|Call Number||Information about the Title|
|An activity-based approach to developing young children's social emotional competence / by Jane Squires and Diane Bricker. H. Brookes Pub. Co., c2007.|
Description: From the creators of ASQ, this practical guidebook gives non-mental health professionals exactly what they need: a ready-to-use, start-to-finish linked system for identifying concerns and improving young children's social-emotional health. This book walks readers through the five-step intervention process called Activity-Based Intervention: Social Emotional (ABI:SE): Screening. Get guidance on the best screening tools available, and evaluate the family environment with Environmental Screening Questionnaire (ESQ), the photocopiable, 30- question caregiver questionnaire included in the book. Assessment. Capture detailed information on children's social and emotional competence and caregiver competence using the photocopiable Social Emotional Assessment Measure (SEAM), a more in-depth assessment questionnaire for each of three age ranges—infant, toddler, and preschool. Goal development. Review strengths and needs of the child and family, and work with the parent to identify meaningful goals. Intervention. Help the family embed learning opportunities into everyday routines and activities. Evaluation. Monitor child and family progress and assess the program's overall success. With this step-by-step process, easily integrated into existing programs, non-mental health experts will go beyond the screening stage and answer the critical question "what do we do next?" Complete with suggested intervention activities and case studies, this book is just what interventionists, educators, and other professionals need to support social-emotional development and improve outcomes for children and families.
|The activity kit for babies and toddlers at risk : how to use everyday routines to build social and communication skills / Deborah Fein, PhD, Molly Helt, PhD, Lynn Brennan, EdD, BCBA-D, Marianne Barton, PhD. Guilford Press, 2016|
Description: Suspecting that your baby or toddler may have autism spectrum disorder or another developmental delay can be scary and overwhelming. But there is a lot you can do to help, even while waiting for an evaluation or early intervention. In this guide, leading experts present more than 100 games and activities designed to support development in children from birth to age 3. Your child's daily routines are transformed into learning opportunities that promote crucial abilities, like how to imitate others or use simple hand gestures to convey wants and needs. As a parent, you are the most important person in your child's life. Now you can be the best teacher, too.
|The Affect-Based Language Curriculum (ABLC) : an intensive program for families, therapists and teachers / Stanley I. Greenspan, Diane Lewis. 2nd ed. Interdisciplinary Council on Developmental and Learning Disorders, c2005.|
1 book + 1 CD
Description: "The curriculum incorporates the principles of systematic Instruction and applied Floortime as the primary teaching strategies. It also includes supplemental oral motor and augmentative communication techniques that support the development of language. ... includes updated an revised chapters as well as new sections on ABLC in the classroom, support groups, and foundation activities with expanded elicitation for every skill from the checklists. ... also includes a CD with all checklists, tracking Forms, systematic Instruction skill and Applied Floortime activities in Microsoft Word format for easy application."--Publisher's website.
|Ages and stages. Paul H. Brookes Publisher, 2009.|
Description: Multiple materials available, including DVD, parent-completed kit, home visit questionnaires, materials kit.
|Asperger's syndrome in young children : a developmental guide for parents and professionals / Laurie Leventhal-Belfer and Cassandra Coe. Jessica Kingsley, 2004.|
Description: This landmark book focuses on how AS presents in pre-school children. An essential guide for parents coming to terms with their child's AS diagnosis and for the professionals who work with this age group, it is unique in answering pressing questions specific to younger children. How can parents help their AS child to develop speech and language? What help is available at school and home? When, if at all, should a child be informed about AS? Including a useful summary of early childhood development stages, Leventhal-Belfer and Coe provide a diagnostic model based on assessment of the child in contrast to 'neurotypical' children, considering relationships at home, in school or in care. Their book shows how to develop tailored early intervention strategies and to assist parents, teachers and mental health professionals in making informed decisions to nurture the development of AS children.
|Autism and developmental delays in young children : the responsive teaching curriculum for parents and professionals : curriculum guide / Gerald Mahoney and James D. MacDonald. Pro-ed., c2007.|
Description: "Responsive Teaching is a child development curriculum for children with autism and other disabilities which is designed to be implemented by parents during routine interactions with children in their natural environments. This curriculum can be used either by parents themselves or by professionals who work with parents and children. ... it can easily be adapted for use in a variety of child development programs including early intervention, preschool special education, speech and language services and early childhood mental health. Responsive Teaching evolved from contemporary child development research and theory including constructivism, communication theories of language development and Attachment Theory. ... includes fully defined intervention objectives, instructional strategies and evaluation procedures that can be used to promote childrenÕs development in the context of their interactions with parents and other adults. ... Section I and III are dedicated to professionals and parents, while Section II is for the advanced practitioner who would like in-depth information about the rationale and research base for this program. Section IV gives an overview of the necessary steps for planning and implementing Responsive Teaching."--www.responsiveteaching.org
|Autism intervention every day! : embedding activities in daily routines for young children and their families / by Merle J. Crawford and Barbara Weber. Paul H. Brookes, 2016.|
Description: "Equips early intervention providers with strategies for supporting families to facilitate critical skills for young children with autism or with characteristics of autism during typical everyday routines and activities. Focuses on those skills particularly challenging for this population, e.g., regulation, flexibility, social communication"-- Provided by publisher.
|60 minutes Diagnosis: Autism [videorecording (DVD)] / CBS Broadcasting Inc. ; produced by Karen M. Sughrue. CBS Video, c2007.|
Description: Reports that behavioral scientist are researching to identify early symptoms of autism in infants so that it can be diagnosed as early as possible.
|Autism and early years practice : a guide for early years professionals, teachers and parents / Kate Wall. Paul Chapman, 2004.|
Description: Definitions of autism, common features and relevant legislation -- Families of children with autism -- Issues of diagnosis and assessment -- Understanding the world of the child with autism -- Programmes of intervention -- Providing for young children with autism -- Mainstream or special? : issues of inclusion -- Issues for considerations and suggestions for the future.
