Interventions for Autism Spectrum Disorders (eBook)
XX, 354 Seiten
Springer New York (Verlag)
978-1-4614-5301-7 (ISBN)
Children are being diagnosed with autism spectrum disorders at a staggering rate-as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood.
The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include:
- The Early Start Denver Model for young children.
- The TEACCH program for children, adults, and families.
- The Center for Autism and Related Disorders (CARD) and CARD eLearning.
- PROGress: a program for remediating and expanding social skills.
- Evidence-based strategies for repetitive behaviors and sensory issues.
- Self-regulation strategies for students with autism spectrum disorders.
Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.
Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children's Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.
Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including 17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children's Classroom Behavior - 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of Intelligence and Executive Functioning. He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards. He is also the Co-Editor of the Encyclopedia of Child Development and Behavior.
With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System - 2nd Edition.
Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.
Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.
The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use in School and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).
In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.
Children are being diagnosed with autism spectrum disorders at a staggering rate-as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood.The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include:The Early Start Denver Model for young children.The TEACCH program for children, adults, and families.The Center for Autism and Related Disorders (CARD) and CARD eLearning.PROGress: a program for remediating and expanding social skills.Evidence-based strategies for repetitive behaviors and sensory issues.Self-regulation strategies for students with autism spectrum disorders.Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.
Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including 17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children, Understanding and Managing Children’s Classroom Behavior – 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of Intelligence and Executive Functioning. He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards. He is also the Co-Editor of the Encyclopedia of Child Development and Behavior.With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System – 2nd Edition.Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.Jack A. Naglieri, Ph.D., is a Research Professor at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of APA Division 16 Senior Scientist Award (2001). He earned degrees in school psychology from St. John's University (1975) and worked as a school psychologist in Bethpage, New York from 1975 to 1977. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri's main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions.The author of more than 250 scholarly papers, chapters, books, and tests, he has concentrated his efforts on psychological theory and measurement. His areas of research includes fair assessment, cross-cultural issues, cognitive interventions, learning disabilities, ADHD, mental retardation, gifted, and factors related to resilience. He has published several books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (1974), Essentials of CAS Assessment (1999), Helping Children Learn: Intervention Handouts for Use in School and at Home (2003), Helping Gifted Children Learn (Naglieri, Brulles & Lansdowne, 2008), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, & Ozonoff, 2008) and Essentials of WNV Assessment (Brunnert, Naglieri, & Hardy-Braz, 208). He is also the author of the Wechsler Nonverbal Scale of Ability (2006), Cognitive Assessment System (1997, 2013), the CAS Rapid Score (2002), the General Ability Measure for Adults (1997), Naglieri Nonverbal Ability Tests (1997; 2003; 2008), Devereux Early Childhood Assessments (1997; 2003), Devereux Elementary Student Strength Assessment (DESSA; 2011), DESSA-mini (2011), Devereux Scales of Mental Disorders (1994), Devereux Behavior Rating Scales School Form (1994), Draw A Person: Screening Procedure for Emotional Disturbance (1990), Draw A Person: Quantitative Scoring System (1988), and Matrix Analogies Tests (Naglieri, 1985).In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.
