Students With Autism Spectrum Disorders: Effective Instructional Practices

Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with these disabilities. This book is an excellent resource for any teacher working with students who have ASD because it discusses how to identify and describe individuals with autism spectrum disorder, develop effective programs, create contexts for instruction, accommodate sensory issues, use applied behavior analytic instructional strategies and program for challenging behavior. Separate chapters are devoted to communication, socialization, academic skill acquisition and non-academic environments.  Information on the use of technology is infused throughout the book and makes this an invaluable reference for educators.

Students with Autism Spectrum Disorders: Effective Instructional Practices

L. Juane Heflin and Donna Fiorino Alaimo

Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with Autism Spectrum Disorders.

Students with Autism Spectrum Disorders: Effective Instructional Practices provides a systematic approach to addressing research-based content and specific instructional strategies for beginning and experienced teachers.

Readers will follow Ms. Harris, a novice educator working with students with Autism Spectrum Disorders, throughout the book as she develops her own skills in becoming an effective teacher.

Students with Autism Spectrum Disorders: Effective Instructional Practices also addresses:

• Identifying and determining eligibility of students with Autism Spectrum Disorders.
• Collaborating with families and professionals to develop effective programs that encourage communication and social competence.
• Developing instructional contexts to address the unique learning needs of students who have Autism Spectrum Disorders by differentiating instruction in the content areas, addressing challenges in non-academic activities, and carefully tailoring supplemental learning opportunities such as homework and summer school.
• Using Applied Behavior Analysis and developing Positive Behavior Support plans for instruction and addressing challenging behavior.

To view the website that accompanies this text, please go to http://www.prenhall.com/heflin