Autism Spectrum Disorder in Children and Adolescents [electronic resource] : Evidence-Based Assessment and Intervention in Schools / edited by Lee A. Wilkinson.
"There is an extensive body of educational, medical, and psychological literature outlining comprehensive information regarding educational practices, supports, and processes that are reportedly effective for students with ASD. Likewise, statutes, case laws, regulations, and policies provide a...
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Full Text (via APA) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Washington, D.C. :
American Psychological Association,
2014.
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| Series: | School psychology book series.
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| Subjects: |
MARC
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| 245 | 0 | 0 | |a Autism Spectrum Disorder in Children and Adolescents |h [electronic resource] : |b Evidence-Based Assessment and Intervention in Schools / |c edited by Lee A. Wilkinson. |
| 260 | |a Washington, D.C. : |b American Psychological Association, |c 2014. | ||
| 300 | |a 1 online resource (xi, 273 pages) | ||
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| 490 | 1 | |a School psychology book series. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Evidence-based assessment for autism spectrum disorder -- Overview of autism spectrum disorder -- Multitier screening and identification -- Comprehensive developmental approach assessment model -- Cognitive, neuropsychological, academic, and adaptive functioning -- Language and social communication -- Co-occurring emotional and behavior problems -- Evidence-based interventions in the classroom -- Continuum of services and individualized education plan process -- Curriculum and program structure -- Collaboration between families and schools -- Legal issues under IDEA. | |
| 520 | |a "There is an extensive body of educational, medical, and psychological literature outlining comprehensive information regarding educational practices, supports, and processes that are reportedly effective for students with ASD. Likewise, statutes, case laws, regulations, and policies provide a framework for educational planning and development of individualized educational programs for students on the spectrum. Nevertheless, the extant literature can be confusing and even conflicting at times, and although there are myriad books describing the clinical diagnosis and treatment of ASD, there is a need for an up-to-date text that provides school psychologists and allied professionals with a best-practice guide to screening, assessment, and intervention in the school context. Moreover, recent national and statewide surveys of school psychologists' knowledge, training, and practice in autism assessment and intervention in their respective school systems suggest that they are in need of additional resources and training in meeting the unique needs of students identified with ASD (Aiello & Ruble, 2011; Rasmussen, 2009; Williams et al., 2005). The overarching goal in preparing this book was to assemble a set of chapters that provide comprehensive summaries of the evidence base for assessing and intervening with children and youth with ASD. It brings the areas of assessment and intervention together in a single volume consistent with recent advances in evidence-based practice. Each chapter features a consolidated and integrative description of best-practice assessment and intervention and treatment approaches for children and youth with ASD. Although no single text can provide a complete examination of the emerging research in ASD, this volume provides an up-to-date view of the status of the field that will guide practitioners in the selection, use, and interpretation of evidence-based assessment tools and intervention strategies for students with ASD. This includes best-practice procedures to help identify children on the basis of symptom criteria for the new Diagnostic and Statistical Manual of Mental Disorders (5th edition; DSM-5; American Psychiatric Association, 2013) single diagnostic category of autism spectrum disorder, which now encompasses the previous DSM-IV-TR (4th edition, text revision; American Psychiatric Association, 2000) categorical subgroups of autistic disorder (autism), Asperger's disorder, and pervasive developmental disorder not otherwise specified"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved) | ||
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