Educating Children with Autism (2001)
Chapter: Index
Index
A
Adaptive behavior, 5, 12, 27, 40–41, 47, 103– 114, 116, 184, 212
see also Generalization of learning;
Maintenance of behaviors and skills
age factors, 104, 105–107, 111–113
comprehensive programs, 144, 169
professional education, 184
self-help, 5, 162, 167, 216, 218
toilet training, 103, 105–106, 107, 110, 114
Adults
see also Parental factors;
Teachers autistic, 36, 37–38, 43, 48, 71, 104, 106
interactions with, general, 6, 49, 56, 59, 68–69, 70, 73, 76–77, 78, 80, 81, 138, 218, 219
comprehensive programs, 142, 157
see also Litigation
parental, 32, 36–37, 39, 146, 214–215, 222
Age factors, 37–38, 71, 76–77, 84, 85, 88, 216
see also Adults;
Developmental theory and approaches;
Early intervention, general;
Peer interactions
adaptive behavior, 104, 105–107, 111–113
assessment of children, 29, 30, 74
behavior problems, 116, 117–118
communication and symbolic abilities, 50, 54, 123, 160
diagnosis, 3–4, 23, 25, 93, 94, 195–197, 212
interventions, 6, 7, 29, 43, 71, 74, 144– 145, 160, 163, 167–168, 169, 170, 171–172, 206, 207, 210, 220, 221
older children with autism, 95, 104, 105– 106, 116, 144–145
sensory/motor deficits, 93, 94, 97, 110
Aggressive behavior, 49, 115, 116, 118, 125, 131, 145, 213
self-injurious behavior, 49, 115, 116, 117–118, 123, 125, 128–129
tantrums, 115, 123, 125, 145, 213
Alternative communication, see Augmentative and alternative communication
American Academy of Neurology, 14
American Psychological Association, 14
American Speech-Language-Hearing Association, 62, 188
Americans with Disabilities Act, 179
Applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148–149, 156, 184, 225
Asperger’s Disorder, 2, 24, 29–30, 85, 95, 212
Assessment, 2, 4, 7, 26–30, 156–158, 184–185, 211–214, 220–221
see also Diagnosis;
Outcomes;
Screening
adaptive behavior, 107–110
behavioral problems, 118–132
applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148– 149, 156, 184, 225
functional assessment, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213
communication and language deficits, 26, 27, 28–30, 51–52, 74, 167
comprehensive programs, 142, 144, 156– 158, 167
functional, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213
growth curve analysis, 207–208, 210
intelligence, 27–28, 82, 90, 108, 193
IQ scores, 5, 44, 70, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 217
mental retardation, 1, 2, 24, 27, 82, 84–85, 104, 105, 106, 125, 129, 176– 177, 184
language factors, 27, 28, 29–30, 31, 52, 138–139, 167, 179, 215–216
multidisciplinary, 4, 23–24, 28, 30
parental factors, 27, 28, 29–30, 31, 52, 138–139, 167, 179, 215–216
siblings of autistic children, 38–39
videotapes, 94, 155, 156, 157–158, 171
Assessment, Evaluation, and Programming System, 74
Assistive technology, 2, 3, 12, 56–57, 59–63, 103, 136, 184
Association for Persons with Severe Handicaps, 141
Attachment and attachment constructs, 67
prevalence, 24
Auditory perception, 30, 31–32, 42, 83, 85, 98, 99–101, 123, 131, 212
Augmentative and alternative communication, 51, 55, 56–63, 136–137
Autism Behavior Checklist, 196
Autism Diagnostic Interview-Revised, 85, 196, 197
Autism Diagnostic Observation Schedule, 197, 198
Autism Screening Questionnaire, 25–26
Autism Society of America, 188, 194, 228
Autistic Spectrum Disorders Support Systems, 223
Aversive approaches, 106, 110–111, 121–122, 123, 128, 133, 134–135, 146, 162, 163, 181
B
Battelle Developmental Inventory, 74
Bed wetting, see Toilet training
Behavioral problems, 5, 11, 12, 15, 49, 68, 69–70, 78, 104, 115–132, 194
see also Adaptive behavior;
Aggressive behavior;
Imitation;
Maintenance of behaviors and skills;
Pivotal behavior
applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148–149, 156, 184, 225
assessment, 27, 28, 30–31, 118–132
applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148– 149, 156, 184, 225
functional assessment, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213
auditory perception and, 30–31
classification of, 115–116
clinical practice guidelines, 118–119
communication deficits and, 49, 55
comprehensive programs, 116, 119–120, 125, 143, 144–145, 146, 147–149, 150, 157, 163, 169
developmental approaches, 12, 117, 119, 126
