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OverviewMeeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Full Product DetailsAuthor: Frank J. Sansosti (Kent State University, United States) , Kelly A. Powell-Smith , Richard J. Cowan (Kent State University, United States) , Rebecca L. FritschiePublisher: Guilford Publications Imprint: Guilford Publications Dimensions: Width: 20.30cm , Height: 1.40cm , Length: 26.70cm Weight: 0.592kg ISBN: 9781606236703ISBN 10: 1606236709 Pages: 257 Publication Date: 16 July 2010 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsReviewsEssential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity. - Don Saracusa, school psychologist, Akron Public Schools, Ohio, USA This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners. - William R. Jenson, Department of Educational Psychology, University of Utah, USA A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation. - Martin A. Volker, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York, USA This indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies. --Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South Florida This comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams. --Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation. --Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners. --William R. Jenson, PhD, Department of Educational Psychology, University of Utah Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity. --Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio Author InformationFrank J. Sansosti, PhD, is Assistant Professor in the School Psychology Program at Kent State University, USA. He has extensive experience working with individuals with autism spectrum disorders (ASD) in both school and clinic settings. Prior to his current position, Dr. Sansosti worked as a school psychologist and district level autism consultant in West Central Florida. His research and professional interests focus on the development and implementation of behavioral and social skills interventions for young children with ASD, best-practice approaches for the inclusion of students with low-incidence disabilities, and response to intervention. a Kelly A. Powell-Smith, PhD, is a Senior Research Scientist with Dynamic Measurement Group. Formerly Associate Professor of School Psychology at the University of South Florida, USA, she spent 12 years training school psychology students in a problem-solving/outcomes-driven approach to service delivery. Her research interests include using formative assessment data within a problem-solving model for educational decision making; development of early literacy skills; procedures for, and outcomes of, reintegration; and service delivery to low-incidence populations, including children with Asperger syndrome. Richard J. Cowan, PhD, is Associate Professor and Coordinator of the school psychology graduate training program at Kent State University, USA. Dr. Cowan has been a leader in a number of research projects, publications, presentations, and grants focusing on ASD and positive behavior supports. His primary line of inquiry focuses on the development, implementation, and evaluation of academic and behavioral programs for children with ASD. His research and clinical interests also encompass the implementation and evaluation of positive behavior supports across the universal, targeted, and intensive levels of intervention. Tab Content 6Author Website:Countries AvailableAll regions |
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