Educating Children with Autism
Buku ini diterbitkan tahun 2001 oleh National Academy Press, Washington DC adalah buku Edsi Pertama.
Judul: Educating Children with Autism
Oleh: Catherine Lord and James P. McGee (Editor)
Penerbit: National Academy Press, Washington DC.
Tahun: 2001
Jumlah Halaman: 324 hal.
Editor:
Catherine Lord and James P. McGee
Lingkup Pembahasan:
Buku ini mengemukakan bahwa anak penderita Autis pada umumnya memiliki efek seumur hidup pada bagaimana anak-anak belajar menjadi makhluk sosial, untuk mengurus diri sendiri, dan untuk berpartisipasi dalam masyarakat. Spektrum autisme terjadi bersama dengan keterbelakangan mental
dan gangguan bahasa dalam banyak kasus. Dengan demikian, perencanaan pendidikan harus mengatasi kedua kebutuhan biasanya terkait dengan gangguan autis dan kebutuhan yang berhubungan dengan cacat yang menyertainya.
Pendidikan, baik langsung dari anak-anak, dan orang tua dan guru, adalah bentuk utama dari pengobatan untuk gangguan spektrum autistic saat ini. Pendidikan anak-anak dengan gangguan autis diterima sebagai tanggung jawab publik di bawah Pendidikan Semua Anak Cacat Undang-Undang di
1975. Meskipun mandat federal, bagaimanapun, tujuan, metode dan sumber daya yang tersedia bervariasi dari negara ke negara dan sistem sekolah untuk sistem sekolah. Dalam beberapa tahun terakhir, karena pertemuan faktor, pengadilan telah menjadi semakin aktif dalam menentukan metode dan sumber daya yang dialokasikan oleh sistem sekolah untuk pendidikan anak-anak dengan gangguan spektrum autistik. Buku ini bertujuan untuk membantu pelaksanaan pendidikan untuk anak penderita Autis.
Daftar Isi:
EXECUTIVE SUMMARY 1
Committee’s Charge, 2
Diagnosis, Assessment, and Prevalence, 2
Role of Families, 4
Goals for Educational Services, 5
Characteristics of Effective Interventions, 6
Public Policies, 7
Personnel Preparation, 7
Research , 8
1 INTRODUCTION 11
Features of Autism, 11
The Challenge of Educating Children with Autism, 12
The Committee’s Work, 13
Organization of the Report, 19
I GOALS FOR CHILDREN WITH AUTISM AND THEIR FAMILIES
2 DIAGNOSIS, ASSESSMENT, AND PREVALENCE 23
Multidisciplinary Perspectives, 23
Prevalence of Autism and Related Conditions, 24
Screening Instruments, 25
Assessment, 26
Medical Considerations, 30
Implications for Intervention, 31
3 FAMILY ROLES 32
Special Demands on Parents, 33
Teaching Parents Needed Skills, 35
The Advocacy Role, 36
Support for Families, 37
From Research to Practice, 39
4 GOALS FOR EDUCATIONAL SERVICES 40
Interventions as Paths to Goals, 41
Outcomes, 43
II CHARACTERISTICS OF EFFECTIVE INTERVENTIONS
5 DEVELOPMENT OF COMMUNICATION 47
Core Communication Deficits, 48
Planning for Intervention, 50
Intervention Approaches, 52
From Research to Practice, 63
6 SOCIAL DEVELOPMENT 66
Developmental Constructs and Theory, 66
Commonalties and Individual Differences, 69
Planning for Intervention, 71
Interventions Used to Teach Social Behavior, 75
From Research to Practice, 81
7 COGNITIVE DEVELOPMENT 82
Cognitive Abilities in Infants and Very Young Children, 83
Stability and Uses of Tests of Intelligence, 84
General Issues in Cognitive Assessment, 87
Theoretical Models of Cognitive Dysfunction in Autism, 88
Academic Instruction and Outcomes, 90
From Research to Practice, 92
8 SENSORY AND MOTOR DEVELOPMENT 93
Constructs and Deficits, 94
Intervention Techniques, 98
Sensory and Motor Development and Educational Programming, 101
From Research to Practice, 102
9 ADAPTIVE BEHAVIORS 103
Background, 103
Developmental Constructs and Theory, 105
Form of Adaptive Behaviors, 106
Assessing Adaptive Behavior and Planning for Intervention, 107
Intervention Studies, 110
Intervention Programs, 112
From Research to Practice, 113
10 PROBLEM BEHAVIORS 115
Nature and Persistence of Behavior Problems, 116
Preventive Interventions, 118
After the Fact: Teaching Alternative Behaviors, 121
Other Interventions, 127
From Research to Practice, 131
11 INSTRUCTIONAL STRATEGIES 133
Types of Instructional Strategies, 133
Individual Versus Group Instruction, 137
The Use of Peers as Instructors, 138
The Roles of Selected Disciplines, 138
12 COMPREHENSIVE PROGRAMS 140
Selection and Overview of Model Programs, 140
Theoretical Orientations of Program Models, 147
Convergence and Variability of Program Dimensions, 149
Intervention Studies, 166
III POLICY, LEGAL, AND RESEARCH CONTEXT
13 PUBLIC POLICY AND LEGAL ISSUES 175
Legislation, 176
Adequacy of Services and Resources, 181
14 PERSONNEL PREPARATION 183
Need for a Support Infrastructure, 183
Kinds of Personnel, 186
Providers of Personnel Preparation, 188
Content of Personnel Preparation Programs, 188
Resources, 190
15 METHODOLOGICAL ISSUES IN RESEARCH ON EDUCATIONAL
INTERVENTIONS 193
Separate Literatures, 194
Early Screening and Diagnosis, 195
Description of Participants of Studies, 197
Methodological Issues, 199
From Research to Practice, 209
16 CONCLUSIONS AND RECOMMENDATIONS 211
Diagnosis, Assessment, and Prevalence, 211
Role of Families, 214
Goals for Educational Services, 216
Characteristics of Effective Interventions, 218
Public Policies, 222
Personnel Preparation, 224
Needed Research, 227
REFERENCES 231
BIOGRAPHICAL SKETCHES 290
INDEX 295
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