diagnosis, 2, 3–4, 25, 196, 211–212
family/parental factors, 3–4, 69–70, 115, 116, 120, 121–122, 123
functional assessment, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213
interventions, general, 6, 40–41, 42–43, 68, 71–73, 78, 79–81, 110–114, 118– 137, 139, 194, 195, 210, 218
applied behavior analysis, 34, 35, 119, 120, 125–126, 131, 142, 148– 149, 156, 184, 225
aversive approaches, 106, 110–111, 121–122, 123, 128, 133, 134–135, 146, 162, 163, 181
functional assessment, 15, 27, 48, 120, 122–124, 127, 130, 131–132, 134, 135, 213
incidental learning, 6, 54, 78, 119, 134, 150, 164, 184
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 162, 165, 171
naturalistic teaching and learning, 15, 42, 134, 142, 148, 149, 159, 184
professional education, 183, 184
neurobiological factors, 116, 117–118
self-injurious behavior, 49, 115, 116, 117–118, 123, 125, 128–129
self-stimulatory behavior, 55, 105, 111, 213
sleeping, 107–108
toilet training, 103, 105–106, 107, 110, 114
stereotypic behavior, 61, 94, 96, 97, 98, 117, 118, 145, 176–177
tantrums, 115, 123, 125, 145, 213
teachers response to, 116, 130
time factors, 116–117, 119, 120, 123, 134, 163
Boys, see Gender factors
Brain, see Neurobiological factors
C
CARS, see Childhood Autism Rating Scale
Centers for Disease Control and Prevention, 208
Central coherence theory, 89
Checklist for Autism in Toddlers (CHAT), 25, 26, 196
Child-centered approaches, 63
Childhood Autism Rating Scale (CARS), 27, 156, 169, 196, 197
Childhood disintegrative disorder, 3, 12, 213
Children’s Unit, 142, 146, 148, 150, 154, 155, 158, 161, 163–164, 165, 167
Classification issues, 2–3, 13, 25, 27–28, 69, 176–177
see also Assessment;
Diagnosis
behavioral problems, 115–116
features of autism, 11–12, 212
historical perspectives, 31, 32–33, 47
The Clinical Practice Guidelines for Autism/ Persuasive Development Disorders, 118–119
Clinical trials, 6, 8, 15–17, 90, 131, 194, 197– 198, 199–201, 204, 218–219, 222– 223
Clonidine, 129
Cognitive deficits, 5, 82–92, 212
see also Communication deficits;
Language factors
comprehensive programs, 142, 144, 145, 156–157, 162, 168–169, 172
Denver Model, 80, 142, 145–146, 147, 150, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
intelligence, 27–28, 82, 90, 108, 193
see also Mental retardation
intelligence quotients (IQs), 5, 44, 70, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 217
interventions, general, 6, 86, 90–92, 220, 229
reading skills, 62–63, 78–79, 83, 91
Collaborative Program for Excellence in Autism, 209
Communication deficits, 1, 5, 12, 47–65, 71, 79, 83, 105, 115, 205
see also Auditory perception;
Joint attention;
Language factors;
Social factors
assessment, 26, 27, 28–30, 51–52, 74, 167
augmentative and alternative communication, 51, 55, 56–63, 136–137
communication training, 121
comprehensive programs, 142, 144, 149, 160, 162, 167
facilitated communication, 61–62
familial factors, 47
functional communication, 49–50, 61–62, 64–65, 123, 160, 221
initiation of communication/ spontaneous communication, 6, 41, 47, 48, 49, 53, 54, 55, 64, 70, 71, 161, 169, 204, 221
goals of education, 40–41, 50–51, 72
historical perspectives, 47, 48
nonverbal communication, 3, 5, 25, 30, 47, 48, 58–59, 63–64, 69, 84, 85, 88, 95, 123, 214
augmentative and alternative communication, 51, 55, 56–63
comprehensive programs, 142, 144
professional education, 184, 185
spontaneous, 6, 41, 47, 48, 49, 53, 54, 55, 64, 70, 71, 161, 169, 204, 221
symbol use, 29, 49, 50, 54, 55–56, 58, 82, 123, 142, 160, 218
symbolic play, 42, 49–50, 70–71, 76–77
voice output communication aid, 59–60, 63
Communication Participation Model, 57
Community factors, 1, 11, 15, 32, 199
Denver Model, 80, 142, 145–146, 147, 150, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
interventions, general, 5, 7, 9, 218
Comprehensive programs, 17–18, 55–56, 133, 140–172, 204–205, 206–207
assessment, 142, 144, 156–158, 167
videotapes, 155, 156, 157–158, 171
behavioral problems, 116, 119–120, 125, 143, 144–145, 146, 147–149, 150, 157, 163, 169;
see also Children’s Unit;
Douglass Developmental Disabilities Center;
Young Autism Project
Children’s Unit, 142, 146, 148, 150, 154, 155, 158, 161, 163–164, 165, 167
