Contents. copyrighted material by PRO-ED, Inc.

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1 Introduction xi Chapter 1. Introduction to Autism 1 What Is Autism? 1 Characteristics 3 Communication and Language Deficits 3 Cognitive Deficits 4 Social Deficits 6 Sensory Processing Deficits 7 Stereotypic Behavior 7 Theories About Autism 9 Diagnosis 11 Autism Resources 11 Summary 12 References 16 Chapter 2. Applied Behavior Analysis 17 The A B C Model 17 Antecedents 19 Behaviors 21 Consequences 22 Data Collection 31 Data Collection Systems 32 Graphing 36 Summary 39 References 41 Chapter 3. Instructional Strategies: Discrete Trial 43 Discrete Trial Teaching 43 How to Conduct DTT 44 Planning 64 Things to Avoid 64 Advantages and Disadvantages 64 Summary 69 References 69 Chapter 4. Instructional Strategies: Naturalistic/Milieu Teaching and Grouping 71 Naturalistic/Milieu Teaching 71 Procedures 72 Planning 78 Advantages and Disadvantages 80 Interaction of DTT and Naturalistic/Milieu Teaching 82 Grouping 83 Sequential Group Instruction 86 Concurrent Group Instruction 86 Tandem Group Instruction 87

2 Summary 87 References 88 vi Chapter 5. Providing Structure in the Classroom 89 Structuring Through Procedures and Routines 90 Teach a First Then Procedure 93 Teach Left Right Orientation and Top Down Orientation 93 Teach Waiting 93 Teach Finishing 94 Refrain From Changing Routines and Procedures 94 Structuring Through Visual Schedules 94 Whole-Class Schedules 94 Individual Schedules 97 Structuring With Visual Supports 101 Visual Support Through Physical Organization 102 Visual Support Through Materials 103 Visual Support Through Video and Computers 108 Additional Visual Supports 108 TEACCH 110 Summary 112 References 114 Chapter 6. Supervision of Teaching Adults 115 Roles and Responsibilities 115 Paraprofessional 116 Shadow 116 Speech Language Pathologist 116 Occupational Therapist 117 Physical Therapist 118 Adaptive Physical Education Teacher 118 School Nurse 118 School Psychologist 119 Behavior Specialist 119 Job Coach 119 Creating an Educational Team 120 Team Building 120 Consistency 120 Communication 121 Coordination, Consultation, and Problem Solving 122 Coordination 122 Consultation and Training 124 Problem Solving 125 Summary 126 References 127 Chapter 7. Curriculum Development 129 Curricular Considerations 131 Curriculum Development Process 133 Setting Long-Term Goals 133 Developing an Individualized Curricular Inventory 133 Refining the Curriculum 135

3 Determining What to Teach This Year 139 Choosing Academic Goals 139 Determining Current Functioning Level Within a Curriculum 140 Units of Instruction 140 Writing Goals and Objectives 142 Learning Levels 143 A Word About Generalization 144 Summary 145 References 145 Chapter 8. Collecting Progress Data 147 Progress Data Collection Techniques 147 Developing Recording Forms 152 When to Collect Progress Data 160 Notebook Files 163 Summary 163 Appendix: Progress Data Collection Forms 167 Event Recording With Prompt Notations for a Task Analysis, With Graphing Option 168 Event Recording With Numbered Prompt Notations, With Graphing Option 169 Duration Recording Form 170 Rate Data Form 171 Task Analytic Data Form With Prompt Levels and Graphing Option 172 Trial-by-Trial Data Sheet 173 Trial-by-Trial Data Sheet With Preprinted Codes 174 Data Collection Sheet for Use With Controlled Presentations 175 Naturalistic/Milieu Teaching Progress Data Form 176 Naturalistic/Milieu Progress Data Form With Preprinted Codes 177 Chapter 9. Teaching Language and Communication Skills 179 Language Characteristics 179 Components of Language 180 Verbal Operants 181 Assessing Language and Communication 182 Assessment of Basic Language and Learning Skills 183 Additional Assessment Strategies 184 Choosing the Best Form of Communication 185 Augmentative and Alternative Communication Systems 186 Choosing an AAC System 190 Teaching Strategies 191 Manding 192 Motor Imitation 193 Verbal Imitation 193 Receptive Language 193 Tacting 193 Intraverbals 194 Additional Teaching Strategies 194 Summary 195 References 196 Appendix: Assessment of Language Function and Form 199 vii

