Facilitating Evidence-Based Practice for Students with ASD
A Classroom Observation Tool for Building Quality Education
Will be published approx. on 30. July 2018
Book
Paperback/Softback
128 pages
978-1-59857-941-3 (ISBN)
Description
How can schools and districts support better outcomes for students with autism spectrum disorders (ASD)? Find the answers in this essential guide for administrators and educators, a user-friendly roadmap for assessing teachers' current instruction and implementing evidence-based teaching practices.
The heart of this unique resource is an efficient Classroom Observation Tool developed by the authors (in collaboration with classroom teachers and administrators), which helps support school teams in implementing evidence-based practices for teaching students with ASD. After uncovering strengths and needs with the tool, educational leaders can use the practical guidelines and strategies in the book to strengthen instruction at the classroom, school, and district levels. Readers will also get critical background information on students with ASD, including their cognitive processes, the challenges they encounter in school, the fundamentals of intervention, and the key laws and regulations every school leader needs to know.
With this informative tool and concise handbook, school leaders can make high-quality instruction the norm in every classroom-and develop new ways to support the engagement and learning of all students with ASD.
The heart of this unique resource is an efficient Classroom Observation Tool developed by the authors (in collaboration with classroom teachers and administrators), which helps support school teams in implementing evidence-based practices for teaching students with ASD. After uncovering strengths and needs with the tool, educational leaders can use the practical guidelines and strategies in the book to strengthen instruction at the classroom, school, and district levels. Readers will also get critical background information on students with ASD, including their cognitive processes, the challenges they encounter in school, the fundamentals of intervention, and the key laws and regulations every school leader needs to know.
With this informative tool and concise handbook, school leaders can make high-quality instruction the norm in every classroom-and develop new ways to support the engagement and learning of all students with ASD.
More details
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 277 mm
Width: 211 mm
Thickness: 5 mm
Weight
318 gr
ISBN-13
978-1-59857-941-3 (9781598579413)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Christina R Carnahan, Ed.D. is an associate professor of special education within the School of Education in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati, where she teaches undergraduate and graduate courses in the field of moderate to intense disabilities. She is also the director of Advancement and Transition Services (http://cech.uc.edu/education/ats.html) within the School of Education. Dr. Carnahan's research interests include building communication and literacy for individuals with autism spectrum disorders and developmental disabilities, and creating efficient and effective instruction and support practices across the lifespan. Dr. Carnahan has published in journals such as Exceptional Children, Journal of Special Education, and Focus on Autism and Developmental Disabilities.
K. Alisa Lowrey Ph.D. is an associate professor of special education within the Department of Curriculum, Instruction, and Special Education in the College of Education and Psychology at the University of Southern Mississippi, where she teaches undergraduate and graduate courses in the field of special education. Dr. Lowrey is the Program Coordinator for the Undergraduate Program at USM. She is also the co-editor for Focus on Autism and Other Developmental Disabilities. Her research interests include inclusive practices, universal design for learning, and quality teacher preparation and professional development, specifically focusing on those learners with the most significant support needs. Dr. Lowrey has published in journals such as Research and Practice for Persons with Severe Disabilities, Intellectual and Developmental Disabilities, and Education and Training in Autism and Developmental Disabilities.
K. Alisa Lowrey Ph.D. is an associate professor of special education within the Department of Curriculum, Instruction, and Special Education in the College of Education and Psychology at the University of Southern Mississippi, where she teaches undergraduate and graduate courses in the field of special education. Dr. Lowrey is the Program Coordinator for the Undergraduate Program at USM. She is also the co-editor for Focus on Autism and Other Developmental Disabilities. Her research interests include inclusive practices, universal design for learning, and quality teacher preparation and professional development, specifically focusing on those learners with the most significant support needs. Dr. Lowrey has published in journals such as Research and Practice for Persons with Severe Disabilities, Intellectual and Developmental Disabilities, and Education and Training in Autism and Developmental Disabilities.