Autism Teaching Makes a Difference

Cover
Brief Contents
Contents
Preface
Acknowledgments
Dedication
Chapter 1: Overview of Autism
	1-1 History of Autism
	1-2 Nature of Autism
	1-3 Characteristics
	1-4 Diagnoses and Definitions
	1-5 Diagnostic Instruments
	1-6 Program Considerations
	1-7 Family Issues
	Summary
	Key Points
	References
Chapter 2: Basic Behavioral Principles and Strategies
	2-1 Applied Behavior Analysis
	2-2 The Three-Term Contingency
	2-3 Implementing ABA Techniques
	Summary
	Key Points
	References
Chapter 3: Reducing Challenging Behavior
	3-1 Assessing Challenging Behavior
	3-2 Challenging Behavior Interventions
	3-3 Case Study Examples in Reducing Challenging Behavior
	Summary
	Key Points
	References
Chapter 4: Deciding What to Teach: Curriculum Development
	4-1 Curricular Areas
	4-2 Curricular Considerations
	4-3 A Curriculum-Development Procedure
	4-4 Curricular Refinement
	4-5 Curricular Format
	Summary
	Key Points
	References
Chapter 5: Teaching: General Strategies
	5-1 Structure and Teaching
	5-2 Structuring through Lesson Presentation
	5-3 Structuring with Physical Organization
	5-4 Structuring through Routines and Schedules
	5-5 Structuring through Materials
	5-6 Plans and Reports
	Summary
	Key Points
	References
Chapter 6: Teaching Communication Skills
	6-1 Defining Language and Communication
	6-2 Language Difficulties in Autism
	6-3 Assessing Language and Communication
	6-4 Language and Communication Training
	Summary
	Key Points
	References
Chapter 7: Remediating Deficits in Socialization
	7-1 Socialization Characteristics and Implications
	7-2 Social Competence versus Social Skills
	7-3 Assessment Strategies for Determining Socialization Curriculum
	7-4 Interventions for Increasing Social Skills and Social Competence
	7-5 Facilitating Generalization of Social Skills
	Summary
	Key Points
	References
Chapter 8: Remediating Deficits in Life Skills
	8-1 Assessment of Self-Help, Leisure, and Vocational Skills
	8-2 Self-Help Skills
	8-3 Play, Leisure, and Recreation Skills
	8-4 Vocational Skills
	Summary
	Key Points
	References
Chapter 9: Evidence-Based Practices for Students with Autism
	9-1 Definition of Evidence-Based Practices
	9-2 How to Determine EBPs
	9-3 Developing and Evaluating Effective Educational Programs
	9-4 Why Education Programs for Students with Autism Can Fail
	Summary
	Key Points
	References
Glossary
Index