Index. Hyperlexia, 66-67

Transcription

1 AAPEP. See Adolescent and Adult Psycho educational Profile (AAPEP) Activities. See also Work/activity systems visually-structured,45-47 Adolescent and Adult Psychoeducational Profile (AAPEP), 4, 160 development of, 9 Adult services, for adults with autism spectrum disorders, Benhaven, 156 Carolina Living and Learning Center (CLLC), 9, 155, 160, assessment in, 164 background and rationale for, behavior management use in, benefits of, communication/language skills training programs, curriculum of, effectiveness of, family's role in, leisure and social skills training programs, participants in, Structured Teaching use in, 163 visual structure of, vocational curriculum of, Community Services for Autistic Adults and Children, 156 Eden Family of Programs, 156 effectiveness of, individualization in, 159 Jay Nolan Center, 156 outcomes of, 156 residential programs, , 159 Carolina Living and Learning Center (CLLC),9, 155, 160, Adult services (cant.) Structured Teaching in, 161 use of schedules in, 160 vocational programs, See also TEACCH Supported Employment Program Carolina Living and Learning Center (CLLC),9, 155, 160, in farming, Aerobic exercise, 170 Aggression, in people with autism, 27 Allen, Robert, 13 American Psychiatric Association, 9 Anxiety in parents of children with autism, , 112 in people with autism spectrum disorders, 26 Applied Behavior Analysis, Articulation, 59 ASD. See Autism spectrum disorders Asperger's syndrome language development in, 63 social skills deficits associated with, 92 Asperger's syndrome children parents of, social skills training for, 95 Attentional focus, 54 Auditory learning processes, versus visual learning processes, 25 Augmentative communication systems, 170 Autism characteristics of, co-occurrence with mental retardation communication and language development in, 62-63,

2 204 Autism (cont.) co-occurrence with (cont.) communication/language skills interventions for, 74-75, 168 informing p8.r"nt~ of rliagnosis of genetic factors in, high-functioning. See Asperger's syndrome late-onset, 141 "lesser variant," 111 parental behavior as cause of, 1-7, as sensory information processing disorder, 2-3 special education approach to, 3, Autism Society of America, 9, 106 Autism Society of North Carolina, 11, 78, ,162,172 Autism spectrum disorders (ASD), diagnosis of, prevalence of, 142 screening guidelines for, 142 Behaviorism, 51 Behavior management for adults with autism spectrum disorders, in social skills training, Benhaven, 156 Bettelheim, Bruno, 1-2,4-5, Bittersweet Farms, Toledo, Ohio, 157, 170 Boardmaker software program, 78 Brain development, influence of early experiences on, 142 Broader Autism Phenotype (BAP), Calendars, Camp Royall, 11 Caregivers. See also Mothers; Parents role in language development, Carolina Living and Learning Center (CLLC), 9, 155, assessment in, 164 background and rationale for, behavior management use at, communication/language skills training programs, curriculum of, effectiveness of, family's role in, leisure and social skills training programs, participants in, Structured Teaching approach in, 163 visual structure of, vocational curriculum of, CARS. See Childhood Autism Rating Scale Causality, understanding of, 70 Childhood Autism Rating Scale (CARS), 2-3, 160 development of, 9 Child Research Project, development of, 8 Classrooms, for Structured Teaching physical organization of, in preschool programs, 148 visual schedules in, Cognitive-social learning theory, Communication. See also Language; Speech definition of, 59, 68 importance of, objects-based, pragmatic functions of, 59, preverbal social-communication skills and, receptive understanding in, 59, 75 spontaneous meaningful, 75 visual, relationship with written language, Communication/language deficits as autism spectrum disorders diagnostic criteria, 142 in individuals with autism spectrum disorders, 57, 142 in parents of children with autism, Communication/language skills interventions for adults with autism spectrum disorders, conversational skills training in, 79-83, 95, 100 Developmental Social-Pragmatic Model of, 72 facilitative style, 72, 75 incidental teaching, 72 milieu teaching, 72 natural language paradigm, 72 in preschool programs, 149 research literature on, Structured Teaching approach, 37, individualization in, 72, for nonverbal and low-verbal individuals, preverbal social-communication skills development in, 74 principles of, scaffolding in, 72-73, 79 use of specific words and phases in, for verbal individuals with autistic spectrum disorders, in TEACCH Supported Employment Program,

