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Educational Interventions for Students with Autism offerseducators a vital resource for understanding and working withautistic students. Written by nationally acclaimed experts in thefield and published in collaboration with the world-renowned UCDavis M.I.N.D. Institute, the book aims to deepen educators'appreciation of the challenges surrounding autism in a classroomsetting and the current best practices in education for autism. To best meet the practical needs of teachers, schooladministrators, and parents, the book includes integrativesummaries throughout, with recommendations for…mehr
Educational Interventions for Students with Autism offerseducators a vital resource for understanding and working withautistic students. Written by nationally acclaimed experts in thefield and published in collaboration with the world-renowned UCDavis M.I.N.D. Institute, the book aims to deepen educators'appreciation of the challenges surrounding autism in a classroomsetting and the current best practices in education for autism. To best meet the practical needs of teachers, schooladministrators, and parents, the book includes integrativesummaries throughout, with recommendations for real-world classroomuse. Topics covered include: how autism affects student learning,autism and its impact on schools, a teacher's view of autism andthe classroom, best practices and challenges of working withstudents with ASD in the classroom,working with high-functioningautism (HFA) in schools, successful community-school partnerships,options for teacher training, and more.
Peter Mundy, Ph.D., is the Lisa Capps Professor ofNeurodevelopmental Disorders and Education at UC Davis and Directorof Educational Research at the UC Davis M.I.N.D. Institute. Adevelopmental and clinical psychologist, Mundy has been working ondefining the nature of autism for the past 30 years. Ann M. Mastergeorge, Ph.D., is a developmental and educationalpsychologist who has been working in the area of education anddevelopmental disabilities for the past 20 years. She is currentlyan investigator on the Autism Phenome Project at the M.I.N.D.Institute studying the behavioral phenotypes of autism.
Inhaltsangabe
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 Autism1 ONE Effects of Autism on Social Learning and Social Attention3 Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyre TWO Evidence-Based Instructional Interventions35 Wendy Machalicek PART ONE Summary and Synthesis 55 PART TWO Educational Best Practices and Interventionsfor Children with Autism 59 THREE Educational Interventions for Children with AutismSpectrum Disorders 61 Marianne L. Barton and Deborah Fein FOUR Improving Educational Interventions for School-Age Childrenwith Autism Without Intellectual Disabilities 87 Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and BrittanyL. Koegel F I V E Translating Evidence-Based Practices from the Laboratoryto Schools: Classroom Pivotal Response Teaching 107 Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, andSarah R. Reed S I X Facilitating the Use of Evidence-Based Practices inClassrooms: The National Professional Development Center Model131 Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and KateSzidon SEVEN Technology for Staff Training, Collaboration, andSupervision in School-Based Programs for Children with Autism155 Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor P A R T TWO Summary and Synthesis 177 P A R T T H R E E The Roles of School Staff,Administrators, and Families 181 EIGHT The Role of School Administrators in Working with Childrenand Families Affected by Autism Spectrum Disorders 183 Cynthia M. Herr N INE Incorporating Parent Training into School Curricula forChildren with Autism Spectrum Disorders 207 Brooke Ingersoll and Allison Wainer PART T H R E E Summary and Synthesis225 Appendix: Questions for Discussion 229 Notes 235 References 253 Index 293 The UC Davis MIND Institute Autism for Educators Series
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 Autism1 ONE Effects of Autism on Social Learning and Social Attention3 Peter Mundy, Ann M. Mastergeorge, and Nancy S. McIntyre TWO Evidence-Based Instructional Interventions35 Wendy Machalicek PART ONE Summary and Synthesis 55 PART TWO Educational Best Practices and Interventionsfor Children with Autism 59 THREE Educational Interventions for Children with AutismSpectrum Disorders 61 Marianne L. Barton and Deborah Fein FOUR Improving Educational Interventions for School-Age Childrenwith Autism Without Intellectual Disabilities 87 Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and BrittanyL. Koegel F I V E Translating Evidence-Based Practices from the Laboratoryto Schools: Classroom Pivotal Response Teaching 107 Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, andSarah R. Reed S I X Facilitating the Use of Evidence-Based Practices inClassrooms: The National Professional Development Center Model131 Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and KateSzidon SEVEN Technology for Staff Training, Collaboration, andSupervision in School-Based Programs for Children with Autism155 Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor P A R T TWO Summary and Synthesis 177 P A R T T H R E E The Roles of School Staff,Administrators, and Families 181 EIGHT The Role of School Administrators in Working with Childrenand Families Affected by Autism Spectrum Disorders 183 Cynthia M. Herr N INE Incorporating Parent Training into School Curricula forChildren with Autism Spectrum Disorders 207 Brooke Ingersoll and Allison Wainer PART T H R E E Summary and Synthesis225 Appendix: Questions for Discussion 229 Notes 235 References 253 Index 293 The UC Davis MIND Institute Autism for Educators Series
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