■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