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| Classification and the Physiological Approach | |
| Classification Systems of Autism Spectrum Disorders | |
| Prevalance | |
| What Causes Autism Spectrum Disorders? | |
| Physiological Interventions | |
| Working in Collaboration with Specialists | |
| Assessment | |
| Screening Instruments | |
| Diagnostic Processes | |
| Assessments for Educational P... MORE | |
| Curriculum-Based Assessment and Monitoring Progress | |
| Identifying Evidence-Based Educational Practices | |
| Why Implement Educational Strategies? | |
| When Should Intervention Begin? | |
| What Does the Law State About When, Who, Where, What and How? | |
| Evolution of Education Legislation | |
| Who Participates on the Individual Education Plan/Individualized Family Services Plan Team? | |
| Where Should Instruction Take Place? | |
| What Should Be Taught? | |
| How Do We Teach Effectively Using Evidence-Based Practices? | |
| Evolution of Facilitated Communication: A Strategy Without Evidence of Support | |
| Applied Behavior Analysis: Increasing Skills | |
| Theoretical Basis for Applied Behavior Analysis | |
| History of Applied Behavior Analysis and Autism | |
| Ethical Applications | |
| Key Concepts | |
| Operational Target Behaviors | |
| Strategies Based on Key Concepts | |
| Key Concepts Put into Practice | |
| Research Support for Practice | |
| Applied Behavior Analysis: Replacing Behavior | |
| Evolution of Applied Behavior Analysis to Decrease Behavior | |
| Selecting Socially Important Behaviors | |
| Reinforcement | |
| Punishment | |
| Motivating Operations | |
| Stimulus-Response-Consequence or Antecedent-Behavior-Consequence | |
| Observation and Measurement | |
| Strategies Based on Key Concepts | |
| Functional Analysis and Assessment | |
| Implementation of Functional Assessments in Collaboration with Families | |
| Implementation of Functional Assessments by Educators | |
| Self-Management | |
| Token Economics | |
| Combinations of Strategies | |
| Key Concepts Put into Practice | |
| Research Using Applied Behavior Analysis to Decrease and Replace Behaviors | |
| Developmental and Social-Relational Approaches | |
| Theoretical Basis for the Developmental and Social-Relational Approahces | |
| The DIR/Floortime Approach | |
| Evolution of the DIR/Floortime Approach | |
| History of Responsive Teaching with Individuals with Autism Spectrum Disorders | |
| History of Relationship Development Intervention (rdi) with Individuals with Autism Spectrum Disorders | |
| History of the Denver Model with Individuals with Autism Spectrum Disorders | |
| Pivotal Response Treatment with Individuals with Autism Spectrum Disorders | |
| History of SCERTS with Individuals with Autism Spectrum Disorders | |
| Key Concepts of the Developmental and Social-Relational Approaches Put Into Practice | |
| Research on the Developmental and Social-Relational Approaches | |
| Cultural Approaches | |
| Theoretical Basis for the TEACCH Approach | |
| History of Structured Teaching | |
| Key Concepts | |
| Strategies Based on Key Concepts | |
| Key Concepts Put into Practice | |
| Research on Structured Teaching and the TEACCH Approach | |
| Working in Collaboration with Families from Diverse Cultures | |
| Teaching in a Manner That is Culturally Responsive | |
| Encouraging Identity Development as an Educational Goal | |
| Research Support for Practice Focusing on Culture | |
| Focus on Communication | |
| Theories of Language Development | |
| Understanding Typical Communication Development | |
| Communication Issues and Delays in Autism | |
| The Importance of Communication | |
| Enhancing Educator Skills as Communication Partners | |
| Focusing on Oral Language | |
| Using Augmentation and Alternative Communication (ACC) Systems | |
| Addre | |
| Table of Contents provided by Publisher. All Rights Reserved. |