Also available as an EBOOK.
|Autism awarness [sic] and early intervention behavior : the impact of the "Learn the Signs, Act Early" public health awareness campaign on early intervention behavior / by Kinjal Patel. Deutsche Nationalbibliothek, c2009.|
Description: Autism is the fastest-growing developmental disability in the United States. Proactive adult behaviors leading to early intervention are a child's best hope to reach their full potential. The Centers for Disease Control and Prevention partnered with Porter Novelli to develop a public health campaign called "Learn the Signs. Act Early." The goal of this campaign was to increase awareness about the early warning signs of autism to help invoke positive behaviors in parents so that children receive services at the youngest age possible. HealthStyles survey data were analyzed to assess the difference in level of autism awareness of those surveyed before the campaign launch and of those surveyed two years post-campaign launch. Association between awareness of autism and early intervention behavior was also examined. Results of the study show improvements in awareness of autism issues; however, the results indicate minimal association between awareness and early intervention behavior. Further research efforts are essential to modify the campaign and target the issues necessary to instigate early intervention behavior.
|Autism early intervention : fast facts / Raun D. Melmed, MD. Future Horizons Inc., |
Description: "Parents who find out their child might have autism are overwhelmed with doctors, therapists, and information all at once. It can be difficult for these parents to find the answers they need in a sea of resources, especially for a parent who is not familiar with autism terminology and treatments. This little book is the perfect way to get acquainted with autism and early intervention strategies. It answers questions such as: What is autism? What are the signs of autism? Who is involved in my child's evaluation? What should I expect at the time of diagnosis? What are the goals of early intervention? How do I choose which treatments are right for my child? In addition to Dr. Melmed's compassionate yet practical advice, this book offers: easy-to-read charts, a glossary of autism terms, and a comprehensive, annotated list of resources."
|Autism in the early years : a practical guide / Val Cumine, Julia Leach and Gill Stevenson. David Fulton, c2000.|
Description: Provides parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. The authors: outline the characteristics of autism as they present themselves in the early years; consider the nature of autism and the issues surrounding assessment and diagnosis; offer strategies for effective and realistic intervention both at home and in a variety of early years settings; suggest ways to promote learning, social development, communication and appropriate behaviour; explore possibilities for enhancing access to the early years curriculum. It includes material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development programme.
|Autism, play and social interaction / Lone Gammeltoft and Marianne Sollok Nordenhof. Jessica Kingsley Publishers, 2007.|
Description: This is a fully illustrated guide explaining how to help children with autism spectrum disorders engage in interactive play, which is vital for the acquisition of social skills. The authors explain how to set up play environments, games schedules and play routines, and how to use visual aids and other props to facilitate co-operative play.
|Autism spectrum disorders : a transactional developmental perspective / edited by Amy M. Wetherby and Barry M. Prizant. P.H. Brookes Pub., c2000.|
Description: This cross-disciplinary reference offers a thorough overview of the communication, language, social, and behavioral issues characteristic of autism spectrum disorders (ASD). Based on meticulous research of the core areas of ASD--communication, socialization, emotional regulation, and symbolic development--the authors offer practical guidelines for intervention designed for children with autism and their families. In this comprehensive book, speech-language pathologists, clinicians, early interventionists, psychologists, and educators learn how to: understand and address the social and communication challenges experienced by children with autism ; enhance assessment and intervention methods ; support families in their efforts to facilitate their children's development. Chapters in this volume, written by leading clinical and research authorities in ASD, will allow readers to understand the principles and philosophies behind clinical and educational practices implemented with children with autism. Readers will also encounter guidelines to use when making critical assessment and intervention decisions to create more natural, child-centered supports. All professionals will learn how to improve their educational and developmental supports for young children with autism.
|Autism spectrum disorders & the SCERTS model : a comprehensive educational approach. [videorecording (DVD)]. National Professional Resources, Inc., 2005, c2004.|
Description: "SCERTS" refers to the core components of the model: social communication (SC), emotional regulation (ER), and transactional support (TS). This DVD provides an overview of the SCERTS model and demonstrates its application in classroom, community, and home environments for children in early intervention through the elementary school grades.
1 DVD and 1 booklet
|Bayley scales of infant and toddler development [kit] / Nancy Bayley. 3rd ed. Psychological Corporation, c2006.|
Description: The Bayley-III is designed to provide a basis for the evaluation of a child's development between 1 month and 43 months of age. Its primary purposes are to identify children with developmental delays and to provide information for intervention planning.
|Bayley scales of infant and toddler development [kit] : screening test / Nancy Bayley. 3rd ed. Psychological Corporation, c2006.|
Description: The Screening test of the Bayley Scales of Infant and Toddler Development is designed to briefly assess the cognitive, language, and motor functioning of infants and young children between 1 month and 42 months of age. The primary purposes are to determine quickly whether a child is progressing according to normal expectations and to determine if further, more comprehensive evaluation is needed.
|Beyond the autism diagnosis : a professional's guide to helping families / by Marion O'Brien and Julie A. Daggett. Paul H. Brookes Pub. Co., c2006.|
Description: Building on their research project that captured the experiences of more than 60 families, the authors reflect on excerpts from dozens of interviews that reveal parents' needs, concerns, beliefs, and dreams."--BOOK JACKET.
|Caring for a child with autism : a practical guide for parents / Martine Ives and Nell Munro ; illustrations by Fiona Bleach. Jessica Kingsley Publishers, c2002.|
Description: This comprehensive and readable guide answers the questions commonly asked by parents and carers following a diagnosis of autism, and discusses the challenges that can arise in home life, education and socializing. The authors cover a wide variety of therapies and approaches to autism, providing clear, unbiased information so that families will be able to evaluate different options for themselves. Throughout, the emphasis is on home and family life, and the everyday difficulties encountered by families of autistic children. ... an informative handbook in association with the National Autistic Society, written for parents with a recently diagnosed autistic child. This is a thorough introduction to autistic spectrum disorders, to be consulted time and time again as new questions arise.
