Making Inclusion Work for Students with Autism Spectrum Disorders An Evidence-Based Guide

An indispensable resource for K'¬ ;12 educators and autism specialists, this highly practical book shows how to include students with autism spectrum disorders (ASD) in general education settings. Presented is a research-based, step-by-step process for assessing students at a range of skill levels, planning and implementing successful inclusion programs, and working as a team with other professionals and with parents. The book is packed with specific strategies for helping students with ASD follow the daily routine, learn from the general education curriculum, interact with peers, and overcome problem behavior. In a large-size format for easy photocopying, it features dozens of reproducible worksheets and forms.

Tristram Smith, PhD, is Associate Professor of Pediatrics at the University of Rochester Medical Center (URMC), where he leads federally funded studies comparing the efficacy of different interventions for children with autism spectrum disorders (ASD). He is also a clinician in URMC\u2019s Community Consultation Program, serving students with ASD and other intellectual disabilities in public schools and other agencies. Dr. Smith\u2019s commitment to the study and treatment of ASD began in 1982, when he had the opportunity to volunteer as a \u201cbuddy\u201d for an adult with autism who lived near his college. This experience inspired him to apply to graduate school at the University of California, Los Angeles, where he studied clinical psychology and worked as a therapist and researcher with O. Ivar Lovaas, PhD, in the UCLA Young Autism Project. Before moving to Rochester in 2000, Dr. Smith directed clinics for children with ASD and their families in the states of California, Iowa, and Washington. He has authored or coauthored several of the most widely cited studies on treatment outcomes for children with ASD.

I. General Considerations 1. Autism Spectrum Disorders 2. Evidence-Based Interventions and Supported Inclusion of Students with ASD II. Preparation 3. Evaluating the Student, Caroline I. Magyar, Vincent Pandolfi, and Robin Bender 4. Planning Data Collection and Monitoring Progress, Daniel W. Mruzek 5. Team Building and Training, Christine Peterson 6. Preparing the Student: Transition from Special Education to Inclusive Settings, Dennis Mozingo and Mae Barker III. Implementation 7. Adapting the Daily Routine 8. Individualizing the General Education Curriculum 9. Individual Instruction, Part 1: Teaching Approaches, Daniel W. Mruzek, Laura Silverman, and Betsy Varghese 10. Individual Instruction, Part 2: Examples and Teaching Programs 11. Peer Interaction, Tasha C. Geiger 12. Problem Behavior, Deborah A. Napolitano and David B. McAdam 13. Sustaining Inclusion: Systems Change, Christine M. Burns and Linda L. Matons