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This handbook offers a comprehensive examination of wide-ranging issues relevant to adults diagnosed with autism spectrum disorder. Coverage includes a detailed review of such issues as psychiatric comorbidity, family relationships, education, living in different settings (e.g., group homes, community), meaningful and effective interventions, functional goals (e.g., social, language, vocational, and adaptive behaviors), and curriculum. In addition the book provides unique perspectives of parents as well as individuals diagnosed with autism spectrum disorder who have reached adulthood. Key areas of coverage include: Transitioning adults diagnosed with autism spectrum disorder from educational settings to vocational settings. Strategies that can help create independence for adults diagnosed with autism spectrum disorder. Effective approaches to address issues relating to sexuality for adults diagnosed with autism spectrum disorder. The effectiveness of early intensive behavioral intervention to help adults diagnosed with autism spectrum disorder. Handbook of Quality of Life for Individuals with Autism Spectrum Disorder is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and related professionals in clinical child and school psychology, social work, behavioral therapy and related disciplines, including clinical medicine, clinical nursing, counseling, speech and language pathology, and special education.
College life is particularly stressful for students with Asperger Syndrome. This much needed guide provides information to help these students prepare successfully for study, interact with staff and fellow students, cope with expectations and pressures, and understand their academic and domestic responsibilities.
Similar to a handbook in its comprehensive description of current theory and research, this interdisciplinary text shows how the existing knowledge base can explore promising new possibilities related to the field's many unanswered questions.
Rev. ed. of: Counseling adults in transition / Nancy K. Schlossberg, Elinor B. Waters, Jane Goodman.
This book brings a refreshing perspective to preparing students with disabilities and their families for all aspects of independent life. Many of the transitions experienced by younger children set the stage for future changes, yet do not receive the attention they deserve in the literature. This publication offers a strengths-based approach that includes philosophical perspectives and evidence-based practices to assist this vulnerable population with lifespan changes and challenges. Each chapter addresses transitional needs and their assessment, and relevant interventions from the perspectives of an application to schools, families and communities. Multicultural perspectives are integral to all these chapters. The book covers transition from: - home to early childhood education - early childhood education to primary school - primary school to secondary school - primary school to special settings - juvenile justice settings back into the community - school to work - school to further education or training - post-school settings to retirement. Lifespan Transitions and Disability: A holistic perspective is a necessary companion for postgraduate education students and researchers who have an interest in exploring the nature and context of special and inclusive education today.
Building and supporting effective special education programs School leaders and special educators are expected to be experts on all levels and types of special education law and services, types of disability, and aspects of academic and functional programming. With the increasing demands of the job and the ever-changing legal and educational climate, many administrators and teachers are overwhelmed, and few feel adequately prepared to meet the demands. Trends and Legal Issues in Special Education helps you build and support timely, legally sound, and effective special education services and programs. Readers will find: the most up-to-date information on how to effectively implement special education programs, processes, and procedures examination of a wide variety of issues, from developing and implementing individual education programs (IEPs) that confer a free appropriate public education, Section 504, least restrictive environment (LRE), and successfully collaborating with parents, to issues regarding accountability, staffing, bullying, early childhood special education, multi-tiered systems of support (MTSS), evidence-based practices, transition, discipline, and the school-to-prison pipeline extensive references and resources Written as a comprehensive reference for all who work with students with disabilities, this book offers the most up-to-date research and field-tested strategies from a range of experts that special education professionals can confidently and immediately apply.
Smart kids with autism spectrum disorders need specific interventions to find success in school and beyond. Featuring a foreword by Temple Grandin, School Success for Kids With High-Functioning Autism shares practical advice for implementing strategies proven to be effective in school for dealing with the“Big 10” obstacles, including social interactions, inflexibility, behavior issues, attention and organization, homework, and more. Based on the new criteria in the DSM-5, School Success for Kids With High-Functioning Autism also describes how autism spectrum disorder (ASD) and social communication disorders (SCD) will now identify the students formerly identified as having Asperger's syndrome, Nonverbal Learning Disorder, high-functioning autism, or PDD-NOS. Relying on the latest research, and presenting it in easy-to-understand and practical language, the authors identify how the key components of ASD and SCD will appear to parents and professionals and what steps should be taken once these signs are evident. This book is sure to help any parent or teacher wanting to see their smart kids with autism succeed!
This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognitive disabilities but are applicable to all students with or without disabilities. The authors research each model and have applied their own theoretical framework to special education, ensuring that interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students. By reading this text, the reader will gain a solid, theoretically based foundation in understanding the self-determination construct which ultimately supports the development of instructional interventions that enable students with disabilities to become self-determined. It will be useful as a text in upper undergraduate and graduate courses in special education, psychology, social work/welfare, general education, vocational rehabilitation and disability studies.