3 205 Communicative intent, 62, 70 Community Services for Autistic Adults and Children (Rockville, Maryland), 159 Conversational skills training, 79-83, 95, 100 Coping strategies, of parents of children with autism, 108 Courchesne, Eric, 54 Culture of autism, characteristics of, definition of, 14, 19 manifestations of, relationship with Structured Teaching, 33 Demonstrations, as teaching method in TEACCH teacher training programs, ,199 as traditional teaching method, Depression, in parents of children with autism, ,112 effect of parent training programs on, 113 Details, prioritization ofrelevance of, Developmental, Individual-Difference, Relationship-Based Model (DIR), Developmental Disabilities Act of 1984, 158 Developmental Interventions Model (George Washington University), Diagnostic and Statistical Manual of Mental Disorders (DSM), autism subgroup of, 9 Diagnostic information, for parents of children with autism, interpretive sessions in, family concerns in, family factors in, individualization in, interpretive content of, interpretive process of, settings for, DlR (Developmental, Individual-Difference, relationship-based Model), Disruptive behavior, communication skills-based reduction in, Distractibility, 22 Douglass Developmental Disabilities Center, Down syndrome, 96 Down syndrome children, parents of autistic characteristics in, 112 depression and anxiety in, 110, 111 diagnostic information for, 130 Drawings, use in communication/language skills training, EarlyBird Programme, 116 Echolalia, 57, Eden Family of Programs, 156 Educational services, goals of, 20 Education of Handicapped Children Act (Public Law ), Emory University, Walden Preschool of, Empathy, 28 Engagement environmental, as social skills training technique, strategies for promotion of, 54 during transition times, 54 Executive functioning, definition of, 112 Executive functioning deficits in parents of children with autism, 112 in people with autism spectrum disorders, Exercise, 170 Expressive One Word Picture Vocabulary Test, Eye contact avoidance, 92, 93, 94, 96 Family collaboration, in TEACCH programs, 31 FAPE (free-appropriate public education), Farming programs, for adults with autism spectrum disorders, Flexibility, 54 in Structured Teaching routines, 43 "Floor Time," Free-appropriate public education (FAPE), Frustration, communication skills-based reduction in, Generalization, 24 work/activity systems-based training in, 45 George Washington University, Developmental Interventions Model of, Goldstein-Scherer Object Sorting Test, 5-6 Grammar, 59, 64 Grandin, Temple, 53 Greenspan, Stanley, Hyperlexia, Ideas, combination or integration of, 23 Imitative behavior role in language development, 60-61, 70 role in social behaviors development, 92 Impulsivity, in people with autism spectrum disorders, 25

