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| scerts in action: The SCERTS Model in Action (Video 3) Barry M. Prizant, 2003-11-30 A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, the SCERTS Model recognizes the challenges and needs of preschool and primary school children with autism spectrum disorders (ASD) and their families and provides a framework for improving communication and social-emotional abilities. The model supports developmental progress in three areas: Social Communication (the ability to communicate spontaneously and establish relationships), Emotional Regulation (the ability to regulate emotional arousal to support learning and engagement), and Transactional Supports (factors that help, including interpersonal supports, learning and educational supports, and support for families and among professionals). In the first video, you'll get a detailed overview of the three SCERTS components. The second video shows you how to use the SCERTS Model with children who require more intensive educational support. See the proactive SCERTS strategies during snack time, story time, play time, and classroom activities. In the third video, you'll discover how to use the model with children who need less intensive support. See how SCERTS strategies helped them navigate social relationships, participate in classes, and engage in cooperative learning activities. The accompanying booklet details the components of SCERTS and describes how this model improves the lives of children with ASD. |
| scerts in action: Educational Psychology Perspectives on Supporting Young Autistic People Judith Gainsborough, 2022-04-21 An essential guide for any professionals working with autistic children and young adults, this book provides expert insights which need to be considered by professionals, parents and autistic people alike. It covers key themes such as anxiety and wellbeing, transition into adulthood, sexuality, intersectionality, and many more. A unique blend of first-hand experience, parental guidance and professional advice is provided from prominent figures in the autism field to offer you an overview of the important issues of today, to help you understand and better support autistic young people. |
| scerts in action: Autism Spectrum Disorders and the Scerts Model , 2003-11-30 Learn more about SCERTS and see the strategies in action with the set of three video-tapes, also available as a single convenient DVD. Understanding the SCERTS Model (Video 1) examines the basics of ASD and SCERTS. The SCERTS Model in Action: For Children Requiring More Support (Video 2) and The SCERTS Model in Action: For Children Requiring Less Support (Video 3) highlight the positive effects of SCERTS strategies with clips of children who have ASD and interviews with parents and professionals. Each order comes with a booklet that includes more information about the SCERTS components and lists goals for each component. |
| scerts in action: Scerts Model in Action Barry M Prizant, Brookes Publishing, 2003-11-30 A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, the SCERTS Model recognizes the challenges and needs of preschool and primary school children with autism spectrum disorders (ASD) and their families and provides a framework for improving communication and social-emotional abilities. The model supports developmental progress in three areas: Social Communication (the ability to communicate spontaneously and establish relationships), Emotional Regulation (the ability to regulate emotional arousal to support learning and engagement), and Transactional Supports (factors that help, including interpersonal supports, learning and educational supports, and support for families and among professionals). In the first video, you'll get a detailed overview of the three SCERTS components. The second video shows you how to use the SCERTS Model with children who require more intensive educational support. See the proactive SCERTS strategies during snack time, story time, play time, and classroom activities. In the third video, you'll discover how to use the model with children who need less intensive support. See how SCERTS strategies helped them navigate social relationships, participate in classes, and engage in cooperative learning activities. The accompanying booklet details the components of SCERTS and describes how this model improves the lives of children with ASD. |
| scerts in action: The JASPER Model for Children with Autism Connie Kasari, Amanda C. Gulsrud, Stephanie Y. Shire, Christina Strawbridge, 2021-11-17 The authoritative guide to implementing the Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention. With a strong evidence base, JASPER provides a clear, flexible structure to bolster early skills core to social communication development. The authors show how to assess 1- to 8-year-olds with autism spectrum disorder (ASD), set treatment targets, choose engaging play materials, tailor JASPER strategies to each individual, and troubleshoot common challenges.-- |
| scerts in action: Uniquely Human: Updated and Expanded Barry M. Prizant, Tom Fields-Meyer, 2022-04-19 In this newly revised and updated edition, one of the world's leading authorities on autism discusses how instead of curbing autistic behaviors, it's better to enhance abilities, build on strengths and offer supports that will lead to more desirable behavior and a better quality of life. |