|The childhood autism rating scale, second edition (CARS) / Eric Schopler, Mary E. Van Bourgondien, G. Janette Wellman, Steven R. Love. 2nd ed. Western Psychological Services, c2010.|
Description: "This 15-item behavior rating scale helps to identify children with autism and to distinguish them from developmentally handicapped children who are not autistic. In addition, it distinguishes mild-to-moderate from severe autism. Brief, convenient, and suitable for use with any child over 2 years of age, the Childhood Autism Rating Scale (CARS) makes it much easier for clinicians and educators to recognize and classify autistic children. Developed over a 15-year period, with more than 1,500 cases, CARS includes items drawn from five prominent systems for diagnosing autism. Each item covers a particular characteristic, ability, or behavior. After observing the child and examining relevant information from parent reports and other records, the examiner rates the child on each item. Using a 7-point scale, he or she indicates the degree to which the child's behavior deviates from that of a normal child of the same age. Professionals such as physicians, special educators, school psychologists, speech pathologists, and audiologists, who have had only minimal exposure to autism, can easily be trained to use CARS. After the child has been rated on each of the 15 items, a total score is computed by summing the individual ratings. Children who score above a given point are categorized as autistic. In addition, scores falling within the autistic range can be divided into two categories--mild-to-moderate autism and severe autism. This categorization system is based on a comparison of CARS scores with the corresponding expert clinical assessments of over 1,500 children. The product of long-term empirical research, CARS provides quantifiable ratings based on direct behavior observation. These ratings are an important element in the systematic diagnosis of autism."--Publisher's website.
|Climbing art obstacles in autism : teaching visual-motor skills through visually structured art activities / Karen Loden Talmage ; Vickie Dobrofsky. Tasks Galore Pub. Co., 2007.|
Description: This book includes: art activities tied to early learning themes, projects that incorporate visual-motor skills, many colorful photos that depict logical sequences of steps, checklists to assist students in collecting needed materials, and detachable pages for easy use in special needs or inclusion classrooms.
|Clinical practice guidelines : redefining the standards of care for infants, children, and families with special needs. Interdisciplinary Council on Developmental and Learning Disorders, c2000.|
Description: Increasing numbers of young children are presenting with non-progressive developmental disorders involving compromises in the capacity to relate, communicate, and think. These disorders involve many different areas of developmental functioning, ranging from planning motor actions and comprehending sounds to generating ideas and reflecting on feelings. New research and clinical observations are making it possible to more fully identify these functional developmental capacities and, thereby, characterize each child and family according to their unique profile. Most important, these new observations enable clinicians to individualize assessment and intervention approaches in response to the child- and family-specific question, "WHAT IS THE BEST APPROACH FOR A GIVEN CHILD AND FAMILY?" Over the years, the disciplines that work with developmental disorders have constructed a large body of research and clinical experience on the functional developmental capacities that are impaired in disorders of relating, thinking and communicating. This knowledge, however, needed to be brought together and organized. In response to this need, The Interdisciplinary Council on Developmental and Learning Disorders (ICDL) launched an initiative to systematize current clinical knowledge, including both research and the clinical experience of disciplines such as speech pathology, developmental pediatrics, neurology, occupational and physical therapy, psychology, social work, special education, and child psychiatry. The result of this effort is this book.
|Communication and symbolic behavior scales (CSBS) [kit] / Amy M. Wetherby, Barry M. Prizant. Normed ed. Brookes Pub. Co., 2003.|
Kit. Includes manipulatives.
Description: "CSBS is a norm-referenced, standardized instrument used to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. ... CSBS can be used with infants and toddlers whose functional communication age is between 6 and 24 months and with children up to 72 months who exhibit atypical development. It should be administered by a speech-language pathologist, early interventionist, psychologist, or other professional trained to assess developmentally young children. The assessment takes about 50-75 minutes to administer."--publisher's website.
|Could it be autism? : a parent's guide to the first signs and next steps / Nancy D. Wiseman with Kim Painter Koffsky. Broadway Books, 2006.|
Description: Presents early detection and intervention strategies for Autism and spectrum disorders, providing a milestone checklist beginning at four months and discussing formal screening, diagnosis, and how to cope, choose treatments, see "success" as a personal term, keep family relationships healthy, and be an advocate.
|Dancing colors [realia]. Sportime, |
Activity kit with scarves and ideas.
Description: Sheer nylon scarves that serve as colorful, appealing and creative props for children for movement, drama, and dancing activities.
|The dancing dialogue : using the communicative power of movement with young children / by Suzi Tortora. Paul H. Brookes Pub., c2006.|
Description: "Children's nonverbal cues can uncover critical information about their emotional, social, physical, communicative, and cognitive development. The first approach to focus exclusively on the importance of observing nonverbal expression, The Dancing Dialogue shows early childhood professionals how to assess the behavior and movement of children with a wide range of issues — and use what they learn to develop appropriate interventions. Designed for use with children from birth to 7 years of age, and equally effective for those with and without special needs, this book reveals how to: skillfully observe children's nonverbal cues and develop a keen awareness of the feelings and messages behind them ; expand children's abilities in key developmental areas by engaging them with movement, dance, music, and play ; use these nonverbal interactions to strengthen social and emotional bonds with children ; help caregivers and educators use the same types of interactions to connect with children and stimulate their development, both at home and in the classroom. This eagerly anticipated volume brings to book format the popular program Dr. Tortora has presented to thousands of professionals. The Dancing Dialogue is a one- of-a-kind resource that combines insights from diverse disciplines, including psychology, neurobiology, occupational therapy, physical therapy, dance movement therapy, and early childhood development. No dance background is needed — the ideas and techniques are accessible for professionals from any field. Strategies are brought to life by the author's vibrant, encouraging voice and the fascinating stories of children and adults engaging in the communicative dance. Whether used in an early intervention program, in a classroom, or with individual caregivers and their children, this is an innovative, effective way to assess and enhance the development of young children."
|Developmentally appropriate practice in early childhood programs serving children from birth through age 8 / Carol Copple and Sue Bredekamp, editors. National Association for the Education of Young Children, c2009.|
Book + CD
Description: Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, DAP articulates the principles that should guide our decision making. Chapters describe children from birth through age 8 in detail, with extensive examples of appropriate practice for infant/toddler, preschool, kindergarten, and primary levels.
