Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder

Foreword
	Reference
Preface
Contents
Editors and Contributors
Part I: Professional Learning on Autism Spectrum Disorder for Teachers in the Asia Pacific Region
	Chapter 1: Contextualising Teacher Education for Children with Autism Spectrum Disorder in Hong Kong
		1.1 Introduction
			1.1.1 Services for Students with ASD in Hong Kong
			1.1.2 Professional Development Programme for Teachers of Students with ASD in Hong Kong
				1.1.2.1 Education Bureau Commissioned Programme
				1.1.2.2 Other Services for Teachers of Children with ASD
					1.1.2.2.1 On-Site Pre-school Rehabilitation Services (Pilot Scheme)
					1.1.2.2.2 Quality Education Fund Project Using Theory of Mind to Teach Children with ASD
					1.1.2.2.3 Jockey Club Autism Support Network (JC A-Connect)
		1.2 Conclusion
		References
	Chapter 2: Professional Learning for Teachers of Students with ASD in China
		2.1 Current Situation for Individuals with ASD
			2.1.1 The Number of Individuals with ASD Increases Rapidly
			2.1.2 Efforts for Dealing with Children with ASD
				2.1.2.1 Policy
			2.1.3 Practice: Multiple Educational Placement Towards Inclusive Education
				2.1.3.1 Shortage of Professionals for Students with ASD
			2.1.4 Professional Learning for Teachers of Students with ASD: Policy and Practice
				2.1.4.1 Policy
				2.1.4.2 Practice about Professional Learning for Teachers of Students with ASD
					2.1.4.2.1 Pre-service Teacher Education
					2.1.4.2.2 In-service Professional Learning
			2.1.5 Reflection and Directions for Future Development
				2.1.5.1 Create the Mechanism of Qualification for Teachers of Students with ASD
				2.1.5.2 Incorporating ASD Education into Pre-service Teacher Education Programmes
				2.1.5.3 Develop Systematic In-service Training for Teachers of Students with ASD
		References
	Chapter 3: Professional Development for Teachers of Students with Autism Spectrum Disorder in Taiwan
		3.1 Introduction
			3.1.1 Background Information of Special Education for Students with ASD
			3.1.2 Preparation for Special Education Teachers
			3.1.3 Professional Development for Special Education Teachers
				3.1.3.1 Professional Development Evaluation
				3.1.3.2 Professional Learning Communities
				3.1.3.3 Online Professional Development Clubs
				3.1.3.4 Special Education Advisory Groups
		References
	Chapter 4: Professional Learning Odyssey in a Singaporean Context
		4.1 Introduction
			4.1.1 Initiatives that Enhance Inclusive/Special Education and Teacher Collaboration
				4.1.1.1 The Third Enabling Masterplan (2017-2021): Enhancing Support for Professional Development of Educators
				4.1.1.2 The Compulsory Education Act: Enabling Support for the Child to Be Mainstream Ready
				4.1.1.3 The Special Education Curriculum Framework: Enable Teacher Collaboration and Reflection
				4.1.1.4 Education Partners: Influence Teacher-led Continuing Professional Development
			4.1.2 Preparation of Teachers for Collaborative Practice in Inclusive/Special Education
				4.1.2.1 School-Based Professional Development
				4.1.2.2 School-and-Centre-Based Professional Development
			4.1.3 Service Learning Course for Inclusive/Special Education
				4.1.3.1 At the National Institute of Education
				4.1.3.2 At Other Teacher Professional Institutes
			4.1.4 Professional Development Models that Support Collaborative Practice in Autism
				4.1.4.1 Research Study Model
				4.1.4.2 Background to the Case Study
				4.1.4.3 The Curriculum Mapping and Implementation (Process)
				4.1.4.4 Discussion and Results
				4.1.4.5 Tech-Enabled Professional Development Model
			4.1.5 Collaborative Design and Its Implications for Teacher Professional Development
			4.1.6 Conclusion
		References
	Chapter 5: Current Status of Education for Children with Autism Spectrum Disorder in Japan and Research Trends
		5.1 Introduction
			5.1.1 Individual Support for ASD Children in Japan
				5.1.1.1 Review of Articles on Language
				5.1.1.2 The Study on Communication Outlines Four Articles on Learning and Play Therapy
			5.1.2 Research on Collaborative Support for ASD Children in Japan
		5.2 Summary of ASD Children´s Education and Research in Japan and Future Prospects
		References
Part II: Current Educational Practices in Autism Spectrum Disorder
	Chapter 6: Constructing an Assessment Tool for Conducting Social and Behavioural Interventions for Children with ASD
		6.1 Autism Spectrum Disorder
			6.1.1 Epidemiology
			6.1.2 Background of Evidence-Based Assessment
			6.1.3 Preparation Work
			6.1.4 Summarised Themes
				6.1.4.1 Self-Regulation/Control
				6.1.4.2 Effective Communication
				6.1.4.3 Handling Unexpected Changes
				6.1.4.4 Understanding Situations
				6.1.4.5 Behaviour and Emotional Management
			6.1.5 Development of an Electronic Tool
			6.1.6 Purpose of the Study
			6.1.7 Methods
				6.1.7.1 Procedure
			6.1.8 Results
			6.1.9 Discussion
				6.1.9.1 Manual of Table Checking
				6.1.9.2 Advantage of an App Scale over a Paper Scale
			6.1.10 Conclusion
		Appendix 1
		Appendix 2
		Appendix 3
		Appendix 4
		References
	Chapter 7: Developing School-University Partnerships to Help Teachers Run a Social Skills Training Programme for Students with...