| scerts in action: Autism in the Early Years Val Cumine, Julia Dunlop, Gill Stevenson, 2009-12-04 Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. In a clear and sensitive style the authors: outline the characteristics of autism as they present themselves in the early years; consider the nature of autism and the issues surrounding assessment and diagnosis; offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings; suggest ways to promote learning, social development, communication and appropriate behaviour; explore possibilities for enhancing access to the early years curriculum. This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme. Autism in the Early Years: A Practical Guide (Second Edition) provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children. |
| scerts in action: CSBS Manual Amy M. Wetherby, Barry M. Prizant, 2003 This user-friendly manual guides professionals through the process of administering, scoring, and interpreting the Communication and Symbolic Behavior Scales (CSBS™), one of the best measures of early communication in children 8–24 months (or up to 72 months if developmental delays are present). The manual includes: a concise question-and-answer introduction to CSBS™ informative summaries that reveal how the communication and symbolic behavior scales were developed detailed, easy-to-follow instructions on how to administer the Caregiver Questionnaire, conduct each part of the videotaped Behavior Sample, and interpret the behaviors on the videotape clear guidelines on rating, summarizing, and interpreting scores technical data about CSBS™, including information about standardization, scaling and norming, reliability, and validity helpful tips on planning individualized interventions Filled with tables, charts, and checklists that summarize key points, clarify technical data, and help users organize the information and material they need, this manual will make it easier for professionals to use CSBS™ effectively with the children and families they serve. This manual is part of CSBS™, a norm-referenced, standardized tool that uses parent interview and direct observation to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. With 22 rating scales that accurately survey children's language skills and symbolic development, CSBS is backed by technical data and compatible with most developmental curricula in use today. Learn more about the whole CSBS system. |
| scerts in action: Treatment of Autism Spectrum Disorder , 2021-06 The new edition of this practical accessible text introduces preservice SLPs to 12 evidence-based interventions that improve the communication and social skills of people with autism spectrum disorder-- |
| scerts in action: Third Historical Survey of Educational Development in India S. P. Agrawal, J. C. Aggarwal, 1994 |
| scerts in action: Treatment Planning for Children with Autism Spectrum Disorders Naomi Chedd, Karen Levine, 2012-11-21 A new way of thinking about treatment planning to support children with autism spectrum disorders Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape. Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of current interventions and treatments can be incorporated into this process and includes applications of different approaches for tackling different problems. The nine illustrative case vignettes cover a wide variety of ages, developmental challenges, learning and social profiles, and school and family circumstances. With a firm commitment to and focus on the child’s best interests as well as family needs and preferences, Treatment Planning for Children with Autism Spectrum Disorders offers professionals new possibilities for enhancing the quality of life for children with ASDs. |
| scerts in action: Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder Yvonne Bruinsma, Dr Mendy Minjarez, PH D, Laura Schreibman, Dr Aubyn Stahmer, PH D, 2020 This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder. |
| scerts in action: Early Start Denver Model for Young Children with Autism Sally J. Rogers, Geraldine Dawson, 2020-05-14 From leading authorities, this state-of-the-art manual presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism spectrum disorder. Supported by the principles of developmental psychology and applied behavior analysis, ESDM’s intensive teaching interventions are delivered within play-based, relationship-focused routines. The manual provides structured, hands-on strategies for working with very young children in individual and group settings to promote development in such key domains as imitation; communication; social, cognitive, and motor skills; adaptive behavior; and play. Implementing individualized treatment plans for each child requires the use of an assessment tool, the Early Start Denver Model Curriculum Checklist for Young Children with Autism. A nonreproducible checklist is included in the manual for reference, along with instructions for use; 8½ x 11 checklists are sold separately in sets of 15 ready-to-use booklets. See also the authors' related parent guide, An Early Start for Your Child with Autism. |
| scerts in action: Advances in Computer Entertainment Dennis Reidsma, Katayose Haruhiro, Anton Nijholt, 2013-11-08 This book constitutes the refereed conference proceedings of the 10th International Conference on Advances in Computer Entertainment, ACE 2013, held in Boekelo, The Netherlands, in November 2013. The 19 full paper and 16 short papers presented together 42 extended abstracts were carefully reviewed and selected from a total of 133 submissions in all categories. The papers cover topics across a wide spectrum of disciplines including new devices; evaluation and user studies; games as interface to serious applications; creating immersion; interfaces; new experiences; procedural approaches and AI; and theory. Focusing on all areas related to interactive entertainment they aim at stimulating discussion in the development of new and compelling entertainment computing and interactive art concepts and applications. |
