# data[].attributes.headline
Autism Society's Position on Applied Behavior Analysis (ABA)

# data[].attributes.subject
Autism Society's Position on Applied Behavior Analysis (ABA)

# data[].attributes.body
This resource provides information on applied behavior analysis (ABA) for educators and caregivers. This information is helpful in aiding educators in explaining what ABA involves, and in explaining methods or practices to parents that align with ABA.

# data[].attributes.attachment_link.readable_text
There is confusion and controversy regarding Applied Behavior Analysis (ABA), particularly when used as a comprehensive treatment for individuals with autism. Applied Behavior Analysis within the autism community is endorsed by many and criticized by others. It is a topic that evokes passion and emotional responses because of the perceptions, sometimes inaccurate, of how ABA is practiced and used. It is confusing for parents/caregivers who are trying to determine treatment options and select providers for their child. In addition, some families and autism self-advocates/individuals with autism/autistics may have experienced or heard of "ABA" treatments that are not reflective of best practices, may not focus on individual strengths and preferences, or may have been mislabeled as ABA. It is important for families to ask about the following treatment priorities when selecting a provider.
What is ABA?
Applied Behavior Analysis (ABA) represents a range of systematically implemented teaching strategies developed from the science of learning and behavior. ABA has been around for almost 100 years and like any science has evolved with knowledge and experience. There is an established and growing evidence-base for the application of behavior analytic strategies in school, home, clinical, and community settings. The practice of behavior analysis includes thorough assessment, which helps to identify skills that enhance quality of life and happiness, as defined by the individual and their family.
What matters most?
Modern and high-quality ABA services prioritize the values and goals of the individual. These programs emphasize meaningful skill development targeted in natural environments and activities, with close collaboration with the individual and their family.

The Autism Society of North Carolina encourages this community to advocate for person-centered behavior analytic services that promote individually determined forms of empowerment, independence, and overall happiness for the individual.

Many fundamental skills and rights are focal points within a modern, high quality ABA program, such as the rights to:

Be heard and valued

Express wants, preferences, needs, feelings, ideas

Reject, terminate, negotiate

Safety and privacy

Move one's body to feel calm

Leisure opportunities that they enjoy

Meaningful vocational opportunities

Social connections that are valuable to the individual

Seek and receive accommodations, support, validation and understanding

These and many other pivotal rights comprise the broader concept of empowerment.
What does it look like in practice?
ABA is good teaching. Good teaching happens when a learner is relaxed and content. As it relates to autism intervention, good teaching requires understanding of the individual's learning characteristics, viewing challenging behavior through the autism lens first and foremost, and building on strengths and interests. Good teaching involves establishing a strong, positive relationship rooted in collaboration, trust, transparency, and respect between the person with autism and the professional. It involves careful assessment using input from all relevant sources and tools, identifying critical skills and concepts, and breaking those down into teachable parts. For example, when supporting an individual in finding a job, there are many important skills (e.g., building a resume, online searches, interview rehearsal, follow-up contacts) within the process. Each skill is organized and broken down into manageable and understandable steps. As a different example, when a young child is learning how to independently dress themselves, there are many parts to this broader skill (e.g., putting each item on, advocating around clothing preferences, assuring privacy, selecting attire based on weather or situation, etc.). Each part is broken down into steps, and systematically taught over time.

The teaching procedures are clearly defined so that anyone could replicate those (as is true of any scientific approach). Sensitivity to changes in the individual's motivation, affect, and engagement is critical. Learning opportunities occur frequently and are naturally embedded into the places, activities, and routines that are relevant for that individual. For young learners, the "place" for learning is in play and natural routines that happen in the child's environments (e.g., the home, the preschool, the playground). Like Fred Rogers said, "Play is really the work of childhood."

Intrinsic motivation and reinforcement strategies strengthen skills and behaviors. Skills and concepts are systematically targeted across environments and across increasingly complex situations to promote generalization. Ongoing observation and data collection, input from and collaboration with team members, and good common sense drive decision making.

Compassion and creativity are essential to behavior analytic teaching. Stakeholders should look for signs of contentment, enjoyment and connection in any program. Teaching through tears and power struggles is not representative of today's high quality, contemporary ABA. In all cases, the individual's unique strengths and talents should be highlighted, emphasized, and encouraged.
Who is involved?
In modern ABA programs, goals expressed by the individual are prioritized. Parents and caregivers are treated as equal partners when developing the program. Natural supports, such as family members and caregivers, are coached to understand and use effective strategies in their natural routines and interactions with the individual. Modern, high-quality ABA programs aim for strong coordination and communication with all team members, including parents and caregivers, the school-based team, occupational and speech-language therapists, medical providers, etc. In short, it takes a team.

