High-Functioning Autism/Asperger Syndrome in Schools
Assessment and Intervention
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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-size format with lay-flat binding to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets.
This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Table of Contents
1. Introduction: What Is High-Functioning Autism/Asperger Syndrome?
2. Areas of Impairment
3. Consultation and Collaboration Efforts
4. Conducting a Comprehensive Assessment
5. Improving Academic Skills
6. Providing Behavioral Supports
7. Enhancing Social Skills
8. Using the Individualized Education Program as a Vehicle for Problem-Solving Service Delivery
9. Collecting Data, Evaluating Outcomes, and Ensuring Success
Appendix. Reproducible Forms
"This indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies."--Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South Florida
"This comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams."--Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders"A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation."--Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York"This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners."--William R. Jenson, PhD, Department of Educational Psychology, University of Utah"Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity."--Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio