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Educating Children With Autism

National Research Council 2001 National Academy of Sciences,307p.

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■National Research Council 2001 Educating Children With Autism,National Academy of Sciences,307p. ISBN-10: 0309072697 ISBN-13: 978-0309072694 欠品 [amazon] [kinokuniya] ※ m

■内容

(amazonより引用)
Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: * How children's specific diagnoses should affect educational assessment and planning * How we can support the families of children with autism * Features of effective instructional and comprehensive programs and strategies * How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism * What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers.

■目次

EXECUTIVE SUMMARY
 Committee's Charge
 Diagnosis, Assessment, and Prevalence
 Role of Families
 Goals for Educational Services
 Characteristics of Effective Interventions
 Public Policies
 Personnel Preparation
 Research

INTRODUCTION
 Features of Autism
 The Challenge of Educating Children with Autism  The Committee's Work
 Organization of the Report

I GOALS FOR CHILDREN WITH AUTISM AND THEIR FAMILIES

DIAGNOSIS, ASSESSMENT, AND PREVALENCE
 Multidisciplinary Perspectives
 Prevalence of Autism and Related Conditions
 Screening Instruments
 Assessment
 Medical Considerations
 Implications for Intervention

FAMILY ROLES
 Special Demands on Parents
 Teaching Parents Needed Skills
 The Advocacy Role
 Support for Families
 From Research to Practice

GOALS FOR EDUCATIONAL SERVICES
 Interventions as Paths to Goals
 Outcomes

II CHARACTERISITICS OF EFFECTIVE INTERVENTIONS

DEVELOPMENT OF COMMUNICATION
 Core Communication Deficits
 Planning for Intervention
 Intervention Approaches
 From Research to Practice

SOCIAL DEVELOPMENT
 Developmental Constructs and Theory
 Commonalties and Individual Differences
 Planning for Intervention
 Interventions Used to Teach Social Behavior
 From Research to Practice

COGNITIVE DEVELOPMENT
 Cognitive Abilities in Infants and Very Young Children
 Stability and Uses of Tests of Intelligence
 General Issues in Cognitive Assessment
 Theoretical Models of Cognitive Dysfunction in Autism
 Academic Instruction and Outcomes
 From Research to Practice

SENSORY AND MOTOR DEVELOPMENT
 Constructs and Deficits
 Intervention Techniques
 Sensory and Motor Development and Educational
 Programming
 From Research to Practice

ADAPTIVE BEHAVIORS
 Background
 Developmental Constructs and Theory
 Form of Adaptive Behaviors
 Assessing Adaptive Behavior and Planning for Intervention
 Intervention Studies
 Intervention Programs
 From Research to Practice

PROBLEM BEHAVIORS
 Nature and Persistence of Behavior Problems
 Preventive Interventions
 After the Fact: Teaching Alternative Behaviors
 Other Interventions
 From Research to Practice

INSTRUCTIONAL STRATEGIES
 Types of Instructional Strategies
 Individual Versus Group Instruction
 The Use of Peers as Instructors
 The Roles of Selected Disciplines

COMPREHENSIVE PROGRAMS
 Selection and Overview of Model Programs
 Theoretical Orientations of Program Models
 Convergence and Variability of Program Dimensions
 Intervention Studies

III POLICY, LEGAL, AND RESEARCH CONTEXT

PUBLIC POLICY AND LEGAL ISSUES
 Legislation
 Adequacy of Services and Resources

PERSONNEL PREPARATION
 Need for a Support Infrastructure
 Kinds of Personnel
 Providers of Personnel Preparation
 Content of Personnel Preparation Programs
 Resources

METHODOLOGICAL ISSUES IN RESEARCH ON EDUCATIONAL INTERVENTIONS
 Separate Literatures
 Early Screening and Diagnosis
 Description of Participants of Studies
 Methodological Issues
 From Research to Practice

CONCLUSIONS AND RECOMMENDATIONS
 Diagnosis, Assessment, and Prevalence
 Role of Families
 Goals for Educational Services
 Characteristics of Effective Interventions
 Public Policies
 Personnel Preparation
 Needed Research

REFERENCES

BIOGRAPICAL SKETCHES

INDEX

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UP: 20180228
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