4 206 Independence, development of role of communication/language skills in, 76 Structured Teaching strategies for, visual SLM.!ctur", "'.., in, 1 flfl--lfl7 Individualized approach, in adult services, 159 in communication/language skills training, 72,78-79 in parental interpretive sessions, in preschool programs, 144 Individualized Support Project (University of South Florida), Infants autism diagnosis in, 141 social behaviors development in, 91 Initiative, Instructions, visual, 46 use in adult vocational programs, 167 use in TEACCH Supported Employment Program, 182 Intelligence quotient (IQ) of parents of children with autism, of people with autism, 19 Interests, of people with autism, Interpretive sessions, with parents of children with autism family concerns in, family factors in, individualization in, interpretive content of, interpretive process in, settings for, Jay Nolan Center, 156 Joint Action Routines, 71 Journal of Autism and Developmental Disorders, 9 Kanner, Leo, 105 Language definition of, 59 expressive, 59, 63, 64 in children with autism, development of. See Language development loss of, 61-62, 142 meaningful, 59 importance of, morphology of, 59 pictorial/visual, 66, 67 use in communication/language skills training, 77-78, 79 use in TEACCH Supported Employment Program, 182 Language (cont.) receptive, 59, 63 spoken, alternatives to, 66-67,70 written,66 hyperlexia and, relationship with communication/language skills, Language development, in children with autism, 60, factors affecting, 62-63, 68 alternative communication, developmental factors, early experiences, 142 preverbal social-communication skills, LEAP program, Learning processes, in people with autism spectrum disorders, 25 prompt dependence in, 25 visual, versus auditory, 25 Least restrictive environment, Leisure skills training, 168, 169 Leiter, Literalness, 57 Maternal behavior, as autism cause, 1, 3, 4-7 Maudsley Hospital, London, May Institute, Meaning, autistic individuals' comprehension of,21 effect of work/activity systems on, implication for communication and language development, 63-64, 69 Structured Teaching strategies for promotion of,36-37 theoretical basis for, 52 Mental retardation, co-occurrence with autism communication/language skills interventions for, 74-75, 168 implication for communication and language development, 62-63, 67 informing parents of diagnosis, Milieu teaching, 116 Modeling in preschool programs, 149 as social skills training technique, 95 Monologues, 79, 83 Mothers of children with autism as cause of children's autism, 1-3, 4-7 estimation of children's development function by, 6-7 impaired thinking in, 5-6 stress management training for, 117 role in language development,

5 207 National Autistic Society (U.K.), EarlyBird Programme of, 116 National Institute of Mental Health, 8-9 National Research Council, 145 National Society for Autistic Children, 106 Neurobehavioral patterns, in people with autism spectrum disorders, (Jay) Nolan Center, 156 Noncompliant behavior, 29 North Carolina Department of Public Instruction, 9-10 North Carolina Mental Health Study Commission, North Carolina Rehabilitation Services, North Carolina State Advocacy Group for Autism, 9 North Carolina Vocational Rehabilitation Services, Ny Allergard, Denmark, 157 Objects-based communication, Object Sorting Test, 5-6 Obsessive-compulsive behavior, in parents of children with autism, 111 Operant learning procedures, 113, 114, 115 Organization autism-related deficits in, of the physical environment, visual, Organizational strategies, in TEACCH Supported Employment Program, 182 Parent-child interactions, role in social behavior development, Parents of children with Asperger syndrome, of children with autism, autism spectrum disorders characteristics in, as children's autism cause, commonalties among, concerns of, coping strategies of, 108 as co-therapists. See Parent training programs diagnostic information for, estimation of children's development function by, 6-7 impaired thinking in, 5-6 influence on children's development function, 7-8 information resources for, 108 intelligence quotient of, Parents (cont.) of children with autism (cont.) participation in preschool programs, 150 psychological disorders in, psychological profiles of, social class of, social support for, 108 stress and coping studies of, of Down syndrome children, 110, 111, 112 autism characteristics in, 112 depression and anxiety in, 110, 111 diagnostic information for, 130 Parent training programs, modern behavior methods in, multifaceted programs, 117 for parents of adolescents and adults with ASD,160 TEACCH approach in, traditional behavior methods in, Peabody Picture Vocabulary Test, PEP. See Psychoeducational Profile Perceptual processing, in people with autism spectrum disorders, 26 Phenotype, Broader Autism (BAP), Phonological skills, 64 Phonology, 59 Photographs, use in communication/language skills training, 78, 79 Picture Exchange Communication System (PECS), 67, 168 Pivotal response learning, Pivotal Response Model (University of California), Play in preschool programs, 150 role in social behaviors development, 92 Play skills deficits, 28 Pragmatics, 59, Predictability, as basis for language and communication development, 69 in Structured Teaching, 41 Preschool children, autism spectrum disorders screening and diagnosis in, Preschool services, for children with autism spectrum disorders, at-home, 143 common elements of, controversies in, 144 Developmental Interventions Model (George Washington University), Douglass Developmental Disabilities Center program, individualized approach in, 144