A DVD is also available.
|Do-watch-listen-say : social and communication intervention for children with autism / Kathleen Ann Quill ; with invited contributors. Paul H. Brookes Pub. Co., c2000.|
Description: "Children with autism pose a perplexing and inconsistent puzzle when it comes to their social skills and communication development. [Describes how to]: apply the new state-of-the-art assessment tool to guide your curriculum for individual students ; discover a range of proven strategies that combine the best of behavioral and developmental intervention practices ; find hundreds of suggested activities to build social play, group skills, and communication in fun and creative ways ; chart your interventions with the easy-to-use data collection forms and guidelines. ... easily adapted to develop a curriculum for both children who are verbal and those who use augmentative and alternative communication, and it can be implemented at home or in the classroom. Excellent for educators and speech language pathologists, this practical, user-friendly resource gives you the methods you need to build social and communication skills in children with autism."--publisher's website.
|Does my child have autism? : a parent's guide to early detection and intervention in autism spectrum disorders / Wendy L. Stone, Theresa Foy DiGeronimo. Jossey-Bass, c2006.|
Description: What exactly are autism spectrum disorders? -- What should I look for? -- The early diagnostic process -- Early intervention is your child's best hope for the future -- Working with your child at home.
|Early intervention & autism : real-life questions, real-life answers / James Ball. Future Horizons, c2008.|
Description: When your child has just been diagnosed with autism, questions and concerns immediately flood your mind. What do I need to know first? What do I need to do first? What program is right for my child? This book discusses the components of a "perfect" program for young children with autism, including a variety of proven techniques, and gives parents tools to assess whether or not they "fit" their child and their family. It also includes a how-to guide for setting up an effective Individual Family Service Plan (IFSP) and transitioning a child with autism into a public school program.
|Early Start Denver Model for young children with autism : promoting language, learning, and engagement / Sally J. Rogers and Geraldine Dawson. Guilford Press, c2010.|
Description: Current understanding of infant learning and autism -- An overview of the Early Start Denver Model -- Using the Early Start Denver Model -- Developing short-term learning objectives -- Formulating daily teaching targets and tracking progress -- Developing plans and frames for teaching -- Developing imitation and play -- Developing nonverbal communication -- Developing verbal communication -- Using the Early Start Denver Model in group settings.
|Early start for young children with autism/PDD : practical interventions / Kathleen McConnell, Gail R. Ryser ; illustrations by Jenny Loehr. Pro-Ed, c2006.|
Description: Introduction and guidelines for use -- Create and use a visual communication framework -- Structure the environment -- Develop schedules and calendars -- Establish and teach routines -- Use play to teach specific skills -- Use individual trials -- Teach and improve behavior.
|Engaging autism : using the floortime approach to help children relate, communicate, and think / Stanley I. Greenspan, Serena Wieder. Da Capo Lifelong Books, 2006.|
Description: Describes the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model. -Introd.
|Essential first steps for parents of children with autism : helping the littlest learners / Lara Delmolino, PhD., BCBA-D & Sandra L. Harris, PhD. Woodbine House, 2013.|
Description: If an autism spectrum disorder (ASD) is diagnosed or suspected in your child aged 5 or younger, you need immediate information and support to begin helping him. This guide outlines the pivotal steps that parents can take now to optimize learning and functioning for their child, and help them prepare the best foundation on which to build their child's future development. This book covers early indicators of ASD in children younger than 3 years; behaviors of 3- to 5-year-olds with a confirmed diagnosis; research on effective treatments and teaching methods; strategies for boosting play, communication, social, and self-help skills; and support for the rest of the family.
|First signs screening kit for pediatric practitioners [kit (DVD)]. First Signs, 2008.|
1 DVD, 1 guide, 5 articles, poster, book
Description: Outlines the diagnostic criteria for autism spectrum disorders (Asperger's Syndrome, Childhood Disintegrative Disorder, Pervasive Developmental Disorder -- PDD/NOS, Rhett Syndrome), provides the guidelines for conducting a developmental screening, and describes how to relay developmental concerns to parents. Differences in development are vividly demonstrated through video examples of typical and atypical behavior in children from four to thirty-six months of age.
|First steps in intervention with your child with autism : frameworks for communication / Phil Christie [and others] ; illustrations by Pamela Venus. Jessica Kingsley, 2009.|
Description: "This book addresses communication and language development of children with autism, from teaching non-verbal communication such as pointing, to moving towards spoken language. It champions initial intervention at an early stage of communication, but the many practical ideas and strategies can be applied to children of school age."--publisher's website.
|Floortime DVD training series. ICDL, c2005.|
Description: Shows parents how to interact and play with their child to support his or her development, from shared attention and engagement to interaction and more advanced communication. Three separate sets are available.
1. The basics: relating and communicating.
2. Sensory regulation and social interaction.
3. Symbolic and logical thinking.
|The functional emotional assessment scale (FEAS) for infancy and early childhood : clinical and research applications / Stanley I. Greenspan, Georgia DeGangi, Serena Wieder. Interdisciplinary Council on Developmental and Learning Disorders, c2001.|
Description: "The ... (FEAS) was developed as a criterion-referenced instrument for children ranging in age from 7 months through 4 years of age. It was designed to measure emotional functioning in children with constitutional- and maturation-based problems (e.g., regulatory disorders), children with interactional problems leading to a variety of symptoms such as anxiety, impulsivity, depression, etc., and children with pervasive developmental difficulties. This includes children who experience constitutional or developmental maturational problems, such as those with regulatory disorders or pervasive developmental disorder, as well as caregivers and children with relational problems, such as attachment disorders, or children from multi-problem families with a variety of interactional difficulties (e.g., anxiety, depression, impulsivity, etc.). The FEAS provides a systematic assessment of the child and caregiverÕs functional emotional capacities. For infants and young children, these capacities include the childÕs ability to organize play interactions with objects and persons, to self-regulate mood and organize attention, to form an attachment with the caregiver, to engage in reciprocal emotional interactions and communications, and to represent feelings and ideas and engage in emotional thinking through play interactions. Caregiver behaviors are evaluated in relation to their capacity to support their childÕs development in each of these areas. The FEAS is intended for use to profile social-emotional functioning in infants and young children. As will be seen in chapter 5, it distinguishes between the child with a high-risk profile of emotional functioning and those without problems, as well as between different types of problems."--Publisher's website.
