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An important component of Division TEACCH's mandate from the Department of Psychiatry of the University of North Carolina School of Medicine and the North Carolina State Legislature is to conduct research aimed toward improving the understanding of developmental disabilities such as autism and to train the professionals who will be needed to work with this challenging population. An important mechanism to help meet these goals is our annual conference on topics of special importance for the understanding and treatment of autism and related disorders. As with the preceding books in this series entitled Current Issues in Autism, this most recent volume is based on one of these conferences. The books are not, however, simply published proceedings of conference papers. Instead, cer tain conference participants were asked to develop chapters around their pres entations, and other national and intemational experts whose work is beyond the scope of the conference but related to the conference theme were asked to contribute manuscripts as weil. These volumes are intended to provide the most current knowledge and professional practice available to us at this time.
"Peer supports really work: They help all students learn, make the most of teacher and paraprofessional time, and foster important social connections among students. This is the concise, practical guide every middle and high school needs to implement peer support strategies - including cooperative learning and peer tutoring - to benefit students with moderate to severe disabilities and their peers." "Filled with photocopiable planning, implementation, and evaluation tools, this must-have guide will help educators and paraprofessionals create schools where all students - with and without disabilities - achieve academic and social success."--BOOK JACKET.
The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.
This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual children’s strengths and deficits. Topics featured in this book include: Naturalistic Teaching Strategies (NaTS) for developing play and social skills. Teaching play and social skills with video modeling. Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. Visual Activity Schedules and Scripts. Parent-implemented play and social skills intervention. Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.
This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.
This workbook expands upon the authors? Teaching Children with Autism to Mind-Read: A Practical Guide to present the most effective approaches, strategies, and practical guidelines to help alleviate social and communication problems in individuals with Autism Spectrum Disorders (ASD). Complements the best-selling Teaching Children with Autism to Mind-Read: A Practical Guide for use in practical settings Answers the need for more training of professionals in early interventions for children assessed with ASD called for by the National Plan for Autism Written by a team of experts in the field Covers issues such as how to interpret facial expressions; how to recognize feelings of anger, sadness, fear and happiness; how to perceive how feelings are affected by what happens and what is expected to happen; how to see things from another person?s perspective; and how to understand another person?s knowledge and beliefs
Autism spectrum disorder has received increasing research in recent years, with more information on assessment and treatment than can be readily assimilated from primary literature by clinicians. Clinical Assessment and Intervention for Autism Spectrum Disorders summarizes evidence-based assessments and intervention for Autism across the life-span, providing clinicians with a practical overview of how best to assess and treat this disorder. The book begins with a discussion of what warrants a determination of being "evidence based" and a description of the disorder from a life span perspective. The book also provides a chapter on differential diagnosis of autism relative to other disorders. What follows are separate sections on assessment and intervention. These chapters discuss first how to assess and then separately how to treat behavioral problems, communication and social skills issues, academic and vocational skills, and the use of pharmacology and an assessment of possible pharmacological effects. Intended for practitioners assessing and treating children with developmental delays, the book provides clinicians with best practices for assessing and treating delays associated with autism. - Covers the full range of Autism Spectrum Disorders - Covers the lifespan - Focuses on evidence-based assessment and treatment
One succinct yet thorough resource for administrators who work with children birth-five with social competence difficulties.
Le document porte sur les interactions sociales que doivent développer les enfants ayant des incapacités pour se faire des amis et créer des liens sociaux avec leurs pairs.