Preface 6
Acknowledgements 9
Contents 10
Contributors 12
About the Editors 15
Part I Foundation 17
Chapter 1 Autism Spectrum Disorder Enters the Age of Multidisciplinary Treatment 18
Historical Overview 19
Current Conceptualization of ASD 22
Current Diagnostic Criteria 23
Assessment 25
Overview of Current Treatment 25
References 30
Chapter 2 Treatment Integrity in Autism Spectrum Disorder Interventions 34
Treatment Integrity 35
Dimensions of Treatment Integrity 36
Treatment Adherence 36
Agent Competence 38
Treatment Differentiation 39
Associated Variables 39
Treatment Complexity 39
Time Required to Deliver Intervention 40
Materials 40
Rate of Change 41
Number of Agents 41
Treatment Acceptability 42
Measuring Treatment Integrity 43
Operational Definition of the Treatment and its Components 43
Direct Assessment of Treatment Integrity 44
Indirect Assessment of Treatment Integrity 45
Interpretation of Treatment Integrity Data 45
Methods to Increase Treatment Integrity 47
Conclusions 48
References 49
Chapter 3 Evaluation of Treatment Effectiveness in the Field of Autism 53
Introduction 53
Psychometric Characteristics and Treatment Outcomes 54
Calibration of Scores 54
Calibration of Change 55
Reliability of Measurement 57
Reliability and Comparison of Scores 59
Evaluation of Reliability Coefficients 60
Implications 60
Treatment Evaluation Illustration 60
Autism Spectrum Rating Scale 61
Identify Areas of Concern 62
Differences Between Raters 64
Intervention Planning 64
Progress Monitoring and Treatment Effectiveness 65
Conclusions 67
References 67
Appendix 68
Quick Solution Guide 68
Part II Comprehensive and Related Programs 70
Chapter 4 Early Start Denver Model 71
Introduction and Overview of Chapter 71
Early Markers of ASDs 72
Why Earlier Intervention? 72
Current Intervention Programs 73
Trends in Interventions 74
Introduction to the ESDM 74
Origins 75
Those Serviced Under the ESDM 75
Implementation 76
Getting Started 76
Short-Term Objectives 77
Measuring Progress 77
Topography of the ESDM 78
Problem Solving 79
ESDM Within Group Settings 79
Transitions to Kindergarten 80
Evidence of Effectiveness 80
Suggested Weaknesses of ESDM 82
Conclusion and Future Directions 83
References 84
Chapter 5TEACCH: An Intervention Approach forChildren and Adults with Autism SpectrumDisorders and their Families 86
Introduction and Overview 86
TEACCH and the Culture of Autism 87
Strong Visual Learning 88
Impairment in Generating Meaning, Narrowly Focused Attention and Weak Central Coherence 88
Concrete vs. Abstract Thinking 89
Executive Function 89
Sensory Perception and Responses 89
Family Collaboration 90
Assessment 91
Diagnostic Evaluation 91
Assessment and Individualization 93
Structured Teaching 97
Physical Structure 98
Visual Schedule 99
Work and Activity Systems 101
Visually Structured Activities 102
Beginning Steps of Structured Teaching 103
Long Term Goals of Intervention Strategies 106
Compatibility with Other Evidence-Based Methods 108
Research Support 108
Fidelity Measures 108
Empirical Evidence 109
Summary 111
References 111
Chapter 6 Social Communication, Emotional Regulation, and Transactional Support (SCERTS) 117
Comprehensive Versus Focused Approaches in Educational Programs 117
Prioritizing Social Communicative Competence 119
Challenges in Social Communication 119
Challenges in Emotional Regulation 121
Challenges in Transactional Support 123
Prioritizing Transactional Supports 125
Interpersonal Supports 127
Learning Supports 131
Future Research 134
References 135
Chapter 7Maximizing Global Access to EffectiveTreatment: Center for Autism and RelatedDisorders (CARD), CARD eLearning™,and Skills™ 138
Assumptions at the Heart of the CARD Treatment Model 139
CARD Model of ABA Treatment 141
Intervention Begins as Early as Possible 141
Intervention is Intensive 141
Intervention is Supervised by Qualified and Experienced Individuals 142
Treatment Plans are Comprehensive and Individualized 142
Treatment Procedures are Rooted in ABA 143
