MARC details
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13855cam a22003618i 4500 |
| 001 - CONTROL NUMBER |
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22643531 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20240719171916.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
220609s2023 mdu b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2022016754 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781538149263 |
| Qualifying information |
(paperback) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
616.858 82 CHE |
| 245 00 - TITLE STATEMENT |
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| Title |
Evidence-based practices for supporting individuals with autism spectrum disorder / |
| Statement of responsibility, etc. |
edited by Laura C. Chezan, Old Dominion University, Katie Wolfe, University of South Carolina, Erik Drasgow, University of South Carolina. |
| 263 ## - PROJECTED PUBLICATION DATE |
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| Projected publication date |
2208 |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Lanham : |
| Name of producer, publisher, distributor, manufacturer |
Rowman & Littlefield, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2023. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xix, 448 pages : illustrations ; 27 cm. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
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txt |
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rdacontent |
| 337 ## - MEDIA TYPE |
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unmediated |
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n |
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rdamedia |
| 338 ## - CARRIER TYPE |
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volume |
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nc |
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rdacarrier |
| 490 0# - SERIES STATEMENT |
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| Series statement |
Special education law, policy, and practice |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Preface<br/><br/>1 Quality of Life (Laura C. Chezan and Erik Drasgow)<br/><br/>Introduction and Overview<br/><br/>Defining Quality of Life<br/><br/>Historical Perspectives on Quality of Life<br/><br/>Promoting Quality of Life in Learners with ASD<br/><br/>Targeting Quality-of-Life Outcomes<br/><br/>Using Effective Quality-of-Life Planning<br/><br/>Assessing Quality-of-Life Outcomes<br/><br/>Quality of Life at Organizational and System Level<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>2 Characteristics of Learners with Autism Spectrum Disorder (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)<br/><br/>Introduction and Overview<br/><br/>Historical Context<br/><br/>Prevalence<br/><br/>Etiology<br/><br/>Genetic Influences<br/><br/>Environmental Influences<br/><br/>What About Vaccines?<br/><br/>Neurological Differences in Learners with ASD<br/><br/>Diagnostic Characteristics<br/><br/>Social Communication and Social Interaction<br/><br/>Restricted, Repetitive Patterns of Behavior, Interests, or Activities<br/><br/>Severity Level<br/><br/>Presence of Intellectual Disability<br/><br/>The Diagnostic Process<br/><br/>Surveillance<br/><br/>Screening<br/><br/>Diagnosis<br/><br/>Medical and Educational Diagnoses<br/><br/>Common Co-Occurring Conditions<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>3 Assessment for Instructional Planning (Laura C. Chezan and Erik Drasgow)<br/><br/>Introduction and Overview<br/><br/>Assessment and Instructional Planning<br/><br/>Program Development<br/><br/>Progress Monitoring<br/><br/>Evaluation of Instructional Effectiveness<br/><br/>Characteristics of Assessment for Learners with ASD<br/><br/>Focus on Meaningful Behaviors<br/><br/>Focus on Natural Environments<br/><br/>Focus on Cultural Responsiveness<br/><br/>Multiple Sources of Information<br/><br/>Comprehensive Assessment<br/><br/>Assessment Methods<br/><br/>Indirect Methods: Interviews and Rating Scales<br/><br/>Direct Methods: Naturalistic Observation<br/><br/>Types of Assessment to Inform Program Development<br/><br/>Task-Analytic Assessment<br/><br/>Ecological