Every 20 minutes, another child is diagnosed with autism. Are you ready to meet this growing educational challenge? This authoritative guide for practitioners―early interventionists, teachers, school counselors and psychologists―provides practical strategies for addressing the unique needs of children on the autism spectrum and their families.

Drawing on current research and evidence-based practice, the authors discuss the causes of autism and present methods for educating children and assisting their families in supporting the educational process. Each chapter focuses on a critical issue and offers solutions, including:

Improving communication, social, generalization and self-management skills
Designing instruction, intervention, and assessment
Including families in developing goals and interventions
Using students′ special interests to deliver instruction
Understanding and preventing challenging behavior
Evaluating practices to promote successful outcomes for students, families and practitioners

Included are forms, charts, and activities to help practitioners and families fulfill learning programs. Educating Young Children With Autism Spectrum Disorders will give you insight and tools to make a difference in the learning and lives of students with autism spectrum disorders.

About the Author

Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.

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