6 208 Preschool services (cant.) Individualized Support Project (University of South Florida), LEAP program, legal foundations for, of May Institute, i44-i45 parental programs, 114 Pivotal Response Model (University of California), of Princeton Child Development Institute, schedules in, 148 service provision models of, TEACCH approach. See Structured Teaching approach, in preschool programs university-affiliated, University of Colorado program, of Walden Preschool (Emory University)' Young Autism Project (University of California), Princeton Child Development Institute, Program for Infants and Toddlers with Disabilities, Prompts, as teaching technique in preschool programs, 149 in social skills training, 94 Pronoun reversals, 57 Prosody, 59, 64 Psychoeducational Profile (PEP), 7, 9 Psychoeducational Profile (PEP)-Third Revision (PEP-3), 9 Psychoeducational Profile Revised (PEP-R), 4, 147,151 Psychology, developmental, 52 Public education, free appropriate (FAPE), Public Law (Education of Handicapped Children Act), Questioning, repetitive/persistent, 79, 82-83, 183 Receptive understanding, in communication, 59, 75 Rehabilitation Act Amendments of 1986, 158 Reichler, Robert, 8, 106 Reinforcement, naturally occurring, use in social skills training, Relaxation techniques, 170 Role playing, 95, 195 Rate memory skills, 65 Routines autistic individuals' attachment to, 26-27, 54,58 Joint Action, 71 in social interactions, 93 in Structured Teaching, 13 violation of, as communication stimulation technique, 71 Rutgers University, Rutter, Michael, Scaffolding, linguistic, 69, 72-73, 79 in social skills training, Scapegoating, 5 Schedules in adult services, 160 in preschool programs, 148 visual/pictorial, 41-43, in adult vocational programs, as response to persistent questioning, 82 use in transitions, 169 Schopler, Eric, 15-16, 33, 106 Scripts verbal,71 written, Semantics, 59, 64 Sensory perception, effect on language development, 62 Sensory processing deficits, in people with autism spectrum disorders, 2-3, 26 Sequencing, autism-related deficits in, 24, 53, 58 Sharing behavior, 92 Sign language, 36, 66 in combination with oral language, 67 Social behavior deficits. See Social skills deficits Social class, of parents of children with autism, Social-communications skills, preverbal, Social feedback, Social phobia, in parents of children with autism, 111 Social reinforcement, 39 Social rules, violation of, 93 Social skills development of, influence of early experiences on, 142 loss of, as autism spectrum disorders diagnostic criteria, 142 Social skills deficits in individuals with autism spectrum disorders, 3, 27-28, 91, 92-94

7 Social skills deficits (cant.) in individuals with autism (cant.) patterns of, as peer rejection cause, 94 routines in, 93 Theory of Mind of, in parents of children with autism spectrum disorders, 112 patterns of, "active but odd" pattern, 92 aloof pattern, 92, 112 neuropsychological patterns, passive pattern, 92 routines in, 93 Social skills training, for adolescents and adults, 161, at Carolina Living and Learning Center (CLLC), groups interventions in, individual instruction in, limitations of, 96 motivation for, 93 Social skills TEACCH approach in, conversational guidelines in, 100 goals in, highly-structured groups in, peer-mediated interventions in, in TEACCH Supported Employment Program, 183, 184 teacher or staff involvement in, techniques in, use of individual interests in, Social support, for parents of children with autism, 108 Somerset Court, England, 157 Special education, 3 legal foundations of, Speech characteristics of, in people with autism, 64 definition of, 59 Speech development. See Language development State University of New York at Binghamton, Stress, experienced by parents of autistic children, Stress management training for adults with autism spectrm disorders, 170 for mothers of children with autism, 117 Structure, visual in adult vocational programs, 165, of TEACCH Supported Employment Program, Structured Teaching approach, 29-30, in adult services, 161 communication/language skills interventions, 72-83, 95, 100 conversational skills training in, individualization in, 72, for nonverbal and low-verbal individuals, preverbal social-communication skills development in, 74 principles of, scaffolding in, 72-73, 79 use of specific words and phases in, for verbal individuals with autistic spectrum disorders, comparison with traditional educational methods, definition of, elements of, organization of the physical environment, predictability of sequence of events, 41 routines and flexibility, 43 structured work/activity systems, visually-structured activities, visual schedules, goals of, 34, literature related to, in preschool programs, curriculum in, evaluation of children's progress in, general characteristics of, as least restrictive environment, parental participation in, 150 teaching strategies in, work/activity systems in, problem-solving strategies in, 34 theoretical context of, 51-55, 52 visual information aspect of, visual strategies in, 53 Supported employment, definition of, 158 Supported employment programs. See also TEACCH Supported Employment Program of Community Services for Autistic Adults and Children (Rockville, Maryland), 159 Syntax, 59, 64 Tantrums, 27 TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) child-centered focus of, core values of, 13-17

