High-Functioning Autism/Asperger Syndrome in Schools

High-Functioning Autism/Asperger Syndrome in Schools : Assessment and Intervention

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Meeting 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). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format with lay-flat binding to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. This book is in The Guilford Practical Intervention in the Schools Series.

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  • Paperback | 258 pages
  • 203.2 x 261.62 x 15.24mm | 589.67g
  • Guilford Publications
  • New YorkUnited States
  • English
  • 1606236709
  • 9781606236703
  • 606,505

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"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, 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

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About Frank J. Sansosti

Frank 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. 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.

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