Ultimate Goal is Integration into a Classroom Setting 147
Other Features of CARD Treatment Programs 147
Format of Service Delivery 148
Home-Based 148
Workshop-Based 148
Maximizing Global Access to the CARD Model 149
CARD eLearningtm 150
Skillstm 151
Five Steps to Skillstm 152
Multidisciplinary Timeline 154
Analytics 155
Support 155
Conclusion 156
References 156
Part III Strategic Interventions 162
Chapter 8 Social Competence Intervention Program 163
Models of Social Competence 163
Program Description 166
Modules 167
Behavior Management and Manual Flexibility 169
Examples of Drama Activities 169
Process Dramas 170
Feedback from Parents 171
Feedback from Child Participants 173
Quantitative Empirical Support 174
Conclusion 174
References 175
Chapter 9 Progress for Remediating and Expanding Social Skills (PROGress) 177
The PROGress Model and Curricula 179
Group and Curricular Planning 179
Forming Groups 179
Group Levels 181
Determining the Curriculum 182
Relevance to ASD 182
Group Goals and Skills 183
Sequential and Progressive Instruction 184
Curricular Sequence 185
Session Sequence 186
Group Structure and Flow 187
Techniques and Strategies for Group Intervention 188
Predictability and Routine 188
Make Abstract Concepts Concrete 189
Visual Instruction and Support 190
Promoting ``Other Focused'' Engagement 191
Scaffolded Language and Support 192
Multiple and Varied Learning Opportunities 193
Engaged Transitions 194
Incorporating Individual Goals 196
Fostering Self-Awareness, Self-Esteem, and Self-Advocacy 197
Designing and Adapting Group Intervention 198
Generalization of Social Skills 201
Beyond Social Skills Groups 202
References 203
Chapter 10 Peer and Adult Socialization 205
Parent-Mediated Interventions 206
Parent Training in Naturalistic Behavioral Intervention 207
Parent Training in Developmental/Social Pragmatic Intervention 208
Parent Training in Blended Approach to Intervention 209
Summary 210
Peer- and Sibling-Mediated Interventions 210
Inclusion 211
Arranging the Environment to Promote Interaction 211
Peer Buddies/Tutors 212
Teaching Peers/Siblings to Initiate Interactions 213
Teaching Peers/Siblings to Deliver Simple Treatments to Build Skills 213
Summary 214
Direct Instruction in Social Skills 214
Naturalistic Interventions 215
Video-Based Instruction 216
Social Stories 216
Social Skills Groups 217
Future Directions 218
References 219
Chapter 11 Social Emotional Reciprocity 225
Introduction 225
Definition and Etiology of ASD and Asperger's Syndrome 226
Social-Emotional Development Specific to HFA and AS 226
Features of Effective Interventions 228
Social Emotional Learning Efforts 231
Strong Kids Example 232
Case Examples 236
Conclusion 237
References 238
Chapter 12 Repetitive Behaviors and Sensory Features: Evidence-Based Intervention Strategies 241
Phenomenology of Repetitive Behaviors 242
Phenomenology of Sensory Features 242
Relationship Between Sensory Features and Repetitive Behaviors 243
Role of Context in the Expression of Repetitive Behaviors and Sensory Features 243
Interventions for Repetitive Behaviors 244
Assessment of Repetitive Behaviors 245
Theoretical and Conceptual Basis for Repetitive Behavior Interventions 245
Treatment of Lower Order Repetitive Behaviors 247
Treatment of Higher Order Behaviors 248
Summary and Limitations of Intervention Research for Repetitive Behaviors 250
Intervention for Sensory Features 250
Assessment of Sensory Features 250
Theoretical and Conceptual Models of Sensory Features 251
Intervention Strategies 252
Educational Strategies 252
Remediative Strategies 253
Modification Strategies 254
Summary and Limitations of Intervention Research for Sensory Features 257
Recommendations for Practice 257
References 258
Chapter 13 Self-Regulation Strategies for Students with Autism Spectrum Disorder 264
Self-Regulation and ASD 265
Self-Regulation and Classroom Performance 265
The Case for Self-Regulation Interventions for Children with ASD 266
Self-Monitoring 267
Self-Evaluation 269
Self-Instruction 271
