Educational Interventions for Students with Autism

Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.

To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include:

• how autism affects student learning,
• autism and its impact on schools,
• a teacher's view of autism and the classroom,
• best practices and challenges of working with students with ASD in the classroom,
• working with high-functioning autism (HFA) in schools,
• successful community-school partnerships,
• options for teacher training, and more.

Table of Contents

Acknowledgments ix

About the Editors xi

About The Mind Institute xiii

About the Contributors xv

Foreword by Leonard Abbeduto xxiii

PART ONE The Educational Needs of Children with Autism 1

• ONE Effects of Autism on Social Learning and Social Attention 3 - Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyre
• TWO Evidence-Based Instructional Interventions 35 - Wendy Machalicek
• PART ONE Summary and Synthesis 55

PART TWO Educational Best Practices and Interventions for Children with Autism 59

• THREE Educational Interventions for Children with Autism Spectrum Disorders 61 - Marianne L. Barton and Deborah Fein
• FOUR Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities 87 - Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and Brittany L. Koegel
• FIVE Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching 107 - Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, and Sarah R. Reed
• SIX Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model 131 - Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and Kate Szidon
• SEVEN Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism 155 - Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor
• PART TWO Summary and Synthesis 177

PART THREE The Roles of School Staff, Administrators, and Families 181

• EIGHT The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders 183 - Cynthia M. Herr
• NINE Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders 207 - Brooke Ingersoll and Allison Wainer
• PART THREE Summary and Synthesis 225

Appendix: Questions for Discussion 229

Notes 235

References 253

Index 293

The UC Davis MIND Institute Autism for Educators Series