-based Practices for Social Skill Acquisition 11. Designing Instruction and Supports to Prevent and Decrease Problem Behavior 12. Maximizing Implementation of Evidence-Based Strategies in the Classroom Master List of Acronyms NASP References Index
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