8 210 TEACCH (cont.) current status of, 11 development of, 1-8 educational practices studies in, 2-3 parental studies of, 4-7 pivotal studies in, 2-3 educational principles of, individualized approach in, individualized assessment in, long-term goals of, 20 parent services of, diagnostic evaluations in, interpretive sessions, organization of, parents' satisfaction with, treatment strategies in, Social Skills Groups of, 11 strengths-based focus of, Supported Group Employment Program of. See TEACCH Supported Employment Program training in. See Training, in TEACCH methods Winter In-services training program of, 10, 11 TEACCH Annual Conference, 9 TEACCH Supported Employment Program, 11, 155, , assessment process in, background and rationale of, 172 communication systems in, evaluation of, 184 job development process in, job placements in, models of support in group shared support sites, independent placements, 175 Mobile Crew model, 173 One-on-One model, participants in, social and recreational issues in, visual structure of, work/activity systems of, 181 TEACCH Transition Assessment Profile (TTAP), 160, 176 Teachers, TEACCH training programs for coaching in, 198 cost-benefit analysis of, 191 duration of, 192 follow-up and evaluation in, 197, 198, goals of, lecture use in, 194, 195 location of, manuals for, 194 methods of delivery, Teachers, TEACCH (cont.) participants in, role playing in, 195 skills implementation in, 191, , 195, , 198 skills maintenance in, 191, , skills practice in, , 199 summer programs, Teaching methods, traditional, lack of efficacy, Theory of Mind deficits, Thinking in Pictures (Grandin), 53 Thinking processes concrete versus abstract, in people with autism, 21-24,53 visual versus abstract, 53 Time concepts, 24 Toddlers, autism diagnosis in, Training programs, in TEACCH methods, for TEACCH trainers, 193 for teachers, 11 coaching in, 198 cost-benefit analysis of, 191 duration of, 192 follow-up and evaluation in, 197, 198, goals of, lecture use in, 194, 195 location of, manuals for, 194 methods of delivery, participants in, role playing in, 195 skills implementation in, 191, , 195, , 198 skills maintenance in, 191, , skills practice in, , 199 summer programs, Transitions engagement during, 54 visual schedule use in, 169 Treatment and Education of Autistic and Communication Handicapped Children. SeeTEACCH TTAP (TEACCH Transition Assessment Profile), 160, 176 University of California, Young Autism Project of, 113, University of Chicago, 1,4 Orthogenic School, 1, 106 University of Colorado, Denver,

9 211 University of North Carolina. Chapel Hill Carolina Living and Learning Center (CLLC) of. See Carolina Living and Learning Center (CLLC) University of South Florida. Individualized Support Project of University of Vienna Verbal methods. in traditional teaching. 38 Verbal scripts. 71 Vineland Adaptive Behavior Scales-Parent Interview. 147 Visual clarity. 47 Visual information processing. in people with autism. 53 Visual instructions. 46 use in adult vocational programs. 167 use in TEACCH Supported Employment Program. 182 Visual learning processes. versus auditory learning processes. 25 Visually-structured activities Visual methods. in Structured Teaching Visual organization Visual schedules in adult vocational programs as response to persistent questioning. 82 use in transitions. 169 Visual structure of adult vocational programs of TEACCH Supported Employment Program Walden Preschool (Emory University) Wing. Lorna Work/activity systems in adult vocational programs. 167 in preschool programs in Structured Teaching in TEACCH Supported Employment Program. 181 Written explanation. as response to persistent questioning Written scripts Young Autism Project (University of California)