4 Chapter 10. Socialization and Inclusion 201 Socialization Characteristics of Students With Autism 201 Socialization and Inclusion 201 Strategies for Teaching Socialization Skills 204 Teacher-Mediated Interventions 205 Peer-Mediated Interventions 209 Facilitating Generalization of Social Skills 211 Summary 212 References 212 viii Chapter 11. Functional Behavioral Assessment 215 How to Conduct a Functional Assessment 217 Step 1. Gather Indirect Data About the Behavior and the Context(s) in Which It Occurs 217 Step 2. Conduct Observations in Contexts Associated With the Challenging Behaviors 219 Step 3. Analyze Data 226 Step 4. Develop Hypotheses 229 Step 5. Develop an Intervention Plan 232 Step 6. Monitor the Interventions 234 Summary 234 References 236 Appendix: Functional Behavioral Assessment Forms 237 Brief Functional Assessment Interview Form 238 Functional Behavioral Assessment Inventory 239 Functional Analysis Screening Tool (FAST) 243 Antecedent Behavior Consequence (A B C) Report Form 246 Structured A B C (Antecedent Behavior Consequence) Analysis Form 248 Hypothesis Development Form 250 Behavior Management Analysis Chart 251 Chapter 12. Reducing Challenging Behaviors 253 Positive Behavioral Supports 253 Behavior Intervention Plans 253 Antecedent Strategies for Preventing Challenging Behaviors 254 Consequence Strategies for Reducing Challenging Behaviors 258 Differential Reinforcement 258 Extinction 262 Response Cost 262 Time-Out 264 Aversives 264 Overcorrection 267 Other Interventions for Reducing Challenging Behaviors 268 Summary 268 References 270 Appendix: Behavior Intervention Plan 271 Chapter 13. Collecting Data for Monitoring Behaviors Targeted for Reduction 273 Forms for Event Recording 273 Forms for Duration Recording 275

5 Forms for Recording Multiple Behaviors or Monitoring Behaviors in Multiple Students 276 Developing and Using Data Collection Forms 279 Summary 280 Appendix: Data Collection Forms for Behaviors Targeted for Reduction 289 Restricted Event Recording Form (With Calculations) 290 Restricted Event Recording Form (Without Calculations) 291 Multiple Restricted Event Recording Form 292 Unrestricted Event Recording Form (Rate of Occurrences) 293 Unrestricted Event Recording Form (Total Occurrences) 294 Self-Graphing Data Collection Chart for Unrestricted Event Recording 295 Form for Recording Multiple Unrestricted Event Behaviors Over Multiple Activities 296 Duration Recording Form 297 Self-Graphing Data Collection Form for Duration Recording 298 Form for Recording Total Time Accumulated When Monitoring Duration of Behavior 299 Form for Monitoring Multiple Target Behaviors 300 Form for Monitoring Multiple Target Behaviors (Self-Graphing) 301 Form for Simultaneously Monitoring One Restricted Event Behavior for More Than One Student 302 Form for Simultaneously Monitoring Different Target Behaviors for Multiple Students 303 Chapter 14. Interventions for Specific Challenging Behaviors 305 Noncompliance 306 Aggression 307 Stereotypic Behaviors 308 Self-Injurious Behavior 311 Summary 311 References 313 Chapter 15. Understanding and Working With Families 315 Challenges for Families of Children With Autism 315 The Struggle to Figure Out What Is Wrong 315 Learning to Live With Autism 316 A Child With Autism May Affect All Aspects of Family Life 318 Essential Practices in Effective Home School Collaboration 318 Know Yourself 321 Know Your Families 321 Maintain Regular and Frequent Communication 322 Types of Support Needed by Families 327 Summary 328 References 328 ix Chapter 16. Epilogue 331 References 338 Appendix A: Resources Pertaining to Autism 343 Appendix B: Handouts for Professional Team Training 347

6 Appendix C: Commercially Available Curricula 379 Appendix D: A Typical School Day at Valdez Intermediate School for Jamie and His Classmates 383 Glossary 389 Subject Index 401 About the Authors 415 x