Applied Behavior Analysis is fully compatible with other treatments such as speech therapy, occupational therapy, and other evidence-based practices (EBPs). Several prominent EBPs, including Structured Teaching (TEACCH), Naturalistic Developmental Behavioral Interventions (e.g., the Early Start Denver Model; Pivotal Response Training), and cognitive-behavioral interventions (CBI) are heavily influenced by and work with behavior analytic principles and strategies. This is likely one of the biggest areas of confusion for families and professionals. One evidence-based approach does not have to be chosen over another. These approaches should work well together. Collaboration is the key.

Evidence-based practices - those that have been shown to be effective through review and research - such as visual supports, video modeling, social skills interventions, social narratives (including Social Stories©), peer-mediated interventions, parent-mediated interventions, incidental teaching, and/or exercise, should be integrated within a comprehensive ABA program. Other strategies and curricula, such as Social Thinking© and Zones of Regulation©, are also used to enhance modern behavior analytic approaches.

Lastly, and most importantly, we at the Autism Society of NC are committed to engaging with and listening to self-advocates/autistics/individuals with autism, families, and other stakeholders to continuously advance the application of behavior analysis within and beyond our organization.
The Autism Society of North Carolina's Clinical Department can provide a variety of supports for you or your loved one. To reach the Clinical Department, please email clinical@autismsociety-nc.org.
Tags: ABA, Applied Behavior Analysis, ASNC, autism, autism resources, Autism Spectrum Disorder, autism treatment

# data[].attributes.attachment_link.title
Our Position on Applied Behavior Analysis | Autism Society of NC

# data[].attributes.attachment_link.description
There is confusion and controversy regarding Applied Behavior Analysis (ABA), particularly when used as a comprehensive treatment for individuals with autism. Applied Behavior Analysis within the autism community is endorsed by many and criticized by others. It is a topic that evokes passion and emotional responses because of the perceptions, sometimes inaccurate, of how ABA is practiced and used.

# data[].attributes.body
This link will bring you to a list of free augmentative and alternative communication (AAC) apps that can be used with students with ASD. There are 13 options that are listed and a brief paragraph listing the features of the app. This can be helpful for educators to review if the IEP team for a student is looking for AAC options. This list gives pros and cons that can be considered when finding a good fit for the student with autism.

# data[].attributes.attachment_link.readable_text
A miracle occurred last spring. The voters in my area approved a bond which, among other things, updated the school district's technology. The Speech Pathologists (clever and quick-to-act folks that we are) quickly jumped on this and made a proposal for iPads. Which we received last month!!!

Unfortunately, even the best laid plans have their difficulties. In this case, our difficulty is that we are supposed to be using District accounts, but there is no money for apps. We are told not to use our own account to buys apps. Sit tight. Hold your breath ("Clench up Legolas!"). Wait.

I have used this hibernation period to to search out any and all free apps that are of clinical value. And with this post, I will begin to share what I have found.

VoiceSymbol AAC: Super cute symbols and broken down into pronouns, common verbs, common words (yes, no, please). This app links to other pages such as foods, drinks, verbs. Some things about this app are odd: such as the hammer on the home screen that says "hammer" when you touch it and links to a seemingly useless page. In addition, the word "yet" is on the home screen, whereas it is certainly not a high enough frequency word that it deserves home page treatment. For better or worse the controls are tiny on the bottom of the screen. The control that I especially wish were larger is the "clear" button. You do not seem to be able to edit or customize this app.

iComm: Nice 2-4 pictures of common words/phrases. It comes with photos already installed. The app claims that you can customize your picture and within a category, but when I tried it doesn't seem to work. I'm not a fan of the "yes/no" options after you finally choose a picture to confirm your choice.

Sounding Board: I cannot tell you how much I LOVE this app. It is like a great, awesome, customizable, FREE Go Talk-like app. You can create your own boards from 1-9 sqaures and insert your own pics, pics from their library, or pics from the internet (I do screen shots of Boardmaker pics and then use Dropbox to send them to myself and use those). You record your own voice for each picture. I use this app every single day (and not just with kids who need AAC). This app probably deserves it's own blog post. (And no, it doesn't come with Boardmaker, but I used screen shots of Boardmaker pics and then sent them to my iPad and used those).

