HIGH-FUNCTIONING AUTISM
CONTENTS 1 INTRODUCTION: WHAT IS HIGH-FUNCTIONING AUTISM/ASPERGER SYNDROME? DIAGNOSTIC DEFINITIONS/ISSUES CONTEMPORARY CONCEPTUALIZATION OF HFA/AS DEVELOPMENTAL COURSE PRESCHOOL YEARS ELEMENTARY SCHOOL MIDDLE/HIGH SCHOOL LONG-TERM OUTCOMES PREVALENCE EPIDEMIOLOGY EDUCATIONAL PLACEMENT AND SERVICE DELIVERY TRENDS LOOKING AHEAD 2 AREAS OF IMPAIRMENT WITH REBECCA L FRITSCHIE OVERVIEW CORE AREAS OF IMPAIRMENT SOCIAL INTERACTIONS BEHAVIORAL RIGIDITY AND CIRCUMSCRIBED INTERESTS LANGUAGE AND COMMUNICATION ABILITIES ASSOCIATED AREAS OF IMPAIRMENT RESPONSES TO SENSORY STIMULI ACADEMIC PERFORMANCE DIFFICULTIES SLEEP DISTURBANCES MOTOR ABILITIES ANXIETY AND DEPRESSION THEORETICAL FRAMEWORKS FOR UNDERSTANDING AREAS OF IMPAIRMENT THEORY OF MIND EXECUTIVE FUNCTIONING CENTRAL COHERENCE CONCLUSION 3 CONSULTATION AND COLLABORATION EFFORTS OVERVIEW THE ECOLOGICAL MODEL OF SCHOOL-BASED SERVICES THE ROLES OF PARENTS AND OTHER KEY STAKEHOLDERS PARENTS AS PRIMARY STAKEHOLDERS EDUCATORS AND STUDENT SUPPORT SERVICES PERSONNEL AS KEY STAKEHOLDERS OTHER HEALTH PROFESSIONALS AND COMMUNITY-BASED PROVIDERS AS KEY STAKEHOLDERS COLLABORATIVE PROBLEM SOLVING AS A FOUNDATION FOR EFFECTIVE PRACTICE CONJOINT BEHAVIORAL CONSULTATION CONJOINT NEEDS IDENTIFICATION CONJOINT NEEDS ANALYSIS PLAN IMPLEMENTATION CONJOINT PLAN EVALUATION CBC CASE STUDY: ALEX 4 CONDUCTING A COMPREHENSIVE ASSESSMENT TRADITIONAL SCHOOL-BASED ASSESSMENT ASSESSING INTELLECTUAL FUNCTIONING ISSUES IN INTELLECTUAL ASSESSMENT CONSIDERATIONS IN SELECTING A COGNITIVE MEASURE MEASURES OF INTELLECTUAL FUNCTIONING ASSESSING ACADEMIC SKILLS TRADITIONAL ACADEMIC MEASURES CURRICULUM-BASED ASSESSMENT ASSESSING ADAPTIVE BEHAVIOR ASSESSING DIAGNOSTIC CHARACTERISTICS OF HFA/AS ASSESSING BEHAVIORAL SKILLS FUNCTIONAL BEHAVIORAL ASSESSMENT ASSESSING SOCIAL SKILLS INTERVIEWS OBSERVATIONS RATING SCALES ASSESSING EMOTIONAL DIFFICULTIES 5 IMPROVING ACADEMIC SKILLS GENERAL STRATEGIES TASK PRESENTATION TEACHER COMMUNICATION PRIMING ASSIGNMENTS HOMEWORK AND STUDY SKILLS SPECIFIC STRATEGIES READING SUPPORT WRITING SUPPORT MATH SUPPORT 6 PROVIDING BEHAVIORAL SUPPORTS EFFECTIVE BEHAVIORAL SUPPORT PREVENTATIVE APPROACHES ENVIRONMENTAL MODIFICATIONS CHOICE AND PREFERENCE VISUAL SUPPORTS DIRECT INTERVENTION STRATEGIES TEACHING REPLACEMENT BEHAVIORS PROVIDING CONTINGENT POSITIVE REINFORCEMENT CONTINGENCY AGREEMENTS AND BEHAVIORAL CONTRACTS TOKEN ECONOMIES SELF-MANAGEMENT 7 ENHANCING SOCIAL SKILLS PROGRAMMING FOR SOCIAL SKILLS IN SCHOOLS SCHOOLWIDE (PRIMARY) APPROACHES SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT CHARACTER EDUCATION LARGE-GROUP SOCIAL SKILLS INSTRUCTION SMALL-GROUP (SECONDARY) APPROACHES SOCIAL SKILLS GROUPS PEER-MEDIATED APPROACHES INDIVIDUALIZED APPROACHES SOCIAL STORIESTM VIDEO MODELING POWER CARDS THE FUTURE OF SOCIAL SKILLS INTERVENTIONS 8 USING THE INDIVIDUALIZED EDUCATION PROGRAM AS A VEHICLE FOR PROBLEM-SOLVING SERVICE DELIVERY WITH JENINE M SANSOSTI OVERVIEW IEP AS PROBLEM-SOLVING VEHICLE STEP 1: PROBLEM IDENTIFICATION—DESCRIBING PRESENT LEVELS OF PERFORMANCE GENERAL CONSIDERATIONS SPECIFIC CONSIDERATIONS STEP 2: PROBLEM ANALYSIS—CLARIFYING AREAS OF EDUCATIONAL NEED STEP 3: INTERVENTION/INSTRUCTIONAL PLANNING—GOALS, SERVICES, AND PLACEMENT GOALS AND OBJECTIVES SERVICE DELIVERY EDUCATIONAL PLACEMENT TRANSITION PLANNING STEP 4: PROGRESS MONITORING—EVALUATING IEP OUTCOMES TOOLS FOR ENHANCING THE QUALITY AND FUNCTIONALITY OF IEPS 9 COLLECTING DATA, EVALUATING OUTCOMES, AND ENSURING SUCCESS WITH JULIE E GOLDYN OVERVIEW THE IMPORTANCE OF DATA COLLECTION (WHY COLLECT DATA?) DATA COLLECTION PROCESS STEP 1: IDENTIFY A TARGET BEHAVIOR STEP 2: DEFINE THE TARGET BEHAVIOR STEP 3: DETERMINE HOW TO COLLECT DATA STEP 4: DEVELOP AN ACTION PLAN HOW MUCH DATA SHOULD BE COLLECTED? BASELINE DATA CONSIDERATIONS INTERVENTION PHASE FACTORS THAT INFLUENCE DATA COLLECTION GRAPHING DATA METHODS FOR EVALUATING DATA VISUAL ANALYSIS ENSURING SUCCESS: MAINTENANCE AND GENERALIZATION PROGRAMMING FOR MAINTENANCE PROGRAMMING FOR GENERALIZATION