		7.1 Introduction
		7.2 School-Based Small Group Social Skills Training Programme for Students with ASD
		7.3 Curriculum Framework: What Do We Teach?
			7.3.1 Theory of Mind
			7.3.2 Visual Strategy
			7.3.3 Behavioural Reward Scheme (Token System)
		7.4 How Can We Develop a Customised Small Group Training Programme for Students with ASD in Accordance with the Needs of the S...
			7.4.1 Recruitment and Screening
			7.4.2 Collection of Student Information
			7.4.3 Pre-training Meeting
			7.4.4 Tailor-Made Curriculum Design School-Based Training for Students with ASD
			7.4.5 Student Performance Report and After-School Meetings
		7.5 Discussion and Conclusion
		References
	Chapter 8: Evolving from a Remedial Case-Based Model to an Integrative Whole-School Approach and Three-Tier Model in Supportin...
		8.1 Introduction
			8.1.1 Role of Resource Schools in WSA Inclusion in Hong Kong
			8.1.2 Background of the Case School
				8.1.2.1 Preliminary Support System to Students with ASD
				8.1.2.2 Evolving to a Three-Tier Model and WSA in Supporting Students with ASD
				8.1.2.3 Working Collaboratively with Different Stakeholders
			8.1.3 Case Study
				8.1.3.1 Involving Teachers and Parents in Supporting AH
				8.1.3.2 Collaborating with Different Departments Within the School in Supporting AH
				8.1.3.3 Evaluation/Outcomes of the WSA and Three-Tier Model in Supporting AH
			8.1.4 Discussion
		References
	Chapter 9: A Service Learning Course on the Education of Children with Autism Spectrum Disorder for University Undergraduates ...
		9.1 Introduction
			9.1.1 Background
				9.1.1.1 Training and Remedial Class Programme for Students with ASD in Hong Kong
				9.1.1.2 A University Service Learning Course for Serving Individuals with ASD
			9.1.2 Programme Design
				9.1.2.1 Participants
			9.1.3 Implementation
			9.1.4 Case Sharing
				9.1.4.1 Case 1
					9.1.4.1.1 Background
					9.1.4.1.2 Intervention
					9.1.4.1.3 Observation
					9.1.4.1.4 Unique Incident
				9.1.4.2 Case 2
					9.1.4.2.1 Intervention
					9.1.4.2.2 Observation
				9.1.4.3 Case 3
					9.1.4.3.1 Intervention
					9.1.4.3.2 Observations
			9.1.5 Discussion
				9.1.5.1 Role of Facilitators
				9.1.5.2 Small Group Setting
				9.1.5.3 Natural and Authentic Environment
				9.1.5.4 Use of Visual Support
				9.1.5.5 Use of Students´ Interests/Strengths
			9.1.6 Conclusion
			9.1.7 Implications
		References
	Chapter 10: How to Compile an Original Corpus Based on the Interaction Data Involving Children with Autism Spectrum Disorder
		10.1 Introduction
		10.2 Corpus Linguistics as a Methodology
			10.2.1 Mark-Up and Annotation
			10.2.2 Spoken Corpora Analyses for Teacher Professional Development
			10.2.3 Potential Application for Special Education
		10.3 Sample Analysis Using the Classroom Corpus Data
		10.4 Corpus Design for a Special Education Programme
		10.5 Conclusion
		References
	Chapter 11: Teaching Students with Autism Social Skills Through a Home-Centred Collaborative Computer Programme
		11.1 Introduction
		11.2 Methods
			11.2.1 Participants
			11.2.2 Stimulus Materials
			11.2.3 Training Procedures
			11.2.4 Scoring Method
		11.3 Results
		11.4 Discussion
			11.4.1 Improvement of Children´ Performance
			11.4.2 Fun and Practical Learning
			11.4.3 Age Appropriate and Culture-Specific
		References
Part III: Emerging Approaches to Teaching and Learning for Teacher Professional Learning in Autism
	Chapter 12: Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers´ Understanding of the Behaviour...