|Functional independence skills handbook : assessment and curriculum for individuals with developmental disabilities / William K. Killion. Pro-Ed, c2003.|
Description: " ... a material used for determining a person's ability to perform certain functional activities from daily life. It was developed for special education teachers, paraeducators, and parents working with individuals with severe developmental disabilities. The outcome of the program, when successful, is a direct increase in personal independence in those with autism, intellectual disabilities, and related disorders. FISH contains (a) an assessment instrument that can assist the professional in determining goals for future educational or developmental training programs for a person with developmental disabilities and (b) sample lesson plans with teaching technique examples for each item evaluated. The assessment directly relates to the accompanying curriculum. ... Although targeted toward people with developmental disabilities, this program would also be beneficial for children in the early grade levels or anyone with cognitive deficits, school age through adult. It is a criterion- referenced series of 421 tasks. The assessment instrument and lessons are organized according to seven domains: Adaptive Behavior Skills, Affective (or Emotional) Skills, Cognitive Skills, Sensorimotor Skills, Social Skills, Speech and Language Skills, and Vocational Skills. FISH has a structured curriculum which is sometimes lacking in programs for developmentally disabled persons. Completion of this instrument should result in a list of skills that the person can perform independently. Family members and caregivers will appreciate their roles becoming easier."--publisher's website.
|Giggle time : establishing the social connection / Susan Aud Sonders. J. Kingsley, 2003.|
Description: ... a program for parents, teachers and other professionals to help develop the non-verbal, verbal and social reciprocity skills of children with autism. It describes in accessible detail how to communicate with children with autism and gives clear instructions on "how to" techniques for developing language skills.
|Girls under the umbrella of autism spectrum disorders : practical solutions for addressing everyday challenges / Lori Ernsperger & Danielle Wendel ; foreword by Liane Holliday Willey. Autism Asperger Pub. Co., c2007.|
Description: Co-authored by an experienced professional and a mother of a young girl on the autism spectrum, this much-awaited book combines the best of both worlds as it gives a voice to girls under the umbrella of autism spectrum disorders. The authors provide insightful first-hand accounts of girls lives along with research-based strategies and practical techniques for addressing the unique needs of girls on the spectrum while nurturing and developing their gifts and talents. Throughout each chapter, you will find descriptions of interventions and strategies designed to improve specific behaviors at home, at school, and in the community. Throughout, the emphasis is on what sets girls apart from boys on the spectrum in an effort to ensure that their unique needs are met and their special talents are fostered and nurtured.
|Handbook of positive behavior support / edited by Wayne Sailor ... [et al.]. Springer, c2009.|
Description: “A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. …gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications“—publisher’s website.
|Hands-on learning [kit] / Charity Rowland, Philip Schweigert. Design to Learn Projects, c2003.|
Description: Addresses a wide range of object interaction skills, including the use of objects in symbolic play and in social interactions, focusing on the child's interaction with the physical environment and specific object interaction skills that may reflect cognitive and social skill development. For early childhood or school age children.
|How to handle hard-to-handle preschoolers : a guide for early childhood educators / Maryln Appelbaum. ATi, c2009.|
Description: This user-friendly resource provides early childhood educators with a comprehensive overview of the most common kinds of behavioral disorders and learning disabilities in children ages 2 to 5, with guidelines for meeting students' needs within an inclusive environment.
|How to use augmentative and alternative communication / Billy T. Ogletree, Thomas Oren. PRO-ED, c2006.|
Description: "This manual reviews AAC applications for individuals with ASD ... AAC is defined and described to provide the knowledge necessary for effective clinical decision-making. Basic facts are overviewed and the impact of AAC on the emergence of natural speech is discussed. In addition, the communicative impairments of persons with ASD are briefly reviewed and the characteristics of ASD that make AAC a logical choice for so many individuals are considered. ... presents a series of recommended practices to help guide parents and practitioners in the establishment and implementation of AAC. ... Throughout this manual there are exercises and questions designed to encourage the reader to apply content in real-world ways. ...a starting point and guide for those interested in using AAC with children and adults with ASD."--PRO-ED website.
|Implementing the token board system [videorecording (DVD)] / directed and produced by Misten Daniels and John Gill ; edited and authored by Corey Hiskey. STAR Autism Support, c2015.|
1 DVD + 1 guide
Description: "... includes information on each of the following topics: how to get started with 1:1 reinforcement and transition to a token board system ; introducing the token board for the first time ; using the Initial, Intermediate and Advanced Level token boards ; ideas for teaching students the value of money ; creating and using a student store ; generalizing the token board system through the day by reinforcing daily routines."--www.starautismprogram.com
|The inclusive early childhood classroom : easy ways to adapt learning centers for all children / Patti Gould and Joyce Sullivan ; illustrations by Joan Waites ; photographs by Paul Baskett. Gryphon House, c1999.|
Description: "All children require nurturing and stimulating learning environments, but typical early childhood classrooms should be modified for children with special needs. The Inclusive Early Childhood Classroom is written to help teachers look at classroom design in a new way and suggests different ways of approaching activities to help children with special needs become successful. By modifying the classroom and activities, all children will be actively engaged. Each chapter focuses on either a learning center, such as art or science, or a time of the day, such as snack time or dismissal, with particular attention to the needs of children who are developmentally delayed, orthopedically impaired, have autism/Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder, behavioral issues, motor planning problems, or visual impairments."--publisher's website.
|Infant/toddler sensory profile [kit] / Winnie Dunn. The Psychological Corp., 2002.|
Description: "...can help you: understand the complexities of their sensory processing, gather critical sensory information related to home, school, and work, design strategies for managing daily life, build evidence in your practice. These unique instruments offer a research-based, family-centered approach to sensory processing and provide case studies and guide you in interpretation and intervention planning."--Publisher's website.
