Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187. Marks, S. et. al. (2003).
Teaching Exceptional Children, 43(4), 18-24. Darden-Brunson, F, Green, A., & Goldstein, H. (2008). Video based instruction for children with autism. In J. Luiselli, D. Russo, W. Chdstian, & S. Wilczynski (Eds. ), Effective practices for children with autism: Educational and behavioral support interventions that work (pp.
This book focuses on the recurrent behavioral patterns characterized by autistic children. The book deals with the challenges and obstacles the families have to get through, but most importantly how to deal with this obstacles and how to overcome the challenges. Sandra L. Harris, Ph.D. & Mary Jane Weiss, Ph.D. Right from the start; Behavioral Intervention for Young Children with Autism A Guide for Parents and professionals Right from the start explains how the teaching method known as intensive behavioral interventions can benefit young children whose diagnosis fall within the broad spectrum of pervasive Devel... ... middle of paper ... ...enior executives were concerned that infants under 6months were been exposed to mercury levels that were higher than the maximum levels approved by the FDA for mercury in the diet gotten by the consumption of fish. They said these infants were getting elevated doses of vaccines containing a high level of a widely used sterilizing agent.
Teaching Exceptional Children, 38(5), 43-48. Nikopolus, C. K., & Nikopoulou-Smyrni, P. (2008). Teaching Complex Social Skills to Children Wtih Autism; Advances of Video Modeling. Journal Of Early & Intensive Behavior Intervention, 5, 30-43. Ogilvie, C. R. (2011).
Even though autistic children lack the normal skills in... ... middle of paper ... ...ho has this disability? Kaplan, James E. & Moore, Jr., Ralph J, (2000), Legal Rights and Hurdles. (2nd ed.) Powers, Michael D. Ed., Children with Autism: A Parent?s Guide, Woodbine House Inc ?Explains inclusion and the testing aspects and how they determine if the students are hurting or benefiting all parts their schooling environment?
Mazurik-Charles, R., & Stefanou, C. (2010). Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from EBSCOhost. Stokes, M., Newton, N., & Kaur, A.
Introduction Children that have autism tend to have greater difficulty obtaining the information and curriculum of language arts in a baseline teaching classroom environment. Ferraioli and Harris states that if provided with an appropriate educational and interventional experience beginning early in their lives, can move into and benefit from a more typical educational setting (Ferraioli & Harris 2011; e.g., Lovaas 1987; Smith et al. 2000) . Baseline teaching styles consist of instruction from the teacher or para professional and the student is only interacting with the teacher, para professional, or tutors (i.e. student asks questions directed to the teacher, teacher responds to question and not use the input of other classmates).
Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658-1669. doi: 10.1016/j.ridd.2012.04.004 Van der Meer, L., Kagohara, D., Roche, L., Sutherland, D., Balandin, S., Green, V. A., O'Reilly, M. F., Lancioni, G. E., Marschick, P.B., & Sigafoos, J. (2013). Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options. Augmentative and Alternative Communication, 29(3), 222-234. doi: 10.3109/07434618.2013.815801
This means that many preschools are turning away from play and towards academics. Early childhood educators need to turn their focus away from thinking about academics and play as separate. Play should encompass all areas for a child’s well-being; social-emotional and academic alike. During play children are not just playing, but building social skills (Diamant-Cohen,
Parents play a critical role in the planning of educational programs for their children. In efforts to increase parental involvement, instructions were added to the Individuals with Disabilities Education Act (IDEA) that mandated active parental participation during the preparation of Individualized Education Programs (IEPs). According to Lo (2008), when IDEA was reauthorized in 2004, additional parental rights were added that required the attendance of parents and every member of an IEP Team, unless both the parent and school agree to an absence and document that agreement in writing. That mandate emphasizes the importance of parental participation in educational programming for their children. Current research indicates that legislation, alone, is not enough to encourage parents to participate in educational programming activities for their children.