Items related to Educating Students with Autism Spectrum Disorders
Synopsis
Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field’s many unanswered questions. Key features include the following:
Comprehensive – This is the first book to consider the history and current state of autism as a field in transition, to cover its varied approaches and philosophies, and to describe the interventions used throughout the developmental cycle.
Cross Disciplinary – Serving students with autism necessitates communication and collaboration among professionals from several disciplines as well as family members. The editors have, therefore, brought together divergent perspectives, theories and philosophies in order to demonstrate that scientific evidence, rather than educational orientation, must determine which practices should be selected for use in particular situations.
Research Based – Whereas many existing texts advocate a particular type of treatment, this one recognizes that interventions must be selected and evaluated based on the scientific evidence of their effectiveness.
Integrated Methodology –Chapter authors consider findings from studies that employed single-subject designs, experimental large-scale studies, and qualitative methodology. The inter-relatedness of therapies and disciplines will be highlighted throughout.
Expertise – The volume editors are all highly visible researchers in autism and developmental disabilities. Likewise, each chapter is directed by a senior, highly accomplished author who is nationally recognized for his/her work in the topic being addressed.
This book is appropriate for practicing professionals in education and psychology and for speech/language therapists and other clinicians. It is also suitable as a graduate level text in these fields.
"synopsis" may belong to another edition of this title.
About the Author
Dianne Zager is Michael C. Koffler Professor in Autism at Pace University.
Michael L. Wehmeyer is Gene A. Budig Teaching Professor of Special Education at the University of Kansas.
Richard L. Simpson is Professor of Special Education at the University of Kansas.
"About this title" may belong to another edition of this title.
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