| scerts in action: Commonsense Methods for Children with Special Educational Needs Peter S. Westwood, 2003 The new edition of this important and successful book provides teachers with an immediate and comprehensive source of practical ideas for use in regular classrooms. |
| scerts in action: The SCERTS Model: Program planning & intervention Barry M. Prizant, 2006 This two-volume set provides a multidisciplinary approach to enhancing communication and socioemotional abilities of young children with Autism Spectrum Disorder (ASD) and related disorders. The approach is a practical model that is systematic and semi-structured but is flexible to respond to the individual differences of children and families. |
| scerts in action: Educational Planning and National Development M. R. Kolhatkar, 1997 With reference to India. |
| scerts in action: Annual Report National Council of Educational Research and Training (India), 2007 |
| scerts in action: OECD Digital Education Outlook 2021 Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots OECD, 2021-06-08 How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems. |
| scerts in action: The Complete Guide to Autism Treatments Sabrina Karen Freeman, 2007 The Complete Guide to Austin Treatments was inspired by parents of children afflicted with autism. After speaking with several thousands of parents about various treatments and answering similar questions over and over again, Dr. Freeman realized that parents need a clear way - a guide - to help make appropriate treatment decisions for their child. To this end, Dr. Freeman gives her scientific evaluation of most of the major and minor autism treatments available today, and then personalizes the analysis by telling the reader whether or not she would use the treatment on her own child. In other words, at the end of the day, how did she apply her understanding of the science to her own child? With this book, it is Dr. Freeman's sincere hope that everyone will be able to evaluate all the current and future autism treatments available. It is crucial to be able to ask the right questions and find the flaws in the science behind every purported treatment, or to find the evidence, where it exists, that the treatment is effective. At a minimum, understanding the scientific method will protect thousands of children from quackery and, hopefully, provide parents and professionals with the tools to discern those treatments that are effective for children affected with autism. |
| scerts in action: Social Behavior in Autism Eric Schopler, Gary B. Mesibov, 2013-11-11 An important component of Division TEACCH's mandate from the Department of Psychiatry of the University of North Carolina School of Medicine and the North Carolina State Legislature is to conduct research aimed toward improving the understanding of developmental disabilities such as autism and to train the professionals who will be needed to work with this challenging population. An important mechanism to help meet these goals is our annual conference on topics of special importance for the understanding and treatment of autism and related disorders. As with the preceding books in this series entitled Current Issues in Autism, this most recent volume is based on one of these conferences. The books are not, however, simply published proceedings of conference papers. Instead, cer tain conference participants were asked to develop chapters around their pres entations, and other national and intemational experts whose work is beyond the scope of the conference but related to the conference theme were asked to contribute manuscripts as weil. These volumes are intended to provide the most current knowledge and professional practice available to us at this time. |
| scerts in action: General Technical Report PNW-GTR , 1999 |
| scerts in action: Adult Interactive Style Intervention and Participatory Research Designs in Autism Lila Kossyvaki, 2017-09-13 Regardless of their cognitive and linguistic abilities, people with autism can often find it difficult to develop basic communicative skills that are necessary to gain full control over their environment and maintain their independence. Building on the author’s own cutting-edge research, Adult Interactive Style Intervention and Participatory Research Designs in Autism examines the impact that the interactive style of neurotypical individuals could have on the spontaneous communication of children with autism. This book provides clear and detailed guidance on how to conduct research into autism in real-world settings such as schools and homes. Kossyvaki critically evaluates a wealth of relevant case studies and focuses on a number of methodological issues that researchers are likely to face when carrying out research of this complex nature. The author walks the reader through present literature on the importance of spontaneous communication and the atypical way that this tends to develop in autism, before bringing the results of her own research to bear on the question of how the interactive styles of neurotypical individuals can impact on the spontaneous communication of people with autism. Adult Interactive Style Intervention and Participatory Research Designs in Autism is essential reading for academics, researchers, and postgraduate students in the fields of special educational needs, inclusion, autism, research methods, and educational and clinical psychology. |