cognitive development, 142, 144, 145, 156–157, 162, 168–169, 172
Denver Model, 80, 142, 145–146, 147, 150, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
communication deficits, 142, 144, 149, 160, 162, 167
curricula, 142, 143–145, 149, 158, 159, 165, 189
developmental theory and approaches, 144, 147–148, 149, 164
Denver Model, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
Developmental Intervention Model, 142, 145, 147, 148, 150, 152, 153, 156–157, 160–161, 164, 168
discrete trials, 112, 141, 143, 144–145, 147, 148, 150, 163–164, 170
Douglass Developmental Disabilities Center, 112, 143, 146, 148, 150, 151, 153, 154, 160, 164, 165, 167– 168
emotional factors, 142, 144, 148, 156–157
familial/parental factors, 142, 143, 144– 145, 149, 150, 152–154, 157, 170, 215
historical perspectives, 144, 146–147
individualized attention, general, 142, 159, 164–165
Individualized Support Program, 143, 145, 146, 149, 150, 151, 152, 153, 154, 157–158, 160, 161, 162, 163, 168
language factors, 144, 145, 156–157, 160, 167, 168, 172
Learning Experiences Alternative Program (LEAP), 143–144, 145, 146, 148, 150–155 (passim), 157, 158, 160, 161–162, 163, 168–169, 206–207
local education authorities (LEAs), 165, 178, 182, 213–214, 215–216
peer interactions, 142, 146, 148, 150, 157, 161, 162, 165, 171
Pivotal Response Model, 144, 147–153 (passim), 157, 161, 162, 169
preschool programs, 143–144, 145, 146, 161, 165
Denver Model, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
Individualized Support Program, 143, 145, 146, 149, 150, 151, 152, 153, 154, 157–158, 160, 161, 162, 163, 168
Learning Experiences (LEAP), 143– 144, 145, 146, 148, 150–155 (passim), 157, 158, 160, 161–162, 163, 168–169, 206–207
professional education, 154–156, 158– 159, 167, 185, 188–189, 224–225
school-based programs, 147, 157, 162, 165, 169;
see also “preschool programs” supra
social factors, general, 142, 144, 148–149, 156–157, 161–162, 165, 172
state government role, 146, 165
time factors, 119, 142, 150, 151–152, 153– 154, 155–156, 161, 163, 167–168, 170
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program, 34, 35–36, 60, 80, 136–137, 144, 145, 146, 147, 150, 151, 152, 155, 158, 160, 161, 162, 164, 169–170, 188, 189
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 165, 171
Young Autism Project, 112, 144–145, 146, 148, 150, 151, 153, 155, 158, 161, 162, 163, 170–171, 187–188, 206
Computer applications
assistive learning technologies, 2, 3, 12, 56–57, 59–63, 91–92, 103, 136, 184
voice output communication aid, 59– 60, 61, 63
comprehensive programs, 157, 167
Core deficits, 5, 43, 47, 48–50, 54, 55–56, 63, 89, 128, 162
see also Communication deficits;
Joint attention
Cost and cost-effectiveness factors, 90, 180, 182
committee study methodology, 19
comprehensive programs, 153, 155, 172
family financial support, 153, 222
Council for Exceptional Children, 191
Court cases, see Litigation Creative Curriculum, 158
Cultural factors, familial, 34–35
Curricula, 31, 40–41, 74, 120, 181, 186, 219, 226
comprehensive programs, 142, 143–145, 149, 158, 159, 165, 189
individualized education plans (IEPs), 36, 38, 109, 118, 119, 124, 127, 131, 154, 177–178, 180–181, 182, 207, 215–216, 217, 219–221
D
Delivering Individualized Support for Young Children with Autism, 191
Denver Model, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
Department of Education, 141
see also Office of Educational Research and Improvement;
Office of Special Education Programs
Department of Health and Human Services, see Centers for Disease Control and Prevention;
terms beginning “National Institute…”
Developmental, Individual Difference, Relationship-Based Model, 158
Developmental Intervention Model, 142, 145, 147, 148, 150, 152, 153, 156– 157, 160–161, 164, 168
Developmental theory and approaches, vii, x, 2–3, 6, 11–12, 13, 19, 82–92, 105– 106, 135–136, 203–204, 210, 213, 220
see also Age factors;
Cognitive deficits;
Language factors;
Mental retardation
auditory perception, 31
behavioral problems, 12, 117, 119, 126
communication and symbolic abilities, 50, 51, 53–54
comprehensive programs, 144, 147–148, 149, 164
Denver Model, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
Developmental Intervention Model, 142, 145, 147, 148, 150, 152, 153, 156–157, 160–161, 164, 168