Scene and Heard Lite: Great potential! Has a variety of scenes with vocabulary. Even comes with a basic communication screen. You can put on one scene yourself in the lite version (I took a picture of my son's face and labeled face parts right on the picture). I can envision taking a photo of a classroom and labeling things within the room to be a great asset! I hope to buy the full version of this if I/when the district gets money.

Talk to Me 100: This one has a great clean interface, differing colors for different parts of speech and a clear voice (plus the pictures are adorable too!). For simple 1-2 word utterances this is great. There are, however, no written words that show what has been pressed so communication partners will need to pay attention the first time. Since the full version is only $5.99, if they fix the bugs (the only ratings comment said that it didn't work yet in full version!) then I'd love to have the full version with many more words!

FCS 100: This one is odd. It has a vocabulary of photos attempting to represent the word. The words are arranged alphabetically (which is only helpful if you are literate). I'm not sure how long I'll bother keeping this app.

Alexicom AAC: I like this one a lot. The core words are great and the layout is clean. There are many pre-made grids and for communication partners, the words are written at the top of the screen with an option to re-speak the words.

Verbally: This is a great keyboard with common words above the keyboard for easy use. The word is spoken when you press "speak" after writing out a word or sentences. This would be great for individuals who can write (of which I have none....).

Core Words: This is a cute way to work on Unity Symbols for a child who has (or is looking at) a PRC device. It has cute little animations when you press the button.

Sono Flex Lite: This is a really nice little picture communication board with computer generated speech. It links to other pages well and speaks when you press the message window. It even has a "circle time" page, which I may need to try out at circle!

Free Speech: This app comes with a few categories and pre-loaded clearly recorded speech. The food page contains actual photos of food, but the rest of the pictures are line drawings.

Choice Creator: This app is similar to the customizable boards on Sounding Board, but you can only have 3 choices. I haven't even bothered to put any choices in because Sounding Board meets my needs so well.

Grid Player: This picture communication system is ok, but not great. There is no easy way to say basic things such as "I want...". The strong accent could be distracting to American users (British accent?). Not my favorite.

Hope you find something useful here! For your students, a family member, or yourself!!

PS: First person to correctly identify who said the movie line referred to in this post can get a free copy of my Artic Mad Libs (but you must leave me your email or enable email reply in your commenting... a handy thing which I wish everyone would do so I can email you back when you comment on my posts!!).

# data[].attributes.attachment_link.description
A miracle occurred last spring. The voters in my area approved a bond which, among other things, updated the school district's technology. The Speech Pathologists (clever and quick-to-act folks that we are) quickly jumped on this and made a proposal for iPads. Which we received last month!!!

# data[].attributes.headline
Comprehension Strategies for Students with Autism

# data[].attributes.subject
Comprehension Strategies for Students with Autism

# data[].attributes.body
This resource is a great read for educators wishing to improve reading comprehension in their students with ASD. The resource touches on building background knowledge that may be the source of struggling to comprehend stories in many students with disabilities.

# data[].attributes.attachment_link.readable_text
Many a teacher has asked a student to "tell about the story" only to be met with a blank stare. This may be particularly true for students with autism. Some students with autism simply do not have the communication skills to be able to answer the question, others don't know how to communicate the information they do have, and still others don't understand enough about the story to respond.

Reading comprehension is often a concern for the teachers of students with autism. Many teachers tell me that their students with autism can read but that "they don't understand anything." It is always tricky to respond to such statements as many students with autism do understand what they read but cannot effectively express what they know. That is, some students with autism only appear incapable of comprehending text. Because students with autism have movement and communication differences, they may struggle to answer questions and express ideas in traditional ways. Some students might be unable to "find" the words needed to answer comprehension questions (or any question for that matter). Others may know the words but be unable to answer questions when directly asked to do so. It may be hard for some teachers to understand that a student could fluently read a text, know exactly what it means, and be unable to communicate that information. And those who do understand these gaps may be stumped at how to engineer other ways to help the student show what she knows.

If a teacher is confused about a student's ability to comprehend, he or she should give the students many ways to demonstrate understanding. When asking comprehension questions, teachers may want to try the following strategies: give students plenty of time to answer (even a minute or more); say the questions and present them in written form; or let the student write their answer or circle it rather than saying it. The teacher might also try approaches that make the interaction more informal and less direct. Some learners are more successful when questions are asked using a funny voice or foreign accent or when a prop such as a puppet or microphone are used in the lesson (Williams, 1996).