Inventory<br/><br/>Preference Assessments<br/><br/>Curriculum-Based Assessment<br/><br/>Curriculum-Based Measurement<br/><br/>Linking Assessment to Intervention<br/><br/>Prioritizing Behaviors from Assessment<br/><br/>Writing Measurable and Observable Instructional Objectives<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>4 Evidence-Based Practice: Finding the Right Treatment that Works (Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert)<br/><br/>Introduction and Overview<br/><br/>Finding Evidence-Based Practices<br/><br/>Core Elements and Evidence-Based Practices<br/><br/>Core Element: Reinforcement<br/><br/>Core Element: Prompting<br/><br/>Task Analysis<br/><br/>EBP—Combining Core Elements: Chaining<br/><br/>EBP—Combining Core Elements: Modeling and Video Modeling<br/><br/>EBP—Individual and Group Applications: Token Economy<br/><br/>EBP—Individual and Group Applications: Visual Supports<br/><br/>The Evidence-Based Intervention Selection Model: Reminder and Application<br/><br/>Background<br/><br/>Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process<br/><br/>Step 2—Part 1: Best Available Evidence<br/><br/>Step 2—Part 2: Person-Related Variables<br/><br/>Step 2—Part 3: Contextual Variables<br/><br/>Step 3: Professional Judgment<br/><br/>Step 4: Intervention Selection<br/><br/>Step 5: Intervention Implementation and Data Collection<br/><br/>Step 6: Reevaluation<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>Notes<br/><br/>5 Implementation of Evidence-Based Practices (Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley)<br/><br/>Introduction and Overview<br/><br/>Effective Professional Development<br/><br/>Coaching<br/><br/>Collaborative Partnership<br/><br/>Needs Assessment<br/><br/>Developing Shared Goals<br/><br/>The Action Plan<br/><br/>Focused Observation<br/><br/>Reflection and Feedback<br/><br/>Behavior Skills Training<br/><br/>Preparing to Implement Behavior Skills Training<br/><br/>Implementing Behavior Skills Training<br/><br/>Additional Training Procedures<br/><br/>Self-Monitoring<br/><br/>In Vivo Coaching<br/><br/>Technology to Enhance Delivery of Training<br/><br/>Telepractice<br/><br/>Considerations for Training Other Practitioners<br/><br/>Teachers<br/><br/>Paraeducators<br/><br/>Related-Service Providers<br/><br/>Parents<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>6 Progress Monitoring and Data-Based Decision Making (Katie Wolfe, Meka N. McCammon, and Aaron R. Check)<br/><br/>Introduction and Overview<br/><br/>Collecting Data<br/><br/>Identifying the Behavior or Skill<br/><br/>Operationally Defining the Behavior or Skill<br/><br/>Selecting a Data-Collection Method to Record Real-Time Data<br/><br/>Determining When to Collect Data<br/><br/>Developing a Data Collection Sheet<br/><br/>Training Others Who May Collect Data<br/><br/>Collecting Baseline Data<br/><br/>Developing an Objective<br/><br/>Graphing Data<br/><br/>Parts of a Line Graph<br/><br/>Creating Line Graphs<br/><br/>Analyzing Data<br/><br/>Making Data-Based Decisions<br/><br/>Patterns of Performance and Corresponding Decisions<br/><br/>Implementing Data-Based Decision Making<br/><br/>Case Study<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>7 Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes (Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny)<br/><br/>Introduction and Overview<br/><br/>Brief History of Ethics<br/><br/>Professional Ethics<br/><br/>Evidence-Based Practices<br/><br/>Effectiveness in the Moment<br/><br/>Intersectionality<br/><br/>Basic Ethical Considerations<br/><br/>Competency<br/><br/>Confidentiality<br/><br/>Accountability<br/><br/>An Ethical Decision-Making Model<br/><br/>Step 1. Clarify the Problem<br/><br/>Step 2. Brainstorm Possible Solutions<br/><br/>Step 3. Evaluate Possible Solutions<br/><br/>Step 4. Propose an Acceptable Solution<br/><br/>Step 5. Implement the Solution and Document All Actions Taken<br/><br/>Step 6. Reflect Upon the Results of the Decision<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>Note<br/><br/>8 Evidence-Based Practices to Enhance Social Competence (Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni)<br/><br/>Introduction and Overview<br/><br/>Defining