pervasive developmental disorders not otherwise specified (PDD-NOS), 2–3, 12, 24, 113, 206, 212, 213
social development, 15–16, 31, 66–69, 71– 72, 81, 105
state-funded programs, 23
Diagnosis, 2–4, 11, 13, 16, 23–24, 25–26, 30, 85, 93, 94, 104–105, 195–197, 210, 211–214, 227
see also Assessment;
Screening
age factors, 3–4, 23, 25, 93, 94, 195–197, 212
behavioral problems, 2, 3–4, 25, 196, 211–212
communication deficits, 25, 26, 47, 212
language factors, 23, 25, 212, 214
multidisciplinary, 23, 26, 30, 214
time factors, 3, 25, 211, 214, 219
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), 197
Discrete trials, 6, 122, 133–134, 137, 219
communication skills, 50, 53, 54, 64
comprehensive programs, 112, 141, 143, 144–145, 147, 148, 150, 163–164, 170
defined, 133
professional training, 187
Young Autism Project, 112, 144–145, 146, 148, 150
Dopamine, 118
Douglass Developmental Disabilities Center, 112, 143, 146, 148, 150, 151, 153, 154, 160, 164, 165, 167– 168
Drug treatment, 116, 128–131, 132
DSM-IV, see Diagnostic and Statistical Manual of Mental Disorders
E
Early intervention, general, vii, 6, 7, 9, 12, 37, 38, 123, 221, 222
see also Preschool programs
committee charge and methodology, 2, 13–14, 20
comprehensive programs, 143–144, 145, 146–147, 151, 162, 165, 166, 171– 172
drug treatments, 129
personnel education, 7, 8, 190
Early Intervention Profile and Preschool Profile, 157, 167
Echolalia, 29, 47, 49, 105, 163
Education of All Handicapped Children Act, 1, 12
Electroencephalograms, 30
Emotional factors, 1, 61, 66–67, 69, 79
attachment constructs, 67
comprehensive programs, 142, 144, 148, 156–157
parental, 32, 34, 39, 66–67, 153
Epidemiology
behavioral problems, 118
prevalence, 17, 24–25, 125, 212–213
Ethnicity, see Racial and ethnic factors
F
Facilitated communication, 61–62
Familial factors, 3–4, 6, 32–39, 214–216, 218– 219, 223
see also Parental factors
behavioral problems, 3–4, 69–70, 115, 116, 120, 121–122, 123
comprehensive programs, 142, 143, 144– 145, 149, 150, 152–154, 157, 170, 215
genetic/neurological, 11, 26, 30, 38–39, 117
professional development, 8, 226, 229
research design and description, 8–9, 198–199, 205–206, 229
Federal government role, 7, 9, 13, 190–191, 222–224
see also Funding;
Legislation;
specific departments and agencies
Federal Interageny Coordinating Council, 222–223
Females, see Gender factors
Fidelity of treatment, 8, 9, 91, 194, 206–207, 209, 210, 227, 228
Functional behavioral assessment, 15, 27, 48, 120, 122–124, 127, 130, 131– 132, 134, 135, 213
Functional communication, 49–50, 61–62, 64–65, 123, 160, 221
initiation of communication/ spontaneous communication, 6, 41, 47, 48, 49, 53, 54, 55, 64, 70, 71, 161, 169, 204, 221
Functional Emotional Assessment Scale, 156–157
Funding, 7, 9, 23, 175, 182, 195, 210, 223, 224, 226, 227–228, 229
G
Gender factors
IQ scores, 85
parents of autistic children, 33, 34, 37, 66, 67, 221
prevalence of autism, 24
Generalization of learning, 5, 8, 35, 43, 64, 77, 108, 138, 139, 163–164, 184, 203, 216, 221
see also Maintenance of behaviors and skills
Genetic factors, 11, 26, 30, 38–39, 117
Gilliam Autism Rating Scale, 196
Girls, see Gender factors
Government role, see Federal government role;
Legislation;
State government role
Governor’s Council for Developmental Disabilities, 223
Group instruction, 90, 91, 137–138, 159, 217
Growth curve analysis, 207–208, 210
H
Haloperidol, 129
Hearing, see Auditory perception
Heterogeneity, 2, 47–48, 69–71, 86, 186, 193, 197, 201, 207, 208, 211, 217
see also terms beginning “Individ…”
Hierarchical linear modeling, 207–208, 210
Historical perspectives
behavioral problems, 120
cognitive development, 82
communication deficits, 47, 48
comprehensive programs, 144, 146–147
definition/explanation of autism, 31, 32–33, 47
litigation, 176, 178, 179, 180–181, 182, 222, 224
prevalence of autism, 24
social development issues, 66, 67, 68
I
IDEA, see Individuals with Disabilities Education Act
IEPs, see Individualized education plans
IFSP, see Individual Family Service Plan
Imitation, 25, 42, 44, 50, 54, 56, 58, 69, 72, 73, 75, 80, 83–84, 95, 163, 218
echolalia, 29, 47, 49, 105, 163
Incidental learning, 6, 54, 78, 119, 134, 150, 164, 184
