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Students with Autism Spectrum Disorders: Effective Instructional Practices
L. Juane Heflin and Donna Fiorino Alaimo
Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with Autism Spectrum Disorders.
Students with Autism Spectrum Disorders: Effective Instructional Practices provides a systematic approach to addressing research-based content and specific instructional strategies for beginning and experienced teachers.
Readers will follow Ms. Harris, a novice educator working with students with Autism Spectrum Disorders, throughout the book as she develops her own skills in becoming an effective teacher.
Students with Autism Spectrum Disorders: Effective Instructional Practices also addresses:
- Identifying and determining eligibility of students with Autism Spectrum Disorders.
- Collaborating with families and professionals to develop effective programs that encourage communication and social competence.
- Developing instructional contexts to address the unique learning needs of students who have Autism Spectrum Disorders by differentiating instruction in the content areas, addressing challenges in non-academic activities, and carefully tailoring supplemental learning opportunities such as homework and summer school.
- Using Applied Behavior Analysis and developing Positive Behavior Support plans for instruction and addressing challenging behavior.
To view the website that accompanies this text, please go to http://www.prenhall.com/heflin
Table of contents
Chapter 1 Identifying and Describing Individuals with Autism Spectrum Disorders
Chapter 2 Historical Perspective and Etiology of Autism Spectrum Disorders
Chapter 3 Collaborating to Develop Effective Programs
Chapter 4 Creating Contexts for Instruction
Chapter 5 Accommodating Sensory Issues
Chapter 6 Using Applied Behavior Analytic Instructional Strategies
Chapter 7 Programming for Challenging Behavior
Chapter 8 Encouraging Communication and Verbal Behavior
Chapter 9 Enhancing Socialization and Social Competence
Chapter 10 Promoting Academic Skill Acquisition
Chapter 11 Organizing Instructional Opportunities in Non-Academic Environments
Epilogue What Ms. Harris Learned
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