Developing and Evaluating Educational Programs for Students by Caroline I. Magyar

By Caroline I. Magyar

Recent years have witnessed a marked bring up either within the variety of young ones clinically determined with autism spectrum issues (ASDs) and people put along their more often than not constructing friends commonly schooling study rooms. those occasions convey with them a plethora of demanding situations, really within the components of software layout and academic practices. Developing and comparing academic courses for college students with Autism deals systematic, evidence-based guidelines—as good as instruments, checklists, and different resources—for growing potent studying environments for college kids around the autism spectrum and the grade span.

Planning, improvement, implementation, and non-stop review are tested intimately during this functional quantity, which features:

  • An review of the ASDs, with an emphasis on potent academic practice.
  • In-depth dialogue of the ASD software improvement and overview Protocol.
  • A employees education version for body of workers operating with scholars with ASD.
  • A targeted framework for scholar help groups and family-school collaboration.
  • Specific guidance for accomplishing wishes checks and scholar evaluations.

• Case examples of functions of the protocol at the application, university, and local levels.

Developing and comparing academic courses for college students with Autism is a uniquely rigorous and thorough reference reaping benefits tuition psychologists and targeted schooling pros in addition to these in allied academic and psychological healthiness fields, together with medical baby, institution, and developmental psychologists, psychiatrists, and different pros operating with teenagers with autism.

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Extra resources for Developing and Evaluating Educational Programs for Students with Autism

Sample text

Problems with prosody, tone, pitch and inflection may be evident such that speech is characterized as monotone, with an inappropriate volume (too loud or soft), and a rate and rhythm of speech that may be characteristically odd such that the student speaks unusually slow or halting or unusually rapid or jerky. These abnormalities in speech quality may cause some interference with intelligibility. In students with adequate levels of speech, the social use of language may be impaired (APA, 2000).

Paul, A. Klin, & D. , Vol. 1, pp. 70–87). Hoboken, NJ: Wiley. Volkmar, F. , & Cohen, D. ). (2005). ). Hoboken, NJ: Wiley. , & Stores, G. (2004). Sleep patterns and sleep disorders in children with autistic spectrum disorders: Insights using parent report and actigraphy. Developmental Medicine and Child Neurology, 46, 372–380. References 17 Wing, L. (1988). The continuum of autistic characteristics. In E. Schopler & G. ), Diagnosis and assessment in autism (pp. 101–110). New York, NY: Plenum. , & Gould, J.

Some demonstrate visual sensitivity yet others demonstrate sensitivity to smell. Sensitivity to pain and temperature are also reported or observed. If a student exhibits any of these difficulties, a thorough assessment of his/her particular sensory support needs should be completed and specific interventions developed and applied. , 2006). That is, in addition to the primary diagnosis of an ASD, the student may also present with a second disorder, that may or may not be casually related to his/her ASD.

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