Goal-Setting 272
Self-Reinforcement 272
Self-regulation Interventions for Social Skills 273
Self-regulation for Learning Tasks 276
Discussion 281
Implications for Practitioners and Researchers 282
References 284
Chapter 14 Interventions to Support Social Communication Skills 289
Interventions to Support Development of Joint Attention Skills in Toddlers and Preschoolers 291
Interventions to Support Peer Interactions in Preschool and School Settings 294
Overview 294
Peer-Mediated Interventions 294
Picture Exchange Communication System (PECS) 295
Social StoriesTM 297
Script Training 298
Video-Based Instruction 299
Social Skills, Social Pragmatic, and Social Cognitive Intervention Packages 301
Effective Social Communication Supports: Insider Perspectives 304
References 305
Chapter 15Interventions in School, Home, and Communityfor Individuals with Autism Spectrum Disorders 309
Review of Criteria Used to Identify EBPs 309
Evidence-Based Interventions for Students with ASD 310
Antecedent-Based Interventions 310
Incorporating Special Interests into Activities 312
Priming 312
Behavioral Interventions 312
Modeling 312
Multicomponent Interventions 313
Naturalistic Teaching Strategies 313
Parent-Implemented Interventions 313
Peer-Implemented Interventions 314
Pivotal Response Training 314
Structured Teaching 314
Picture Exchange Communication System 315
Self-Management 315
Social Interventions 316
Social Narratives 316
Speech Generating Devices 317
Technology-Based Interventions 318
Visual Supports 319
Comprehensive Planning 319
The Ziggurat Model 319
Underlying Characteristics Checklist (UCC) 320
Individual Strengths and Skills Inventory 321
Global Intervention Plan 321
Intervention Ziggurat 321
Comprehensive Autism Planning System 322
Applicability of the Ziggurat Model and CAPS: A Brief Case Study 322
Summary 325
References 325
Chapter 16 Changing the Mindset of Children and Adolescents with Autism Spectrum Disorders 330
A Social Resilient Mindset 331
Collaboration Among Professionals and Parents 332
A Strength-Based Approach 332
Guideposts for Nurturing a Social Resilient Mindset 333
Guidepost 1: Teaching and Conveying Empathy 333
Questions to Promote Empathy 333
Parental Assumptions to Enhance and Maintain Empathy 334
Guidepost 2: Using Empathic Communication and Listening Effectively 336
Questions to Promote Empathic Communication 337
Communication Through Play 338
Guidepost 3: Accepting Our Children for Who They Are: Conveying Unconditional Love and Setting Realistic Expectations 339
The Impact of a ``Charismatic Adult'' 340
Guidepost 4: Nurturing ``Islands of Competence'' 341
Questions to Focus on Islands of Competence 341
The Strengths of Parents 343
Guidepost 5: Helping Children Learn from Rather than Feel Defeated by Mistakes 343
Strategies to Help Children Manage Mistakes and Setbacks 344
Guidepost 6: Teaching Children to Solve Problems and Make Sound Decisions 345
Teaching Problem-Solving Skills 346
Guidepost 7: Disciplining in Ways That Promote Self-Discipline and Self-Worth 348
The Mindset of Effective Disciplinarians 349
Guidepost 8: Developing Responsibility, Compassion, and a Social Conscience 350
Introducing ``Contributory Activities'' 351
Responsibility and a Social Resilient Mindset 352
Concluding Remark 352
References 353
Index 355
| Erscheint lt. Verlag | 3.2.2013 |
|---|---|
| Zusatzinfo | XX, 354 p. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| Schlagworte | adults • ASD • Assessment • attention • autism spectrum disorders • Classrooms • Educational settings • Eric Schopler • Intervention • language • Program for Remediating and Expanding Social Skills • Progress • Resilience • SCERTS • self-regulation • Sensory sensitivities • Social emotional reciprocity • Socialization • Strategies for Teaching Based on Autism Research • TEAACH |
| ISBN-10 | 1-4614-5301-1 / 1461453011 |
| ISBN-13 | 978-1-4614-5301-7 / 9781461453017 |
| Haben Sie eine Frage zum Produkt? |
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