Hugendubel.info - Die B2B Online-Buchhandlung 

Merkliste
Die Merkliste ist leer.
Bitte warten - die Druckansicht der Seite wird vorbereitet.
Der Druckdialog öffnet sich, sobald die Seite vollständig geladen wurde.
Sollte die Druckvorschau unvollständig sein, bitte schliessen und "Erneut drucken" wählen.

Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder

BuchKartoniert, Paperback
Englisch
RLPG/Galleyserschienen am15.08.2022
This book is a practical text for undergraduate or graduate coursework in educator preparation programs as well as a professional resource for practitioners and other professionals from related fields.mehr

Produkt

KlappentextThis book is a practical text for undergraduate or graduate coursework in educator preparation programs as well as a professional resource for practitioners and other professionals from related fields.
Details
ISBN/GTIN978-1-5381-4926-3
ProduktartBuch
EinbandartKartoniert, Paperback
Erscheinungsjahr2022
Erscheinungsdatum15.08.2022
ReiheSpecial Education Law, Policy, and Practice
SpracheEnglisch
MasseBreite 178 mm, Höhe 254 mm, Dicke 25 mm
Gewicht877 g
Artikel-Nr.58772426

Inhalt/Kritik

Inhaltsverzeichnis
Table of ContentsContributorsPrefaceChapter 1. Quality of LifeLaura C. Chezan and Erik DrasgowChapter 2. Characteristics of Learners with Autism Spectrum DisorderKatie Wolfe, Meka N. McCammon, and Aaron R. CheckChapter 3. Assessment for Instructional PlanningLaura C. Chezan and Erik DrasgowChapter 4. Evidence-Based Practice: Finding the Right Treatment that WorksSusan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben SeifertChapter 5. Implementation of Evidence-Based PracticesRose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah CrosleyChapter 6. Progress Monitoring and Data-Based Decision MakingKatie Wolfe, Meka N. McCammon, and Aaron R. CheckChapter 7. Ethics and Evidence-Based Practice: An Important Partnership for Meaningful OutcomesIlene S. Schwartz, Elizabeth M. Kelly, and Kaitlin GreenyChapter 8. Evidence-Based Practices to Enhance Social CompetenceJeff Sigafoos, Amarie Carnett, Mark F. O´Reilly, and Giulio E. LancioniChapter 9. Evidence-Based Practices to Teach Academic SkillsVeronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice WilliamsChapter 10. Evidence-Based Practices to Address Problem BehaviorMandy Rispoli, Catharine Lory, Eric Shannon, and Charissa VoorhisChapter 11. Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum DisorderAnthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron Check, Abigail Mojica, and Charles WaltersChapter 12. Collaborative Partnerships: Parents and FamiliesHedda Meadan and Jamie N. PearsonChapter 13. Collaborative Partnerships: How and Why to Foster Professional Collaborations?Jennifer M. Asmus, Lindsay M. McCary, & Taylor P. DorlackChapter 14. Final RemarksKatie Wolfe, Laura C. Chezan, and Erik Drasgowmehr

Autor

About the Authors



Laura C. Chezan is an associate professor of Special Education in the Darden College of Education and Professional Studies at Old Dominion University. She received her doctorate at the University of South Carolina and is a Board Certified Behavior Analyst-Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has co-authored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an Associate Editor for Preventing School Failure and as an editorial board member for several scholarly journals. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education.

Katie Wolfe is an associate professor of Special Education in the Department of Educational Studies at the University of South Carolina. She received her doctorate in Disability Disciplines and Applied Behavior Analysis at Utah State University. She is a Board-Certified Behavior Analyst-Doctoral who has worked with children with autism spectrum disorder for over 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of 5 peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities.



Erik Drasgow is a professor of Special Education and Chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.