| scerts in action: Autism Sue Fletcher-Watson, Francesca Happé, 2019-01-24 Based on Francesca Happé’s best-selling textbook, Autism: An Introduction to Psychological Theory, this completely new edition provides a concise overview of contemporary psychological theories about autism. Fletcher-Watson and Happé explore the relationship between theories of autism at psychological (cognitive), biological and behavioural levels, and consider their clinical and educational impact. The authors summarise what is known about the biology and behavioural features of autism, and provide concise but comprehensive accounts of all influential psychological models including ‘Theory of Mind’ (ToM) models, early social development models and alternative information processing models such as ‘weak central coherence’ theory. The book also discusses more recent attempts to understand autism, including the ‘Double Empathy Problem’ and Bayesian theories. In each case, the authors describe the theory, review the evidence and provide critical analysis of its value and impact. Recognising the multiplicity of theoretical views, and rapidly changing nature of autism research, each chapter considers current debates and major questions that remain for the future. Importantly, the book includes the voices of autistic people, including parents and practitioners, who were asked to provide commentaries on each chapter, helping to contextualise theory and research evidence with accounts of real-life experience. The book embraces neurodiversity whilst recognising the real needs of autistic people and their families. Thus Autism: A New Introduction to Psychological Theory and Current Debate provides the reader with a critical overview of psychological theory but also embeds this within community perspectives, making it a relevant and progressive contribution to understanding autism, and essential reading for students and practitioners across educational, clinical and social settings. |
| scerts in action: Teacher Education In India (inset) Nizam Elahi, 2008 |
| scerts in action: Autism Spectrum Disorder Assessment in Schools Laura Dilly, Christine Hall, 2018-10-04 Autism Spectrum Disorder Assessment in Schools serves as a guide on how to assess children for autism spectrum disorders (ASD), specifically in school settings. Dilly and Hall offer a general overview of ASD, describe ASD assessment best practices, and explain the process of identifying ASD in schools. Current research and up-to-date science is incorporated in a practitioner-friendly manner, and short case vignettes will increase the accessibility of the book content and illustrate principles. As the rates of ASD reach 1/59 children, and school psychologists are increasingly expected to possess expertise in the assessment of ASD, this book serves as a must have for school psychologists, school social workers, and other practitioners. |
| scerts in action: The Oxford Handbook of Music and Disability Studies Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, Joseph Straus, 2015-10-15 The Oxford Handbook of Disability Studies represents a comprehensive state of current research for the field of Disability Studies and Music. The forty-two chapters in the book span a wide chronological and geographical range, from the biblical, the medieval, and the Elizabethan, through the canonical classics of the eighteenth and nineteenth centuries, up to modernist styles and contemporary musical theater and popular genres, with stops along the way in post-Civil War America, Ghana and the South Pacific, and many other interesting times and places. Disability is a broad, heterogeneous, and porous identity, and that diversity is reflected in the variety of bodily conditions under discussion here, including autism and intellectual disability, deafness, blindness, mobility impairment often coupled with bodily difference, and cognitive and intellectual impairments. Amid this diversity of time, place, style, medium, and topic, the chapters share two core commitments. First, they are united in their theoretical and methodological connection to Disability Studies, especially its central idea that disability is a social and cultural construction. Disability both shapes and is shaped by culture, including musical culture. Second, these essays individually and collectively make the case that disability is not something at the periphery of culture and music, but something central to our art and to our humanity. |
| scerts in action: Contemporary Issues and Challenge in Early Childhood Education in the Asia-Pacific Region Minyi Li, Jillian Fox, Susan Grieshaber, 2016-10-26 This book investigates the unique and dynamic approaches to key issues of changing images of child and childhood, by different countries in the Asia-Pacific. Key concepts considered are re-conceptualizing early childhood education and care, re-eaxming early learning standards and redefining professionalism. The Asia Pacific region includes countries belonging to both the Majority and Minority worlds and which vary widely in terms of their cultural geography, social-cultural beliefs, and levels of development, demographic profiles, political systems and government commitments to early childhood services. An international team of experienced researchers from different countries guarantees diverse perspectives. By examining different countries’ policy choices and evidence-based practices, the authors show how best to provide for young children based on their countries’ strategies. |
| scerts in action: Handbook of Developmental Disabilities Samuel L. Odom, Robert H. Horner, Martha E. Snell, 2009-01-21 This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience. |