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 165, 171
see also Generalization of learning;
Maintenance of behaviors and skills
problem solving, 4, 124, 142, 163
toilet training, 103, 105–106, 107, 110, 114
Individual differences, see Heterogeneity
Individual Family Service Plan (IFSP), 36, 178, 180–181, 217
Individual instruction, 31, 73, 83, 90, 91, 120, 137–138, 139, 142, 149
Individualized attention, 4, 6, 7, 31, 34, 144, 149, 153, 219, 220, 221
comprehensive programs, 142, 159, 164– 165
drug treatment and, 129
Individualized education plans (IEPs), 36, 38, 109, 118, 119, 124, 127, 131, 154, 177–178, 180–181, 182, 207, 215–216, 217, 219–221, 223
local education authorities (LEAs), 178, 182, 215–216
Individualized Support Program, 143, 145, 146, 149, 150, 152, 153, 154, 157– 158, 160, 161, 162, 163, 168
Individuals with Disabilities Education Act (IDEA), 2, 7, 13, 115, 119, 122, 124, 127, 132, 138, 176–179, 181– 182, 216, 222, 229
see also Individualized education plans
Infants and Young Children, 141
Initiation of communication/spontaneous communication, 6, 41, 47, 48, 49, 53, 54, 55, 64, 70, 71, 161, 169, 204, 221
Instructional strategies, 17–18, 78–81, 90–92, 112–114, 133–139, 216–218, 227
see also Comprehensive programs;
Preschool programs;
School-based programs;
Teachers;
terms beginning “Individual…”
group instruction, 90, 91, 137–138, 159, 217
incidental teaching/learning, 6, 54, 78, 119, 134, 150, 164, 184
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 165, 171
naturalistic teaching and learning, 15, 42, 134, 142, 148, 149, 159, 184
peer-mediated, 71, 72, 73–74, 77–78, 80, 81, 91, 109–110, 111, 133, 134, 138, 182, 217, 218, 221
comprehensive programs, 142, 146, 148, 150, 157, 161, 162, 165, 171
Intelligence, 27–28, 82, 90, 108, 193
see also Mental retardation
Intelligence quotients (IQs), 5, 44, 70, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 217
Interdisciplinary approaches, 4, 7, 219
assessment of children, 4, 23–24, 28, 30
committee study at hand, vii–x, 14
diagnosis of autism, 23, 26, 30, 214
IQ, see Intelligence quotients
J
Joint attention, 5, 48, 50, 55–56, 63, 65, 123, 217
diagnosis of autism, 25
cognitive development and, 83, 89
goals of educational services, 42, 44, 73, 77
social development and, 48, 69, 73, 77, 213
L
Language factors, 1, 2, 3, 5, 12, 42, 44, 47– 65, 70, 87–88, 95, 118, 138–139, 205, 217, 219, 220
see also Auditory perception;
Communication deficits;
Nonverbal communication
assessment of deficits, 27, 28, 29–30, 31, 52, 138–139, 167, 179, 215–216
augmentative and alternative communication, 51, 55, 56–63, 136–137
comprehensive programs, 144, 145, 156– 157, 160, 167, 168, 172
diagnosis of autism, 23, 25, 212, 214
goals of education, 40–41, 50–51, 72
IQ and age of language development, 47, 70, 71
literacy, 62–63, 78–79, 83, 91
professional education, 184
reading skills, 62–63, 78–79, 83, 91
theory of mind, 89
Learning Accomplishment Profile, 74
Learning Experiences Alternative Program (LEAP), 143–144, 145, 146, 148, 150–155 (passim), 157, 158, 160, 161–162, 163, 168–169, 206–207
LEAs, see Local education authorities
see also Legislation
litigation, 176, 178, 179, 180–181, 182, 222, 224
Legislation, 176–179
Americans with Disabilities Act, 179
Education of All Handicapped Children Act, 1, 12
Individuals with Disabilities Education Act (IDEA), 2, 7, 13, 115, 119, 122, 124, 127, 132, 138, 176–179, 181– 182, 216, 222, 229;
see also Individualized education plans
parental advocacy, 36–37
Rehabilitation Act, 179
Literacy, see Reading skills
Litigation, 176, 178, 179, 180–181, 182, 222, 224
Local education authorities (LEAs), 222, 223
comprehensive programs, 165, 178, 182, 213–214, 215–216
individualized education plans (IEPs), 178, 182, 215–216
litigation, 180
parental support by, 38, 215–216
Longitudinal studies, 5, 9, 16–17, 42, 44, 95, 210, 217
epidemiologic, 17, 24–25, 118, 125, 212– 213
M
Maintenance of behaviors and skills, 8, 15, 35, 134, 135, 138, 203, 209, 221, 225, 227, 228
see also Generalization of learning
adaptive behaviors, 106
comprehensive programs, 161, 163–164
personnel training, 184
problem behaviors, interventions, 115, 121, 122, 125–126, 127, 128, 131
