1st Edition

School-Based Consultation and Students with Autism Spectrum Disorder





ISBN 9781138238909
Published August 10, 2020 by Routledge
280 Pages 3 B/W Illustrations

USD $48.95

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Book Description

School-Based Consultation and Students with Autism Spectrum Disorder examines the preventive and remedial powers of consultation for indirectly supporting the needs of youth with Autism Spectrum Disorder (ASD), through collaborating with their parents and educators. Given the unprecedented numbers of students with ASD in schools, and the variety of evidence-based interventions currently available, consultation helps ensure appropriate service delivery across the range of student functioning. Focusing on foundational knowledge and skills that school consultants need to incorporate ASD service delivery into their research and practice, this text addresses consistent and effective service delivery for students with ASD to optimize their positive academic, behavioral, adaptive, and social communicative outcomes. Highlighting relevant cross-cultural research throughout its chapters, the book concludes with a section on future directions in the field that includes areas for improvement in meeting the needs of diverse students, families, and schools.

Table of Contents

List of Illustrations
Preface
A Note on Language
Aknowledgements
List of Acronyms

Part I: The Intersection of Consultation and ASD 

1. Issues and Trends in School-Based Consultation 

2. Needs of Students with Autism Spectrum Disorder

3. Evidence-Based Interventions for Autism Spectrum Disorder 

Part II: Consultation Models

4. Supporting Teacher-Led ASD Interventions: Problem-Solving Consultation

5. Family-School Partnerships and Conjoint Behavioral Consultation: Working with Families S. Andrew Garbacz and Elizabeth L. W. McKenney

Consultee-Centered Consultation Approaches for Students with Autism Spectrum Disorder

Part III: Community and Systems Collaboration

7. Collaborating with Other Professionals 

8. Systems Level Collaboration Lindsay M. Fallon, Sarah A. Fefer, and Elizabeth L. W. McKenney

Part IV: Future Directions 

9. Future Directions 

...
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Author(s)

Biography

Elizabeth L. W. McKenney is Associate Professor of Clinical Child and School Psychology at Southern Illinois University Edwardsville, USA.

Reviews

"School-Based Consultation and Students with Autism Spectrum Disorder is an incredible resource for school-based consultants working with students with Autism Spectrum Disorder. McKenney initially provides readers with a guide to recent developments in both diagnostic and related features of autism spectrum disorder (ASD) and state of the art intervention to address frequently identified target behaviors. These chapters provide readers with an abundance of knowledge and tools, enabling them to improve services delivered to individuals with ASD. A rich and practical integration of ASD and contemporary consultation models follows—a truly unique and critical contribution to the literature. Of particular note is the guide to collaboration with other professionals, which outlines effective strategies for extending a continuum of care for individuals with ASD. Overall, this book represent integral and timely knowledge that will surely be impactful for all school-based consultants."

—Keith Radley, PhD, BCBA-D, NCSP, Associate Professor of School Psychology, University of Utah

"This comprehensive manuscript on school-based consultation to support students with ASD is timely and useful!  From diagnosis and clinical needs to provider training and implementation supports, you will find clear descriptions of the research evidence and practical suggestions for daily practice."

—Jessica Suhrheinrich, PhD, Associate Professor of Special Education, San Diego State University

"Of all the school-based resources available on services for children with Autism Spectrum Disorder, this book is among the best! McKenney has done an exemplary job outlining issues and needs, and delving into evidence-based interventions that support students by working effectively with teachers, families, schools, and other providers. Its comprehensive and highly accessible approach presents contemporary information necessary to strengthen systems around students. This truly unique source will surely result in improved outcomes for students with ASD. I only wish there were similar books for the many other challenges facing families, educators, and providers who are responsible for ensuring that all students have access to research-based practices, and for doing what is best for kids!"

—Susan Sheridan, PhD, George Holmes University Professor and Willa Cather Emeritus Professor of Educational Psychology, Nebraska Center for Research on Children, Youth, Families and Schools