| scerts in action: Intelligent Virtual Agents Yukiko Nakano, Michael Neff, Ana Paiva, Marilyn Walker, 2012-09-19 This book constitutes the refereed proceedings of the 12th International Conference on Intelligent Virtual Agents, IVA 2012, held in Santa Cruz, CA, USA, in September 2012. The 17 revised full papers presented together with 31 short papers and 18 poster papers were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on IVAs on learning environments; emotion and personality; evaluation and empirical studies; multimodal perception and expression; narrative and interactive applications; social interaction; authoring and tools; conceptual frameworks. |
| scerts in action: The Sensory Processing Disorder Answer Book Tara Delaney, 2008 Written by a pediatric occupational therapist who specializes in Sensory Processing Disorder and who also deals with the disorder as a parent, The Sensory Processing Disorder Answer Book includes 250 questions and answers covering many topics. |
| scerts in action: Autism Spectrum Disorders Amy M. Wetherby, Barry M. Prizant, 2000 A reference guide to autism spectrum disorders that provides an in-depth overview of the communication, language, social, and behavioral issues of autism spectrum disorders. |
| scerts in action: ABA for SLPs Joanne E. Gerenser, Mareile A. Koenig, 2019 |
| scerts in action: Interventions for Autism Spectrum Disorders Sam Goldstein, Jack A. Naglieri, 2013-02-03 Children are being diagnosed with autism spectrum disorders at a staggering rate—as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood. The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include: The Early Start Denver Model for young children. The TEACCH program for children, adults, and families. The Center for Autism and Related Disorders (CARD) and CARD eLearning. PROGress: a program for remediating and expanding social skills. Evidence-based strategies for repetitive behaviors and sensory issues. Self-regulation strategies for students with autism spectrum disorders. Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics. |
| scerts in action: Teaching Adolescents and Young Adults with Autism Spectrum Disorder Dianne Zager, Michael Wehmeyer, 2019-11-13 Teaching Adolescents and Young Adults with Autism Spectrum Disorder supports teachers in preparing secondary students with autism spectrum disorder (ASD) to succeed in school, work and beyond. Focused on enabling students to successfully pursue further education and meaningful career paths, chapters incorporate person-centered, student-directed planning into instructional programming throughout the text. Featuring helpful vignettes to demonstrate concepts in action, curriculum areas address community living skills, academics, social communication and interaction, and career preparation. Grounded in current research and Universal Design for Learning practices, this guide is an essential resource for educators, therapists, and anyone seeking to create fluid, adaptable programs for students with autism spectrum disorders. |
| scerts in action: Rona Tutt’s Guide to SEND & Inclusion Rona Tutt, 2016-09-19 How to give children and young people who have SEN and disabilities (SEND), the support they need in the environment where they feel most fully included, should be a key concern of every teacher and practitioner. Drawing on her years of experience and conversations with a range of professionals, as well as the thoughts of children, young people and families who have encountered a number of settings, SEND expert Dr Rona Tutt examines both the benefits of the recent SEND reforms and also the opportunities that have been missed to meet needs more flexibly. Content focuses on: Creating a climate where all children can thrive An appreciation for the variety of innovative ways school leaders are meeting the needs of students A consideration of the wider context of SEN from local to national level Clear and accessible, this is an inspiring read for anyone concerned with how individual needs are best met, rather than where their education takes place. |
| scerts in action: EL Excellence Every Day Tonya Ward Singer, 2018-01-30 You have to see this book to believe this book. And once you use this book it will quickly become your most treasured teaching resource. What exactly is so remarkable? All of the best teaching tools in language and literacy are at your fingertips! Just flip to that strategy you want to learn or that literacy goal you want to reach for a wealth of ready-to-use resources to actively engage learners, build academic language, and strategically support literacy instruction. Much more than a resource for EL specialists, EL Excellence Every Day is written for every teacher, with a singular focus on improving the ways we all differentiate literacy instruction. Busy teachers especially will appreciate: Over 85 flip-to strategies that help you engage and support all learners 200+ prompts and linguistic scaffolds to facilitate academic conversations connected to specific literacy goals Lesson-ready resources for essential literacy goals: anticipate before reading, read to understand, read to analyze and infer, and write with text evidence Formative assessment tasks and if/then charts for personalizing teaching to every student Differentiation guides that demonstrate how to adjust supports across EL proficiency levels Intuitive, color-coded design so you can find what you need, when you need it No one lesson or strategy is ever the perfect solution for every student. No one student learns in the same way. If there’s one universal truth in teaching it’s that every child is unique. Devour this book and soon enough you’ll provide the excellent literacy instruction each and every student deserves each and every day. “We need resources that clearly and quickly help us to meet diverse instructional needs every day in every classroom. Tonya Ward Singer’s EL Excellence Every Day: The Flip-to Guide for Differentiating Academic Literacy is such a resource.” --JEFF ZWIERS, from the foreword |