professional education, 184
social development, 72, 75, 76, 77, 78, 80, 81
Males, see Gender factors
Massed trials, 133
Medical considerations, 30–31, 97, 104, 116
see also Genetic factors;
Neurobiological factors
diagnosis of autism, 26
drug treatment, 116, 128–131, 132
Mental retardation, 1, 2, 27, 82, 84–85, 104, 105, 106, 125, 129, 176–177
diagnosis, 24
professional education, 184
Methodology, see Research methodology
Michigan Scales, 74
Minorities, see Racial and ethnic factors
Motor function, see Psychomotor function
Multidisciplinary approaches, see Interdisciplinary approaches
N
Naltrexone, 129
National Alliance for Autism Research, 194, 228
National Early Childhood Technical Assistance Systems, 141, 191
National Institute of Child Health and Human Development, 9, 194, 209–210, 226, 228
National Institute of Mental Health, 9, 194, 209, 210, 226, 229
National Institute of Neurological Disorders and Stroke, 9, 194, 209, 210, 229
National Institute on Deafness and Other Communication Disorders, 9, 194, 209, 210, 229
National Institutes of Health, 141, 146, 191, 214, 222–223
National Resource Center for Paraprofessionals, 187
Naturalistic teaching and learning, 15, 42, 134, 142, 148, 149, 159, 184
Neurobiological factors, vii, 1, 11, 13, 30, 68, 83, 89–90, 211, 214
see also Psychomotor function;
Sensory perception
behavioral problems, 116, 117–118
psychopharmaceuticals, 116, 128– 131, 132
genetic, 11, 26, 30, 38–39, 117
New York State Department of Health, 14
Nonverbal communication, 5, 25, 30, 47, 48, 58–59, 63–64, 69, 84, 85, 88, 95, 123, 214
augmentative and alternative communication, 51, 55, 56–63
comprehensive programs, 142, 144
O
Office of Educational Research and Improvement, 9, 208, 210, 214, 228
prevalence estimates, 25
professional education, 187, 191, 214, 226
Office of Special Education Programs, 4, 8, 9, 194, 212–213, 228
Outcomes, 3, 5, 8, 9, 15, 64, 65, 71, 73–80, 140, 151, 166–172, 193, 201–202, 205–206, 210, 216–217, 228, 229
see also Generalization of learning;
Independence;
Maintenance of behaviors and skills;
Recovery
clinical trials, 6, 15–17, 90, 131, 194, 197– 198, 199–201
goals of education, 40–44
IQ scores, 5, 44, 70, 71, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 206, 217
Overarousal theories, 68–69, 94
P
Paraprofessionals, 7–8, 145, 187, 188, 226
Parental factors, 4, 32–39, 66–69, 76, 105, 179–180, 181–182, 199, 214–216
advocacy, 32, 36–37, 39, 146, 214–215, 222
assessment of autistic children, 27, 28, 29, 31, 52, 179, 215–216
behavioral problems, 3–4, 69–70, 115, 116, 120, 121–122, 123
comprehensive programs, 142, 143, 144– 145, 146, 149, 150, 152–154, 157, 170, 215
drug/nutritional treatment of children, 130
emotional factors, 32, 34, 39, 66–67, 153
gender factors, 33, 34, 37, 66, 67, 221
litigation by, 176, 178, 179, 180–181, 182, 222, 224
local education authorities (LEAs) and, 38, 215–216
older children with autism, 36, 37–38, 78–79
sensory/motor deficits reported, 97, 105, 107
PECS, see Picture Exchange Communication System
Peer interactions, 69, 70, 75, 79, 99, 109, 112, 116, 178–179, 213
comprehensive programs, 142, 146, 148, 150, 157, 161, 162, 165, 171
instructional methods, other, 71, 72, 73– 74, 77–78, 80, 81, 91, 109–110, 111, 133, 134, 138, 182, 217, 218, 221
Personal independence, see Independence
Personnel preparation, see Professional education and development
Pervasive development disorder-not otherwise specified (PDD-NOS), 2–3, 12, 24, 113, 206, 212, 213
Pervasive Developmental Disorders Screening Test-II, 26, 196
Pharmaceuticals, see Drug treatment
Picture Communication Symbols, 58
Picture Exchange Communication System (PECS), 59, 136, 160
Pivotal behaviors, 34, 42, 112, 122, 134, 144– 153 (passim), 157, 160–163, 169
social development, 69, 73, 76–77, 79
Pivotal Response Model, 144, 147–153 (passim), 157, 161, 162, 169
Play, 6, 28, 29, 38, 41, 42, 48, 49, 70, 74–75, 77– 78, 79, 80, 84, 112, 122, 218, 221
comprehensive programs, general, 142, 161, 162
Denver Model, comprehensive program, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
diagnosis of autism, 25
symbolic, 42, 49–50, 70–71, 75, 76–77, 82– 83, 84
Playschool Model, 142
Policy issues, 7, 12, 19, 165, 175–182, 222– 224
see also Advocacy;