|Initiations and interactions : early intervention techniques for parents of children with autism spectrum disorders / Teresa A. Cardon. Autism Asperger Pub. Co., 2007.|
Description: Research suggests an early start is the key to a successful intervention for children diagnosed with an autism spectrum disorder. What many don't know is that research also shows that for most early intervention programs to be effective, they must involve a child's primary caregivers, especially when it comes to such an all-pervasive area as communication. This book does not advocate that parents steer clear of therapists and specialists. Instead, it attempts to put more control in the parents' hands. Without adding to parents' already busy schedules, this book discusses the importance of creating a communication environment in the home. Simple everyday tools include deliberate use of books, toys, visual schedules, and labeling, among others. (note from publisher's website)
|Intervention and support for parents and carers of children and young people on the autism spectrum : a resource for trainers / Barry Wright and Chris Williams. Jessica Kingsley Publishers, 2007.|
Description: A flexible course comprising 11 sessions; includes handouts, activities, and discussion points.
|Jumbo farm animals [toy]. Learning Resources, [200-?]|
Description: Toy models of farm animals: a horse, cow, pig, goat, sheep, goose, and rooster. Ages 2+.
|Jumbo jungle animals [toy]. Learning Resources, [200-?]|
Description: Toy models of jungle animals: an elephant, tiger, gorilla, lion, and giraffe.. Ages 2+.
|Learn to move, move to learn [videorecording (DVD)] : dinosaurs / Autism Asperger Publishing Company ; Jenny Clark Brack. Autism Asperger Publishing Company, c2005.|
1 DVD with lesson plan.
Description: Many children with disabilities have poor sensorimotor integration. In this lively DVD focusing on young children, get a first-hand view of a theme-based (dinosaurs) sensorimotor lesson. After a brief introduction to sensory integration and its importance for developing functional skills and adaptive responses to the environment, see step-by-step how a series of seven sensorimotor activities (warm-up, vestibular, proprioception, balance, eye-hand coordination, cool-down and fine motor) are combined in fun games and activities to result in better readiness to learn. The activities use a transdisciplinary approach in an inclusive classroom with typical peer models. (publisher's website)
A book is also available.
|More than words [videorecording (DVD)] : promoting the communication development of children with autism spectrum disorder and other social communication challenges / the Hanen Program ; writer and director, Fern Sussman. Hanen Centre, 2008.|
Description: Viewing the program makes it possible for parents to immediately apply research-based strategies that are clearly demonstrated with daily routines, play, book reading and music activities, in order to foster their children's communication skills.
|More than words : a guide to helping parents promote communication and social skills in children with Autism Spectrum Disorder / Fern Sussman ; illustrations by Robin Baird Lewis. Hanen Centre, c1999.|
Description: Presents a step-by-step guide for parents of preschool children with autism spectrum disorders and other social communication difficulties. Shows how to make everyday activities into opportunities for promoting interaction and communication skills.
|Parenting with positive behavior support : a practical guide to resolving your child's difficult behavior / by Meme Hieneman, Karen Childs, and Jane Sergay. Paul H. Brookes Pub., c2006.|
Description: "Now the theory and research behind the positive behavior support (PBS) process — an approach already proven effective in schools and community programs — has been transformed into a practical, easy-to-use guide that's perfect for sharing with parents. Developed by educators and families, this user-friendly handbook offers parents easy- to-follow guidelines for identifying the reasons for their children's behavior and effectively intervening through three basic methods: ; preventing problems ; replacing behavior ; managing consequences. The included exercises and worksheets help parents easily track their child's progress, and three illuminating chapter-long case studies walk parents through PBS and show them how this process can transform family life."
|Plan for people play / Fern Sussman & Elaine Weitzman. Hanen Program, 2014.|
Description: "Plan for People Play helps you create enjoyable play situations that encourage your child to participate so that he can have the best possible opportunities to both have fun and build important social communication and interaction skills. This booklet centers around 'people games' -- games that focus on interaction instead of on toys. Examples of popular people games include Hide-and-Seek, Row, Row, Row Your Boat and Tag. People games are particularly helpful for children with social communication difficulties because they provide many opportunities to build some of the key interaction skills that these children often find difficult."--Publisher's website.
|Play to grow! : over 200 games designed to help your special child develop fundamental social skills / Tali F. Berman and Abby Rappaport ; [foreword by Jenny McCarthy] Meir Autism Treatment Center, c2013.|
Description: "Over 200 games designed to help your special child develop fundamental social skills ... for parents and professionals to help promote meaningful social interaction for children with autism or other developmental delays. The games are divided according to five stages of development and each game addresses a very specific goal within each stage. All of the games are tried-and-true, kid and parent tested, and are designed to inspire any child with common motivators, such as: humor, anticipation, music and physical stimulation. Many games also have tips and variations so it can be adapted for children with different interests. ... it is also a guide for parents and professionals on how to execute the games effectively."--amazon.com
|Playing, laughing, and learning with children on the autism spectrum : a practical resource of play ideas for parents and carers / Julia Moor. Jessica Kingsley Pub., c2002.|
Description: Parents of young children newly diagnosed as on the autism spectrum are often at a loss for ideas about how best to help their child. Playing, Laughing and Learning with Children on the Autism Spectrum is not just a collection of play ideas; it shows how to break down activities into manageable stages, and looks at ways to gain a child's attention and motivation and to build on small achievements. Each chapter covers a collection of ideas around a theme, including music, art, physical activities, playing outdoors, puzzles, turn-taking and using existing toys to create play sequences. There are also chapters on introducing reading and making the most of television. This updated second edition contains an extensive chapter on how to use the computer, the internet and the digital camera to find and make resources and activities, and suggests many suitable websites to help parents through the internet maze. The ideas are useful both for toddlers and primary age children who are still struggling with play.
|The power of positive parenting : a wonderful way to raise children / Glenn I. Latham. Rev. ed. P & T ink, c1994.|
Description: This book is intended to teach parents the skills necessary to solve problems, and help family members live harmoniously.
|The PRT pocket guide : pivotal response treatment for autism spectrum disorders / by Robert L. Koegel and Lynn Kern Koegel ; with invited contributor [Sarah Kuriakose]. Paul H. Brookes Pub., c2012.|
Description: What is Pivotal Response Treatment? What's the research behind it, what does it look like in practice, and what are some good examples of how to use it? Now one concise book gives professionals and parents all the basics of the widely used PRT -- one of a select group of highly effective, evidence-based treatments for autism. A great resource for educators, behavior specialists, early interventionists, SLPs, occupational therapists, and families, this reader-friendly pocket guide is the perfect introduction to PRT, the popular approach that uses natural learning opportunities to modify pivotal areas of behavior. Pioneering autism experts Robert and Lynn Koegel speak directly to the reader, demystifying PRT and clearly explaining why it leads to widespread and rapid progress for children. Throughout the book, the Koegels engage readers with down-to-earth guidance based on best practice, true stories from their decades of experience with children and families, and clear explanations of what the research says about PRT. And the end-of-chapter questions for teachers, therapists, and parents reinforce key points and prepare them for effective PRT implementation. An essential first step in PRT training for every member of a child's support team, this quick and practical introduction will get everyone on board with PRT and equip them with the fundamentals they need to use it in the real world.
|Psychoeducational profile [kit] : PEP-3 : TEACCH individualized psychoeducational assessment for children with autism spectrum disorders / Eric Schopler ... [et al.] ; TEACCH. 3rd ed. Pro-Ed, c2005.|
Kit with manipulatives.