Social Competence<br/><br/>Social Skills<br/><br/>Foundational Social-Communication Skills<br/><br/>Requesting and Rejecting<br/><br/>Teaching Attention-Gaining Skills<br/><br/>Teaching Greeting Skills<br/><br/>Teaching Conversational Skills<br/><br/>Teaching Joint Attention and Peer Interactions Skills<br/><br/>Summary<br/><br/>Case Study<br/><br/>Background<br/><br/>Step 1: Questions to Initiate the Data-Based Treatment Selection Process<br/><br/>Step 2—Part 1: Best Available Evidence<br/><br/>Step 2—Part 2: Person-Related Variables<br/><br/>Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)<br/><br/>Step 3: Professional Judgment<br/><br/>Step 4: Intervention Selection<br/><br/>Step 5: Intervention Implementation and Data Collection<br/><br/>Step 6: Reevaluation<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>9 Evidence-Based Practices to Teach Academic Skills (Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams)<br/><br/>Introduction and Overview<br/><br/>Considerations for Teaching Academic Skills<br/><br/>Description of Academic Achievement<br/><br/>Reading Achievement<br/><br/>Mathematics Achievement<br/><br/>Considerations for Designing Instruction<br/><br/>Determining What to Teach<br/><br/>Follow the 3 P’s<br/><br/>Address Stages of Learning<br/><br/>Evidence-Based Practices to Teach Reading and Mathematics Skills<br/><br/>Prompting<br/><br/>Time Delay<br/><br/>Visual Supports<br/><br/>Task Analysis<br/><br/>Explicit Instruction<br/><br/>Summary<br/><br/>Case Study<br/><br/>Background<br/><br/>Step 1: Questions to Initiate the Data-Based Treatment Selection Process<br/><br/>Step 2—Part 1: Best Available Evidence<br/><br/>Step 2—Part 2: Person-Related Variables<br/><br/>Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)<br/><br/>Step 3: Professional Judgment<br/><br/>Step 4: Intervention Selection<br/><br/>Step 5: Intervention Implementation and Data Collection<br/><br/>Step 6: Reevaluation<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>10 Evidence-Based Practices to Address Problem Behavior (Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis)<br/><br/>Introduction and Overview<br/><br/>Functional Behavior Assessment<br/><br/>Identifying Target Behavior<br/><br/>Operationalizing Target Behavior<br/><br/>Indirect Assessment<br/><br/>Descriptive Assessment<br/><br/>Functional Analysis of Problem Behavior<br/><br/>Interpreting FBA Results and Developing a Summary Statement<br/><br/>Function-Based Intervention<br/><br/>Social Positive Reinforcement<br/><br/>Antecedent Strategies<br/><br/>Teaching Strategies<br/><br/>Consequence Strategies<br/><br/>Social Negative Reinforcement<br/><br/>Antecedent Strategies<br/><br/>Teaching Strategies<br/><br/>Consequence Strategies<br/><br/>Automatic Reinforcement<br/><br/>Antecedent Strategies<br/><br/>Teaching Strategies<br/><br/>Consequence Strategies<br/><br/>Multiply Maintained Problem Behavior<br/><br/>Evaluating Intervention Effectiveness<br/><br/>Fading Interventions<br/><br/>Summary<br/><br/>Case Study<br/><br/>Background<br/><br/>Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process<br/><br/>Step 2—Part 1: Best Available Evidence<br/><br/>Step 2—Part 2: Person-Related Variables<br/><br/>Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)<br/><br/>Step 3: Professional Judgment<br/><br/>Step 4: Intervention Selection<br/><br/>Step 5: Intervention Implementation and Data Collection<br/><br/>Step 6: Reevaluation<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>11 Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum Disorder (Anthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron R. Check, Abigail Mojica, and Charles Walters)<br/><br/>Introduction and Overview<br/><br/>Legislation Supporting Transition-Aged Youth with Disabilities<br/><br/>Secondary Transition and Working with Learners with Autism Spectrum Disorder<br/><br/>Secondary Transition Frameworks and Practices<br/><br/>Description of Secondary Transition Evidence-Based Practices and Predictors for Learners with ASD<br/><br/>Considerations for Practical Application of Secondary EBPs, RBPs, and Predictors<br/><br/>Summary<br/><br/>Case Study<br/><br/>Background<br/><br/>Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process<br/><br/>Step 