Federal government role;
Legal issues;
Legislation;
Litigation;
Standards;
State government role
Preschool programs, 2, 12, 74, 89, 112, 146, 217, 219
see also Early intervention, general
comprehensive programs, 143–144, 145, 146, 161, 165
Denver Model, 80, 142, 145–146, 147, 150, 151, 153, 155–156, 157, 159, 160, 163, 164, 165, 167, 188, 189
Individualized Support Program, 143, 145, 146, 149, 150, 152, 153, 154, 157–158, 160, 161, 162, 163, 168
Learning Experiences Alternative Program (LEAP), 143–144, 145, 146, 148, 150–155 (passim), 157, 158, 160, 161–162, 163, 168–169, 206–207
Prevalence, 17, 24–25, 125, 212–213
Problem solving, 4, 124, 142, 163
Professional education and development, 7–8, 72–73, 183–192, 194, 214, 224– 226
clinical practice guidelines, 118–119, 167
comprehensive programs, 154–156, 158– 159, 167, 185, 188–189, 224–225
curricula, 31, 40–41, 74, 120, 181, 186, 219, 226
comprehensive programs, 142, 143– 145, 149, 158, 159, 165, 189
individualized education plans (IEPs), 36, 38, 109, 118, 119, 124, 127, 131, 154, 177–178, 180–181, 182, 207, 215–216, 217, 219–221
medical personnel, diagnostic signs, 30
paraprofessionals, 7–8, 145, 187, 188, 226
state government role, 189, 190–191
teachers, 7, 8, 12, 130, 182, 184–186, 189– 190, 224–225
technical assistance, 8, 141, 146, 152, 184, 185, 190, 191, 223, 226
Professional organizations, 4, 14, 62, 188, 214, 228
Psychomotor function, x, 15–16, 30, 83–84, 89–90, 93–102, 104, 109, 117, 163, 212, 218
see also Sensory perception
toilet training, 103, 105–106, 107, 110, 114
Punishment, see Aversive approaches
Q
Qualitative research, 28, 30, 62, 209
R
Racial and ethnic factors, 35, 39
Reading skills, 62–63, 78–79, 83, 91
Recovery, 43, 114, 166, 171, 216–217
IQ scores, 85–87
Recreational interventions, 144, 162, 177
Rehabilitation Act, 179
Research methodology, 6, 12–13, 64–65, 75– 76, 98, 131–132, 193–210
clinical trials, 6, 8, 15–17, 90, 131, 194, 197–198, 199–201, 204, 218–219, 222–223
committee study at hand, vii, 13–20, 141, 148
comprehensive programs, 166–172
epidemiology, 17, 24–25, 118, 125, 212– 213
growth curve analysis, 207–208, 210
interdisciplinary approaches, vii, 14, 214, 219
longitudinal studies, 5, 9, 16–17, 42, 44, 95, 210, 217
qualitative research, 28, 30, 62, 209
sampling, 15, 24–25, 26, 50, 52, 64, 71, 76, 87, 194, 198, 201, 208–209, 229
single-subject designs, 15, 44, 52, 56, 64, 90, 91, 104, 111, 116, 120, 201–203, 204, 205, 217, 227
standards, 8–9, 14, 16, 196–197, 198, 199, 209–210
validity, external, 15, 26, 52, 62, 82
validity, internal, 15, 26, 28, 52, 98
Research recommendations, 4, 5, 8–9, 19–20, 39, 63–65, 81, 92, 102, 113–114, 131–132, 209–210, 211–229 (passim)
Retardation, see Mental retardation
Risperidone, 129
S
Sampling, 15, 24–25, 26, 50, 52, 64, 71, 76, 87, 194, 198, 201, 208–209, 229
Scales of Independent Behavior-Revised, 74
School-based programs, 7–8, 12, 31, 112, 115, 139, 177–179, 183–186, 216– 218
see also Local education authorities;
Preschool programs;
Teachers
advocacy, 37
assessment of children, 31, 222
comprehensive programs, 147, 157, 162, 165, 169
individual instruction, 31, 73, 83, 90, 91, 120, 137–138, 139, 142, 149
individualized education plans (IEPs), 36, 38, 109, 118, 119, 124, 127, 131, 154, 177–178, 180–181, 182, 207, 215–216, 217, 219–221, 223
local education authorities (LEAs), 178, 182, 215–216
parental involvement, 4, 31, 33, 38, 184, 223
School Psychology Review, 141
Screening, 4, 25–26, 27, 28, 195–197
see also Diagnosis
Screening Test for Autism in Two Year Olds, 25, 26, 196
Secretin, 130
Self-injurious behavior, 49, 115, 116, 117– 118, 123, 125, 128–129
tantrums, 115, 123, 125, 145, 213
Self-stimulatory behavior, 55, 105, 111, 213
Sensory perception, x, 15–16, 42, 83–84, 89, 93–102, 110, 123, 127, 131, 176–177
see also Psychomotor function
auditory perception, 30, 31–32, 42, 83, 85, 98, 99–101, 123, 131, 212
visual perception, 57, 62–63, 69, 83, 85, 90, 94, 95, 96, 98, 100–101, 123, 131, 137–138, 144, 212;
see also Nonverbal communication
Serotonin, 129
Sign language, see Nonverbal communication
Single-subject designs, 15, 44, 52, 56, 64, 90, 91, 104, 111, 116, 120, 201–203, 204, 205, 217, 227
Sleeping, 107–108
