Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder

(Hardback)

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This book provides resources for the identification, selection, implementation, and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder (ASD) across the lifespan and to enhance their quality of life. The decision-making process for identifying and selecting evidence-based practices to address the academic, behavioral, and social needs of this population of learners is discussed, followed by a systematic description of the implementation and evaluation of evidence-based practices within the context of ongoing assessment and data-based decision making. The authors present evidence-based training models for solving the common dilemmas of selecting, implementing, and evaluating evidence-based practices. Finally, the book underlines the importance of developing collaborative partnerships with families and other professionals to better address the needs of learners with autism spectrum disorder.

Reviews

The editors of this text have done outstanding work to provide practitioners a quality-of-life-focused guide for teaching individuals with autism spectrum disorders (ASD). This book will appeal to school, home, and clinic-based service providers who are dedicated to improving outcomes for individuals with ASD from early childhood to secondary transition. Readers will appreciate the breadth of information ranging from foundational principles in special education and ASD to specific strategies for assessment and intervention to ethical applications. -- Lauren LeJeune, University of South Carolina
This text provides a thorough yet clear and concise summary of the rationale and implementation of evidence-based practices for students with autism spectrum disorders. Given the broad scope of the interventions detailed, it is an invaluable resource for both special education and general education teacher preparation programs. -- Jonna Bobzien, Old Dominion University
Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder is an excellent resource for those interested in optimizing the educational, social/emotional, and behavioral outcomes of learners with autism spectrum disorder. The authors detail a unique framework that facilitates collaboration and guides pre- and in-service teachers to implement practices that are meaningful, effective, and socially valid. The applicability of content, particularly the emphasis on behavior, independence, quality of life, and family involvement across the lifespan, makes this book an essential addition to educator preparation programs. -- Annemarie L. Horn, Old Dominion University
The Guide to Evidence-Based Practices for Practitioners Working with Individuals with Autism Spectrum Disorderis an invaluable resource for educators and practitioners who work across all age levels with learners on the autism spectrum while highlighting the value of collaborative, ethical relationships with families and other professionals. This comprehensive guide provides a systematic process to select evidence-based practices to improve the quality of life for individuals with autism not only in the academic arena, but interpersonal skills as well including relationships, self-advocacy, self-determination, and personal development. The authors unique approach focuses on the individual consideration of preferences, values, and cultural norms of this linguistically and ethnically diverse population to promote meaningful participation within inclusive school, postschool, and community environments. Written with expertise and advocacy for individuals with autism, this guide provides powerful tools to design and implement evidence-based programs for learners with autism to achieve their highest potential. -- Lisa Phalen, Old Dominion University

Author Bio

Laura C. Chezan is an associate professor of special education in the Darden College of Education and Professional Studies at Old Dominion University. She is a Board Certified Behavioral AnalystDoctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has coauthored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an associate editor for Preventing School Failure and as an editorial board member for six peer-reviewed journals in the fields of special education and applied behavior analysis. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education.
Katie Wolfe is an associate professor of special education in the Department of Educational Studies at the University of South Carolina. She is a Board Certified Behavior AnalystDoctoral who has worked with children with autism spectrum disorder for more than 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of five peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities.
Erik Drasgow is professor of special education and chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.
Contributors include: Jennifer M. Asmus, Amanda Austin, Amarie Carnett, Wen-hsuan Chang, Aaron R. Check, Hannah Crosley, Taylor P. Dorlack, Veronica P. Fleury, Kaitlin Greeny, Emily Gregori, Elizabeth M. Kelly, Stephen M. Kwiatek, Giulio E. Lancioni, Catharine Lory, Abby Magnusen, Rose A. Mason, Valerie L. Mazzotti, Meka N. McCammon, Lindsay M. McCary, Hedda Meadan, Abigail Mojica, Mark F. OReilly, Jamie N. Pearson, Anthony J. Plotner, Mandy Rispoli, Jenny R. Root, Ilene S. Schwartz, Benjamin Seifert, Eric N. Shannon, Jeff Sigafoos, Jennifer Elaine Smith, Emily Stover, Shawnna Sundberg, Charissa Voorhis, Charles (Charlie) Walters, Kelly Whalon, Susan M. Wilczynski, and Alice Williams