		12.1 Introduction
		12.2 Literature Review
			12.2.1 Definition of a `Fostering a Community of Learners´ Model
			12.2.2 Scaffolding and Videos
			12.2.3 Research Questions
		12.3 Methods
		12.4 Results
			12.4.1 Modelling Strategies for Students with ASD
			12.4.2 Fostering Reflective Practice
			12.4.3 Fostering Collaboration and Sharing of Common Interests on the Behaviours of the Students
		12.5 Conclusion
		12.6 Limitations
		Appendix
		References
	Chapter 13: Optimising Collaboration Between Educational Psychologists and Teachers in the Facilitation of Class-Wide Support ...
		13.1 Introduction
		13.2 Features and Deficits of ASD
		13.3 Rising Prevalence and Inclusive Education for ASD
		13.4 Supporting Teachers Through Consultation and Collaboration
		13.5 Self-Determination as the Goal of Support
		13.6 Beginning Collaborative Support
		13.7 Tiered Autism Intervention Model
			13.7.1 Class-Wide Support for Facilitative Growth
				13.7.1.1 E: Eyes & Environment
				13.7.1.2 P: Positive & Practical
				13.7.1.3 S: Small & Structured
		13.8 Conclusion
		References
	Chapter 14: Collaborative Problem-Based Approach in Training Teachers to Use Positive Behaviour Support to Help Students with ...
		14.1 Introduction
		14.2 Professional Development of Teachers in Hong Kong
			14.2.1 PBL and Teacher Education for Understanding Students with Autism Spectrum Disorder
		14.3 Summary of the Literature
		14.4 Purpose of the Study
		14.5 Methods
			14.5.1 Research Setting and Participants
				14.5.1.1 Participants
				14.5.1.2 PBL Instruction Within a CoP Context
		14.6 Data Analysis
			14.6.1 Journals
		14.7 Results
			14.7.1 Reflection and Enquiry
			14.7.2 Interactions Between Coaches and Participants
			14.7.3 Knowledge Building of ASD and the Impact of CoP Experience
		14.8 Implications
		14.9 Limitations
		Appendix: Practicum of In-Service Teachers
		References
	Chapter 15: Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder
		15.1 Introduction
		15.2 Difficulties in Preparing Teachers for Teaching Students with Special Educational Needs in Hong Kong
			15.2.1 Short Duration of Training
			15.2.2 Lack of Sufficient Guidelines for an Effective Implementation of the Three-Tier Support
			15.2.3 Insufficient Training of SEN Coordinator
		15.3 New Mode of Professional Development for Teachers of Students with ASD in Hong Kong
			15.3.1 Short Duration of Training
			15.3.2 Identification of Key Areas of Concern
				15.3.2.1 Cross-Site Visitations
				15.3.2.2 Network Meetings
				15.3.2.3 Insufficient Skills and Knowledge
				15.3.2.4 Insufficient Training of SENCo
		15.4 Phases of Implementation Science
			15.4.1 Exploration
			15.4.2 Installation
			15.4.3 Implementation
		15.5 Conclusion
		References
	Chapter 16: Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation...
		16.1 Introduction
			16.1.1 Reflecting on and Identifying Needs: Critical Reflection
			16.1.2 Committing and Locating Supports: Networking, Coaching, and Mentoring Strategies
			16.1.3 Selecting Professional Learning: Choosing Models of Evidence-Led Pedagogy for Learning and Uptake
			16.1.4 Coaching and Mentoring
			16.1.5 Engaging and Implementing-Activate Evidence Led Strategies for Implementation and Growth
			16.1.6 Evaluating and Recalibrating: Refreshing the Professional Learning Action Template
		16.2 A Tiered Approach to Support for Learning and Engagement
		16.3 Translational Fidelity, Functional Impact, and Social Validity
		16.4 Recruitment and Selection
			16.4.1 Exploring Evidence-Based Practices
		16.5 Preservice Training
			16.5.1 Exploring Evidence-Based Practices
		16.6 Consultation and Coaching within In-Service Learning
			16.6.1 Exploring Evidence-Based Practices
		16.7 Staff Performance Evaluation
			16.7.1 Exploring Evidence-Based Practices
		16.8 Decision Support Data Systems
			16.8.1 Exploring Evidence-Based Practices
		16.9 Facilitative Administrative Supports
			16.9.1 Exploring Evidence-Based Practices
		16.10 Systems Interventions
			16.10.1 Exploring Evidence-Based Practices
		16.11 Cultural Variables in Implementation Initiatives
			16.11.1 Teacher Training and Development in Greece
		16.12 Research into Practice Priorities for Professional Learning in the Future
		References
Commentaries
	Professional Learning for Australian Teachers Educating Students with ASD
	Technology and Innovation: Supporting Learners with Autism
		Educational Technology and Individuals with ASD
		Considerations for the Future
	References