toilet training, 103, 105–106, 107, 110, 114
Social factors, 1, 2, 5, 11, 12, 15, 66–81, 83, 115, 119, 212–213
see also Adaptive behavior;
Behavioral problems;
Communication deficits;
Community factors;
Cultural factors;
Familial factors;
Imitation;
Joint attention;
Parental factors;
Peer interactions
adults, interactions with, general, 6, 49, 56, 59, 68–69, 70, 73
assessment, 27, 28, 52, 74–75, 212, 214
comprehensive programs, 142, 144, 148– 149, 156–157, 161–162, 165, 172
developmental theory, 15–16, 31, 66–69, 71–72, 81, 105
goals of education, 40–41, 42, 71–75, 212– 213, 221
historical perspectives, 66, 67, 68
incidental learning, 6, 54, 78, 119, 134, 150, 164, 184
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 165, 171
interventions, general, 6, 31, 71–81, 212– 213, 216, 217, 218, 229
maintenance of behaviors, 72, 75, 76, 77, 78, 80, 81
pivotal behaviors, 69, 73, 76–77, 79
professional education, 184, 186, 187
recreational interventions, 144, 162, 177
Society for Clinical Child Psychology, 14
Spontaneous communication, see Initiation of communication/spontaneous communication
Standards
see also Outcomes
assessment instruments, 25–30 (passim), 74, 75, 85, 88, 91, 96, 108–109, 135– 136, 156–158, 167, 169, 196–197
IQ scores, 5, 44, 70, 84–87, 88, 90, 108, 168, 170–171, 172, 184, 201, 217
attachment process, 67
behavioral problems, response to, 115, 118–119, 125
clinical practice guidelines, 118–119, 167
committee study at hand, 14, 15
comprehensive programs, 141, 155
curricular, 40–41
fidelity of treatment, 8, 9, 91, 194, 206– 207, 209, 210, 227, 228
goals of education, 40–44, 50–51, 71–75, 77, 212–213, 218, 221
policy, 175
professional, 7, 118–119, 187, 191, 224, 227–228
research design and description, 8–9, 14, 16, 196–197, 198, 199, 209–210
State government role, 7, 14, 222–224
comprehensive programs, 146, 165
diagnosis of autism, 23
professional education, 189, 190–191
Stereotypic behavior, 61, 94, 96, 97, 98, 117, 118, 145, 176–177
Student/teacher ratios, 120, 159, 219, 220– 221
individual instruction, 31, 73, 83, 90, 91, 120, 137–138, 139, 142, 149
Symbol use, 29, 49, 55–56, 58, 82, 218
see also Nonverbal communication
comprehensive programs, 142
Symbolic play, 42, 49–50, 70–71, 75, 76–77, 82–83, 84
System for Augmenting Language, 61
T
Tantrums, 115, 123, 125, 145, 213
TEACCH, see Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program
behavioral problems of children, 116, 130
communication interventions, 54–55
diagnosis by, 26
education of, 7, 8, 12, 130, 182, 184–186, 189–190, 224–225
individualized education plans (IEPs), 178
parents as, 35–36, 39, 109, 144–145, 146
student/teacher ratios, 120, 159
individual instruction, 31, 73, 83, 90, 91, 120, 137–138, 139, 142, 149
Technical assistance, 8, 141, 146, 152, 184, 185, 190, 191, 223, 226
Technology, assistive, see Assistive technology
see also Age factors
behavioral problems, 116–117, 119, 120, 123, 134, 163
diagnosis, 3, 25, 211, 214, 219
interventions, duration and time intervals, 6, 35–36, 86, 91, 113, 119, 120, 123, 133, 134, 193, 217, 218, 219, 220
assistive technology, 63
comprehensive programs, 119, 142, 150, 151–152, 153–154, 155–156, 161, 163, 167–168, 170
parental time spent with child, 34, 35– 36, 152, 153
professional training, 155–156
social deficits, 31
variability in child over time, 86
Toilet training, 103, 105–106, 107, 110, 114
Transfer of learning, see Generalization of learning
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program, 34, 35–36, 60, 80, 136–137, 144, 145, 146, 147, 150, 151, 152, 155, 158, 160, 161, 162, 164, 169–170, 188, 189
V
Validity, external, 15, 26, 52, 62, 82
Validity, internal, 15, 26, 28, 52, 98
Videotapes, 94, 155, 156, 157–158, 171
Vineland Adaptive Behavior Scales, 74, 108–109, 169
Visual perception, 57, 100–101, 62–63, 69, 83, 85, 90, 94, 95, 96, 98, 100–101, 123, 131, 137–138, 144, 212
see also Nonverbal communication
Voice output communication aid, 59–60, 61, 63
W
Walden Early Childhood Programs, 79, 112, 136, 145, 146, 148–149, 150, 153, 154, 155, 160, 161–162, 165, 171
Women, see Gender factors
World Wide Web, see Internet
Y
Young Autism Project, 112, 144–145, 146, 148, 150, 151, 153, 155, 158, 161, 162, 163, 170–171, 187–188, 206
