An indispensable resource for K–12 educators and autism specialists, this highly practical book shows how to include students with autism spectrum disorders (ASD) in general education settings. Tristram Smith and his associates present a research-based, step-by-step process for assessing students at a range of skill levels, planning and implementing successful inclusion programs, and working as a team with other professionals and with parents. The book is packed with specific strategies for helping students with ASD follow the daily routine, learn from the general education curriculum, interact with peers, and overcome problem behavior. In a large-size format for easy photocopying, it features dozens of reproducible worksheets and forms .
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"This is a very useful book! It is full of examples of specific activities and strategies for educating children and adolescents of all ages who have symptoms of varying severity. It is written with clarity and ease of access. The book is quite a treasure for launching new teachers into their classroom careers; will also be useful for experienced teachers who need to update their skills to be effective with learners with autism spectrum disorders (ASD); and for school psychologists."
-Sandra L. Harris, PhD, Board of Governors Distinguished Service Professor Emerita, Rutgers, The State University of New Jersey
"More and more learners with ASD are being placed in general education settings, and there is a real need for practical resources to help educators meet these students' needs. This comprehensive, clearly written book provides a foundation for designing and implementing high-quality, evidence-based instruction. Both special and general educators will find much of value here. Instructors who teach courses on inclusion of students with ASD will find this book to be an excellent option for their classes."
-Richard L. Simpson, EdD, Department of Special Education, University of Kansas
"This book should be on the desk of every teacher and special educator working with children with ASD. The book gives concrete information on how to use evidence-based procedures in general education. It is comprehensive, highly readable, and filled with useful examples and worksheets."
-Svein Eikeseth, PhD, Founder and Clinical Director, NOVA Institute for Children with Developmental Disorders, Norway
I. General Considerations
1. Autism Spectrum Disorders
2. Evidence-Based Interventions and Supported Inclusion of Students with ASD
3. Evaluating the Student, Caroline I. Magyar, Vincent Pandolfi, and Robin Bender
4. Planning Data Collection and Monitoring Progress, Daniel W. Mruzek
5. Team Building and Training, Christine Peterson
6. Preparing the Student: Transition from Special Education to Inclusive Settings, Dennis Mozingo and Mae Barker
7. Adapting the Daily Routine
8. Individualizing the General Education Curriculum
9. Individual Instruction, Part 1: Teaching Approaches, Daniel W. Mruzek, Laura Silverman, and Betsy Varghese
10. Individual Instruction, Part 2: Examples and Teaching Programs
11. Peer Interaction, Tasha C. Geiger
12. Problem Behavior, Deborah A. Napolitano and David B. McAdam
13. Sustaining Inclusion: Systems Change, Christine M. Burns and Linda L. Matons
About the Editor:
Tristram Smith , PhD, is Associate Professor of Pediatrics at the University of Rochester Medical Center (URMC), where he leads federally funded studies comparing the efficacy of different interventions for children with autism spectrum disorders (ASD). He is also a clinician in URMC's Community Consultation Program, serving students with ASD and other intellectual disabilities in public schools and other agencies. Dr. Smith's commitment to the study and treatment of ASD began in 1982, when he had the opportunity to volunteer as a "buddy" for an adult with autism who lived near his college. This experience inspired him to apply to graduate school at the University of California, Los Angeles, where he studied clinical psychology and worked as a therapist and researcher with O. Ivar Lovaas, PhD, in the UCLA Young Autism Project. Before moving to Rochester in 2000, Dr. Smith directed clinics for children with ASD and their families in the states of California, Iowa, and Washington. He has authored or coauthored several of the most widely cited studies on treatment outcomes for children with ASD.
Mae Barker, PhD, Center for Autism and Related Disabilities, University of Florida College of Medicine, Jacksonville, Florida
Robin Bender, LMSW, Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York
Christine M. Burns, MEd, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Tasha C. Geiger, LP, PhD, Bluegrass Regional Mental Health–Mental Retardation Board, Lexington, Kentucky
Caroline I. Magyar, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Linda L. Matons, MA, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
David B. McAdam, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Dennis Mozingo, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Daniel W. Mruzek, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Deborah A. Napolitano, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Vincent Pandolfi, PhD, Department of School Psychology, Rochester Institute of Technology, Rochester, New York
Christine Peterson, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Laura Silverman, PhD, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
Betsy Varghese, MD, Department of Neurology, State University of New York Upstate Medical University, Syracuse, New York