Authors: Committee on Educational Interventions for Children with Autism, National Research Council, Catherine Lord (Editor), James P. McGee
ISBN-13: 9780309072694, ISBN-10: 0309072697
Format: Hardcover
Publisher: National Academies Press
Date Published: October 2001
Edition: (Non-applicable)
With the passage of the Individuals with Disabilities Education Act of 1975, the U.S. accepted responsibility for educating children who face special challenges, such as autism. This report represents the first effort to combine the scientific, theoretical, and policy literature of the past 25 years, and to create a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with autism. The text outlines an interdisciplinary approach to education for children with autism, explores what makes education effective for the child, and identifies specific characteristics of effective programs. For parents, administrators, advocates, researchers and policy makers.
Annotation © Book News, Inc., Portland, OR
Executive Summary | 1 | |
1 | Introduction | 11 |
I | Goals for Children with Autism and their Families | |
2 | Diagnosis, Assessment, and Prevalence | 23 |
3 | Family Roles | 32 |
4 | Goals for Educational Services | 40 |
II | Characteristics of Effective Interventions | |
5 | Development of Communication | 47 |
6 | Social Development | 66 |
7 | Cognitive Development | 82 |
8 | Sensory and Motor Development | 93 |
9 | Adaptive Behaviors | 103 |
10 | Problem Behaviors | 115 |
11 | Instructional Strategies | 133 |
12 | Comprehensive Programs | 140 |
III | Policy, Legal, and Research Context | |
13 | Public Policy and Legal Issues | 175 |
14 | Personnel Preparation | 183 |
15 | Methodological Issues in Research on Educational Interventions | 193 |
16 | Conclusions and Recommendations | 211 |
References | 231 | |
Biographical Sketches | 290 | |
Index | 295 |