2—Part 1: Best Available Evidence<br/><br/>Step 2—Part 2: Person-Related Variables<br/><br/>Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports)<br/><br/>Step 3: Professional Judgment<br/><br/>Step 4: Intervention Selection<br/><br/>Step 5: Intervention Implementation and Data Collection<br/><br/>Step 6: Reevaluation<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>12 Collaborative Partnerships: Parents and Families (Hedda Meadan and Jamie N. Pearson)<br/><br/>Introduction and Overview<br/><br/>Family Involvement and Engagement<br/><br/>Parents, Caregivers, and Families<br/><br/>Parents and Families from Diverse Backgrounds<br/><br/>Grounding Family Involvement and Engagement in Theory<br/><br/>Families with Children with Autism<br/><br/>Strategies for Building Effective Family-Practitioner Partnerships<br/><br/>Strategies to Enhance Family Involvement and Engagement<br/><br/>Implementing Evidence-Based Practices with Families<br/><br/>Evaluating Partnerships with Families<br/><br/>Summary<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>13 Collaborative Partnerships: How and Why to Foster Professional Collaborations (Jennifer M. Asmus, Lindsay M. McCary, and Taylor P. Dorlack)<br/><br/>Introduction and Overview<br/><br/>The Professional as an Expert for Problem Solving in the School Setting<br/><br/>Perspectives on the Role the Professional Plays in Service Provision Outside of the School Setting<br/><br/>Historical Perspective on Professionals as Supports for Learners with ASD<br/><br/>Emergence and Evolution of a Problem-Solving Framework of EBP<br/><br/>PSTs and a Problem-Solving Model of EBP<br/><br/>Expanding Adoption and Implementation of a Problem-Solving Model<br/><br/>Setting the Course for Effective Professional Collaboration<br/><br/>Planning for Meaningful Collaboration in Schools<br/><br/>Evaluating Impact and Acceptability of Collaboration<br/><br/>Summary<br/><br/>Case Study<br/><br/>Application Activities<br/><br/>Additional Resources<br/><br/>Note<br/><br/>14 Final Remarks (Katie Wolfe, Laura C. Chezan, and Erik Drasgow)<br/><br/>Focusing on Quality of Life<br/><br/>Connecting Assessment and Intervention<br/><br/>Targeting Socially Valid and Functional Behaviors<br/><br/>Engaging in Ethical Practice<br/><br/>Collaborating with Others<br/><br/>Summary<br/><br/>References<br/><br/>Index<br/><br/>About the Editors and Contributors |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"This book provides pre- and in-service educators and other practitioners working with learners with autism spectrum disorder with a user-friendly resource to assist them with the identification, selection, implementation, and evaluation of evidence-based practices. Throughout, the book highlights aspects related to training, ethical decision-making, ongoing assessment, data-based decision making, and collaboration with families and other professionals"-- |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Autism spectrum disorders |
| General subdivision |
Treatment. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Evidence-based psychiatry. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Chezan, Laura Claudia, |
| Relator term |
editor. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
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| Relationship information |
Online version: |
| Title |
Evidence-based practices for supporting individuals with autism spectrum disorder |
| Place, publisher, and date of publication |
Lanham : Rowman & Littlefield, 2022 |
| International Standard Book Number |
9781538149270 |
| Record control number |
(DLC) 2022016755 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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7 |
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rip |
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orignew |
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1 |
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ecip |
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20 |
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y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Reference text books |
