000			04357cam a2200349 i 4500
999			_c16297 _d16297
001			20278879
003			OSt
005			20200701103142.0
008			180112s2018 caua b 001 0 eng
010			_a 2017060056
020			_a9781544320502 (pbk. : alk. paper)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aLC4717.5 _b.S47 2018
082	0	0	_a371.94 SIM M _223
100	1		_aSimpson, Richard L., _d1945- _eauthor.
245	1	0	_aSocial skills success for students with Asperger syndrome and high-functioning autism / _cRichard L. Simpson, Ellen McGinnis-Smith.
264		1	_aThousand Oaks, California : _bCorwin, A SAGE Publishinng Company, _c2018.
300			_axx, 210 pages : _billustrations ; _c26 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505			_aPreface Publisher's Acknowledgments About the Authors Chapter 1. Understanding Asperger Syndrome and High-Functioning Autism Autism Spectrum Disorders Children and Youth With Asperger Disorder and Other Types of High-Functioning Autism Social Skill and Social Interaction Physical and Motor Skill Challenges Case Example: Stanley Prevalence Summary Considerations References Chapter 2. Social Challenges and Foundations for Successful Outcomes Justification for Social Skill Instruction Challenges to Social Skill Instruction Strategies for Teaching Social Skills to Children and Youth With HF/AD A Foundation for Social Skill Instruction Social Skill Instructional Targets Summary Considerations References Chapter 3. Social Skill and Support Methods for Learners With Asperger Disorder and High-Functioning Autism Fundamental Instructional Methods for Children With High-Functioning Autism Social Skill Instructional Steps for Building Social Skill Capacity and Social Interaction Competency Summary Considerations References Examples: Social Skill Instructional Targets, Skill Development Steps, and Evaluation Chapter 4. Sample Social Skill Development Program Case Example: Jackson Category 1: Fundamental Social Interaction, Social Relationship, and Collaboration Skill Sample Program Category 2: Self-Advocacy, Self-Management, and Personal Accountability Sample Program Category 3: School-Related Social Skills Sample Program Summary Considerations References Chapter 5. Generalizing Social Skills: Challenges and Strategies Planning for Skill Generalization and Transfer Planning for Skill Generalization: Role-Playing and Practice Planning for Skill Generalization: Coaching and Performance Feedback Planning for Skill Generalization: Practice and Skill Rehearsal in Everyday Settings Summary Considerations References Chapter 6. Supports for Structuring, Organizing, and Managing Social Learning Supporting and Supporting and Promoting Acquisition and Performance of New Social Skills and Developing Social Interaction Competence Environmental Modifications and Structuring Procedures Social Skill Instructional Support Methods Summary Considerations References Chapter 7. Peer Supports Creating a Foundation of Social Acceptance and Positive Attitudes Positive Experiences Peer Recruitment Using Peers to Create and Display Appropriate Models of Target Skills Peer Involvement in Role-Play and Practice Peer Involvement in Coaching and Performance Feedback Peer Involvement in Assisting Learners to Practice, Rehearse, and Generalize Social Skills in Natural Settings Summary Considerations References Chapter 8. Parent and Family Involvement and Support Communication and Collaboration Facilitating Ongoing Communication, Information Exchange, and Collaborative Relationships Building Partnership and Skill Development and Support Relationships With Parents and Families Selecting Levels and Types of Parent/Family Involvement Summary Considerations References Index
650		0	_aAutistic children _xEducation.
650		0	_aAsperger's syndrome _xPatients _xEducation.
650		0	_aSocial skills in children _xStudy and teaching.
700	1		_aMcGinnis-Smith, Ellen.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cRFT