High-Functioning Autism/Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in the Schools Series) - Softcover

Frank J. Sansosti; Kelly A. Powell-Smith; Richard J. Cowan

Softcover

ISBN 10: 1606236709 ISBN 13: 9781606236703

Publisher: The Guilford Press, 2010

Synopsis

Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format with lay-flat binding to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

About this title

About the Author:

Frank J. Sansosti, PhD, NCSP, is Assistant Professor in the School Psychology Program at Kent State University. He has extensive experience working with individuals with autism spectrum disorders (ASD) in both school and clinic settings. Previously, Dr. Sansosti worked as a school psychologist and district-level autism consultant in West Central Florida. His primary research and professional interests focus on the development and implementation of behavioral and social skills interventions for young children with ASD, best-practice approaches for the inclusion of students with low-incidence disabilities, and response to intervention. He is an active workshop presenter and a consultant to multiple school districts. Kelly A. Powell-Smith, PhD, NCSP, is a senior research scientist with Dynamic Measurement Group. Formerly, she was Associate Professor of School Psychology at the University of South Florida. Dr. Powell-Smith’s research interests include using formative assessment data within a problem-solving model for educational decision making, development of early literacy skills, procedures for and outcomes of reintegration, and service delivery to low-incidence populations, including children with Asperger syndrome. She has provided formal technical assistance and/or training related to the use of formative assessment and academic interventions in 16 states and in Canada, and has led over 150 workshops and presentations. Richard J. Cowan, PhD, NCSP, is Associate Professor and Coordinator in the School Psychology Program at Kent State University. He has been a leader in a number of research projects and publications, presentations, and grants focusing on autism and positive behavior supports. His primary line of inquiry focuses on the development, implementation, and evaluation of academic and behavioral programs for children with ASD. His research and clinical interests also encompass the implementation and evaluation of positive behavior supports across the universal, targeted, and intensive levels of intervention. Dr. Cowan is an active workshop presenter and trainer.

Review:

"This indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies."--Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South Florida 

"This comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams."--Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders "A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation."--Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York "This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners."--William R. Jenson, PhD, Department of Educational Psychology, University of Utah "Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity."--Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio
"The book speaks directly to educators and includes descriptions of common behavior presentations and educational needs that can be observed in the classroom. The book incorporates relevant research and theories, and a problem-solving and data-driven model for assessment, data collection, and service delivery. It also presents examples of assessments and interventions that fit into the response-to-intervention model....The book offers a very thorough look into how school personnel can best educate students with HFA/AS. It is well organized, established in current research, and comes at a time when the incidence of ASD is rising. This would be a helpful book for any school social worker working with students on the ASD spectrum or who wish to review good practice on assessment." (School Social Work Journal 2010-05-15)

About this edition

• Publisher: The Guilford Press
• Publication date: 2010
• ISBN 10: 1606236709
• ISBN 13: 9781606236703
• Binding: Paperback
• Number of pages: 257