Description: Derived from the program the Treatment of Education and Autistic and related Communication handicapped CHildren (TEACCH), the PEP-3 is an inventory of behaviors and skills designed to identify uneven and idiosyncratic learning patterns. The PEP-3 provides useful information regarding social reciprocity and normative data both from a group of children in the autism spectrum as well as from a comparison group of typical children. The PEP-3 offers many nonverbal items, flexible administration procedures, untimed items, concrete materials that are interesting for even the most impaired child, several developmental levels that make success for all examinees a possibility and language items that are separated from other function areas, thus making virtually all children in the autism spectrum testable and teachable. The third edition combines the latest research data on autism with the established information required for making diagnostic and prescriptive recommendations used for planning effective individualized behavioral interventions and educational programs.
|Put pretending into your child’s play / Elaine Weitzman & Lisa Drake. Hanen Program, 2015.|
Description: "This booklet focuses on helping parents expand their child's pretend play skills during fun, everyday play activities. Children with social communication difficulties often find it challenging to pretend, so adults must take some extra steps to provide them with the opportunities and encouragement they need to learn. ... Pretend play is a critical part of all children's development, and is closely tied to: Language skills ; Social skills ; Emotional skills. For children with autism in particular, studies have shown that: better pretend play skills at age three and four are associated with better language skills at ages eight and nine ; the more varied and flexible a young child's pretend play, the more advanced his thinking skills are at ages eight and nine. Your child's play may not be as complex or creative as that of typically developing children. But when you add specific interaction strategies to your everyday play activities, there's a lot you can do build his skills. Put Pretending into Your Child's Play helps you: Understand how the development of pretend play fosters your child's language, social and emotional skills ; Identify your child's stage of pretend play and his next step in pretend play development ; Use research-based strategies to encourage your child to imitate new pretend play actions and move to the next stage in pretend play ; Help your child apply newly learned pretend play skills with a variety of toys and in a variety of situations. Booklet highlights include: A checklist for identifying your child's current stage of pretend play and the next step he can take ; Guidelines on the best toys to use and how to use them to encourage your child's development ; Concrete examples and illustrations of parents using the strategies in the booklet to build their child's play skills ; A Pretend Play Plan to help you plan your child's next play step and how you'll help him take it"--Publisher's website.
|Relationship development intervention with young children : social and emotional development activities for Asperger syndrome, autism, PDD and NLD / Steven E. Gutstein and Rachelle K. Sheely. Jessica Kingsley Publishers, 2002.|
Description: Friendship requires hard work, and the odds are heavily stacked against those with autism spectrum conditions. Designed for younger children, this comprehensive set of enjoyable activities emphasizes foundation skills such as social referencing, regulating behavior, conversational reciprocity and synchronized actions.
|Right from the start : behavioral intervention for young children with autism / Sandra L. Harris and Mary Jane Weiss. 2nd ed. Woodbine House, 2007.|
Description: This guide explains how the teaching method known as Intensive Behavioural Intervention (IBI) can benefit young children with autism and related disorders. This includes all children whose diagnosis falls within the broad spectrum of Pervasive Developmental Disorder (PDD), especially those of five years or younger. The book discusses applied behavioural analysis (ABA), the central component of intensive behavioural intervention. Readers learn how ABA can be used to teach speech and language, social, motor and adaptive skills through a system of repetition, reward and goal adjustment, and are shown how it is applied in a real-life family situation. The family go through the process of understanding their young child's diagnosis, and choosing an intensive intervention programme. This is aimed at bolstering the confidence of other parents in making their own evaluation.
|The SCERTS model : a comprehensive educational approach for children with autism spectrum disorders / by Barry M. Prizant ... [et al.]. Paul H. Brookes Pub., c2006.|
Description: "A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS¨ Model provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS¨ supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual's progress as he or she works toward a goal). With this two-volume manual set, professionals will have comprehensive and practical guidance on using SCERTS¨ in assessment and intervention with preschool and elementary school students with ASD."--Publisher's website.
|Signs of autism in infants : recognition and early intervention / edited by Stella Acquarone ; foreword by Joan Raphael-Leff. Karnac, 2007.|
Description: As a group, babies later diagnosed as autistic are found to have more complications during gestation and delivery than their normal siblings and others. In addition to all these complications, infants later diagnosed on the autistic spectrum have a two-fold rate of residence in neonatal intensive care units. Over the past 50 years, ever younger previously non-viable very low weight babies are being kept alive, some born as much as four months before term. However, it is becoming apparent that miraculous procedures to counteract organ immaturity and prolonged incubation contribute to a new gamut of hitherto unknown forms of neurological damage. With pregnancy curtailed, prematurely separated mothers and their babies both experience a prolonged state of limbo, with the fragile infant being exposed to excruciating medical interventions and overwhelming stimulation.International researchers and clinicians renowned for their work in the field of early autism come together to resolve queries around the long debate on the development and resolution of autism. In this book contributors outline their views on the possibility of preventing the full development of autistic behaviour. They set down clear guidance for professionals in identifying early signs of alarm and offer a model of psychoanalytically informed interventions to treat the pre-autistic infant.