| scerts in action: The RDI Book Steven E. Gutstein, 2009 Theories and clinical tools designed to help parents guide the development of children with autism, Asperger's and similar disabilities. |
| scerts in action: Handbook of Parent-Implemented Interventions for Very Young Children with Autism Michael Siller, Lindee Morgan, 2018-08-09 This handbook offers practical strategies and evidence-based parent-implemented interventions for very young children with autism spectrum disorder (ASD). It explores this important subject within the context of rapidly increasing numbers of toddlers who are diagnosed with ASD during the second year of life. The handbook discusses how parents of young children with ASD can effectively be supported, taught, and coached to implement evidence-based parenting strategies and intervention techniques, and describes a broad range of developmentally appropriate programs at the family, community, and service delivery levels. In addition, the handbook examines individual differences in parenting cognitions, emotions, and practices and proposes strategies for supporting the varying capacities of diverse families to meet the needs of young children with ASD. Chapters provide diverse coverage, spanning cultural/socio-economic differences as well as differences in family structure; parenting cognitions, emotions, and practices; parental learning styles; and access to social support. Featured topics include: Supporting families of high-risk infants who have an older sibling with ASD. The use of video feedback strategies in parent-mediated early ASD intervention. The Incredible Years (IY) Parent Program for preschool children with ASD and language delays. Self-help for parents of children with ASD. The Family Implemented TEACCH for Toddlers (FITT) support model. Parent-implemented interventions for underserved families in Taiwan. Family and provider-based interventions in South Asia. The Handbook of Parent-Implemented Interventions for Very Young Children with Autism is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, family studies, behavioral therapy, and social work as well as rehabilitation medicine/therapy, child and adolescent psychiatry, pediatrics, and special education/educational psychology. |
| scerts in action: Teaching Students with Autism Spectrum Disorders Roger Pierangelo, George Giuliani, 2012-09 Createan appropriate learning environment to help children with ASD develop... |
The SCERTS® Model – A research-based educational a…
The SCERTS® Model A research-based educational approach and multidisciplinary framework that directly addresses the core …
The SCERTS® Model
The acronym “SCERTS” refers to the focus on: “SC” - Social Communication – the development of spontaneous, functional communication, …
The SCERTS® Model
Dec 12, 2007 · The SCERTS curriculum provides a systematic method that ensures that specific skills and appropriate supports, stated as …
Infants and Young Children Vol. 16, No. 4, pp. 296–316 …
The SCERTS Model has been derived from a theoretical as well as empirically based foundation and addresses core challenges of children with ASD as …
The SCERTS Model and Evidence-Based Practice*
SCERTS increased students’ active participation, attesting to the efficacy of using the SCERTS model in the classroom. The SCERTS Model has …
The SCERTS® Model – A research-based educational approach …
The SCERTS® Model A research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by autistic children and persons, and their …
The SCERTS® Model
The acronym “SCERTS” refers to the focus on: “SC” - Social Communication – the development of spontaneous, functional communication, emotional expression and secure and trusting …
The SCERTS® Model
Dec 12, 2007 · The SCERTS curriculum provides a systematic method that ensures that specific skills and appropriate supports, stated as educational objectives, are selected and applied in a …
Infants and Young Children Vol. 16, No. 4, pp. 296–316 c
The SCERTS Model has been derived from a theoretical as well as empirically based foundation and addresses core challenges of children with ASD as they relate to social communication, …
The SCERTS Model and Evidence-Based Practice*
SCERTS increased students’ active participation, attesting to the efficacy of using the SCERTS model in the classroom. The SCERTS Model has also been the subject of a multiple case …
June 23, 2008 (2) - SCERTS
To put it another way, SCERTS is sincere — the thoughts behind it match the words used to share it with others, which in turn match how it looks and feels to children with ASD and those …
Inclusion Notebook Rev 6.12 - SCERTS
teaching children with autism in inclusive educational settings including the SCERTS model, structured teaching, LEAP, and the Autism Spectrum Disorder Inclusion Collaboration Model. …
Pillar II in the New Basel Accord - SCERTS
The rationale for choosing the SCERTS model was to: • explore whether this was a meaningful framework to assess, monitor and track pupil progress for children on the autism spectrum • …
SCERTS Scoring Criteria Checklist 8-8-06
Aug 8, 2006 · SCERTS® Assessment Process (SAP) Scoring Criteria & Checklist The following guidelines were developed to assist team members in applying the 0, 1, 2 scoring system …
Small Steps - SCERTS
Kane’s SCERTS assessment makes no reference to his developmental age or what he is unable to do. The starting point is to describe in detail what Kane can do and align this with the steps …