|Social competence of young children : risk, disability, & intervention / edited by William H. Brown, Samuel L. Odom, and Scott R. McConnell. Paul H. Brookes Pub., c2008.|
Description: Increasing positive peer interaction can reduce future social competence problems, but how can you ensure that children with developmental difficulties are given a chance to cultivate the social relationships they need? For your work with children from birth to age 5 who are at risk for or who have been identified with social competence difficulties, now one succinct resource puts the latest research and effective strategies right at your fingertips. From well-known and respected experts in the field, this volume helps pre- and inservice early childhood general and special educators: Gain a deep and thorough foundation for understanding social competence ; Examine key influences on social development—family, culture, classroom, and friendships ; Pinpoint strategies for social interaction interventions specific to different populations—including children with disabilities and delays, and children living in poverty ; Understand the effects of autism, behavioral disorders, communication and language disorders, and severe disabilities on peer interactions and relationships ; With the most current research-based assessment and intervention strategies detailed, you'll choose well-matched and effective peer interaction interventions—classroom, naturalistic, or explicit—to suit specific children's needs. Help young children learn the art of forming strong social relationships that can improve their future academic success—and their lives.
|The social play record : a toolkit for assessing and developing social play from infancy to adolescence / Chris White. Jessica Kingsley Publishers, 2006.|
Description: Social play is about relating to others, playing and making friends - all of which are key elements for social inclusion, adjustment and well-being. The Social Play Record is a practical resource for assessing and developing social play in children with autistic spectrum disorders (ASDs) or difficulties with social interaction. This toolkit is designed to be used collaboratively with children, parents, carers and practitioners. It is suitable for assessing children of all learning abilities and stages of development, from early infancy to adolescence, and includes photocopiable assessment and intervention materials. The toolkit is divided into user-friendly sections, including: a guidance section, which also gives information on what constitutes social play, its significance, development and how to address social interaction difficulties ; an assessment section for recording stages of social play and key abilities, such as independent and peer play, friendship and advanced group skills ; an intervention section, which gives step-by-step directions for developing key social play skills. Parents, teachers and professionals working with or caring for a child with social interaction difficulties will find this toolkit an essential assessment resource.
|The STAR Program.|
Kits: Level 1 – Level 2 – Level 3.
Training DVDs for Levels 1, 2, and 3.
Description: "The STAR Program is a comprehensive, three level program based on Applied Behavioral Analysis, using Discrete Trial (DT), Pivotal Response (PRT), and Functional Routine (FR) training strategies. The STAR Program has been shown to help students with autism and other developmental disabilities master receptive, expressive, and spontaneous language; functional skills; pre-academic concepts; and play and social interaction concepts."--Pro-Ed.
|Take out the toys / Fern Sussman & Elaine Weitzman. Hanen Program, 2014.|
Description: " ... the second booklet in the Make Play R.O.C.K.™ Booklet Series for parents of children with autism spectrum disorder and other communication difficulties. This booklet offers practical, research-based guidance for expanding children’s “functional play” – the kind of early toy play that involves doing conventional or “expected” actions on toys. Filled with easy-to-follow guidance and concrete examples, this booklet helps parents promote their child’s play skills while having fun together. Highlights include a checklist to identify children’s stage of play and next “play step” and a “Toy Play Plan” to help parents plan their child’s next play step."
|Targets of opportunity [videorecording (DVD)] : utilizing the preschool environment to promote play and social skills / Andrea Morris. Watson Institute, [2009?]|
Description: "This presentation explores the importance of play, obstacles to play development and the components of a play skill program. It provides examples of teaching strategies and activities to promote play development. The second half explores social competence, the effects of social deficits and the components to a social skills program. It also provides teaching strategies and activities to promote social development."--publisher's website.
|Teaching young children with autism spectrum disorder / Clarissa Willis ; photographs, Michael Talley ; illustrations, Marie Ferrante Doyle ; sign language illustrations, Deborah Johnson. Gryphon House, c2006.|
Description: What do you do when a three-year-old with autism falls on the floor kicking and screaming? How do you communicate with a child who looks away and flaps his hands? Who can help if you suspect a child in your class has autism? Preschool can be overwhelming for a child with autism. Autism affects how a child communicates, behaves, and relates to others. Teachers need to know what they can do to help children with autism reach their full potential. ... a straightforward, easy-to-understand guide to working with children who have autism. It explains the major characteristics associated with autism and helps teachers understand the ways children with autism relate to the world. Each chapter offers specific strategies for teachers to use, including setting up a proactive preschool environment, helping children learn life skills, managing behavior, helping children with autism communicate, encouraging children with autism to play, helping them to get along with others, and working with families. ... helps teachers connect with all children in meaningful ways, allowing children with autism to learn and grow.
|Test of sensory functions in infants [kit] : (TSFI) / Georgia A. DeGangi and Stanley I. Greenspan. Western Psychological Services, [c1989]|
Kit includes manipulatives.
Description: Designed to provide an overall measure of sensory processing and reactivity for infants (4 to 18 months). Includes tests of 5 subdomains: reactivity to tactile deep pressure, adaptive motor functions, visual-tactile integration, ocular-motor control, and reactivity to vestibular stimulation.
|Picture stories and language intervention series. Autism & PDD early intervention. Patricia Snare Koski.|
Multiple titles with worksheets and lesson plans.
|The verbal behavior approach : how to teach children with autism and related disorders / Mary Lynch Barbera ; with Tracy Rasmussen ; foreword by Mark L. Sundberg. Jessica Kingsley Publishers, 2007.|
Description: The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders.
|Young children with disabilities in natural environments : methods & procedures / by Mary Jo Noonan & Linda McCormick. P.H. Brookes Pub. Co., c2006.|
Description: "Focusing on children from birth to age 5 ... a wealth of specific, practical knowledge on a range of critical procedures for working with children effectively. ...including: in-depth, practical information on assessing and intervening with children who have severe disabilities and autism, clear, explicit guidance on the actual methods professionals should use when working with children, an integrated, non-categorical approach that weaves together information across disabilities, developmental domains, and ages, guidelines on how to use naturalistic and systematic instruction together, a strong focus throughout the book on cultural competence ... each chapter starts with a bulleted list of focus points; ends with a concise, helpful summary and challenging study questions; and includes realistic examples that illustrate the suggested techniques and strategies."--Publisher's website