If students seem completely unable to answer comprehension questions, teachers might offer other ways to show understanding. They might ask students to draw or point to pictures (which may also be challenging for students with autism), use signs, gestures, or pantomime to "illustrate" a scene from a book, make diorama of a key scene, or create a collage or painting related to the text.

If a teacher uses all of these strategies and still cannot assess a student's comprehension, the student should not lose access to books, reading, and opportunities to learn academic content. Students with autism often demonstrate understanding in their own way. For instance, a high school teacher who works with a young man with significant disabilities, began reading him Thinking in Pictures(Grandin, 1995), the autobiography of a woman with autism. Before he was introduced to the book, the student was able to remain seated for no more than fifteen minutes at a time (for reading purposes or for any activity). When the teacher read him a book on autism, however, the student sat rapt for more than fifty minutes. The teacher reported that she had never seen him sit so still or so quietly. The teacher interpreted this behavior to mean that he was interested in and able to understand the text. She then chose other books to read to the young man and found that the student had a similar positive reaction to other texts she chose- especially those related to autism and disability studies. While she continuously worked to assess his comprehension of the text, the student did not lose access to books while she searched for new ways to learn about what he understood.

But what about those students who do need comprehension support? Having shared some information about students who know more than they can demonstrate, it must be acknowledged that many students with autism (and those without) need help comprehending text (Rosinski, 2002). Students with autism, for instance, may have problems making predictions; visualizing the events of a text; and identifying a purpose for reading. As one mother learned, some students with autism also have a hard time separating main ideas from details:

In fifth grade my son was assigned to write a paper on Benedict Arnold. When I looked at his rough draft, I noticed that he had included all of the important facts about Arnold's life except for one - the fact that he had betrayed the Revolutionary Army to the British for 10,000 pounds and a commission in the Royal Navy! I asked him whether he hadn't left out something important, to which he replied, "But all of it is important!" (Rosinski, 2002)

The following comprehension strategies may help some students gain comprehension skills and improve their ability to read and communicate about written material.

Build background knowledge

Student comprehension can also be boosted when the teacher helps the learner build background knowledge. Many students with disabilities, in particular, need this type of support as these learners are often excluded from the very activities that help students build background knowledge (e.g., socializing with peers, field trips).

Presenting background information related to the focus topic can help students better understand the text. For example, teachers might show students a movie related to the text, tell the learner a story related to the text, or help the student create connections between his or her experiences and the topic of the text. The teacher might also:

brainstorm with the learner and write ideas on chart paper

share personal stories on the topic

ask questions about the topic

make connections between the topic and a student's special interests

share other books related to the text

Perhaps the most significant support that can be offered is to include the student in the typical routines and activities of school life. Students will build "background knowledge" daily when they are included in the social life (e.g., recess, art class, locker routines) and the academic life of the school (e.g., math class, orchestra, academic clubs) and when their instruction is provided alongside their same-age peers.

Think aloud

To boost comprehension, teachers can help students monitor their own understanding as they read. One common strategy teachers often use in a whole-class format is the think-aloud (Harvey & Goudvis, 2000). A think-aloud involves the teacher reading a text to the class and modeling his or her own comprehension strategies such as asking questions, making inferences, determining importance, and making connections to personal background knowledge. The text or selected passage should contain information, concepts, and words that students may find difficult. The students should be encouraged to read the passage silently as the teacher is reading aloud.

A teacher might start reading a book by saying, "The title of the book is Running for Class President so I think it will be about kids being involved in student council or some kind of student government. When I look at the picture on the cover, I think maybe the main characters will be a boy and a girl. The cover has a picture of a classroom, so I think a lot of this book will take place in a school."

Teachers may even write their thoughts on chart paper so students can see and hear the process.

Drama

Comprehension can also be bolstered when teachers teach a story or a piece of text using drama. A teacher might have students act out parts of a textbook or a passage in a short story.

This technique is often used in lower grades, but it can be very effective in both middle school and high school classrooms as well. When students with autism study literature in the upper grade levels, they may have some difficulty understanding the motivations of characters in a story. This problem occurs because some of these learners have difficulty identifying and articulating emotions in certain contexts. Watching peers act out scenes from literature can help students with autism and others pair dialogue with appropriate facial expressions and voice tone. These scenes, therefore, can help learners better understand the meaning of the story.

Teachers may choose to use different types of drama for different lessons. Pantomime (Keefe, 1996), dramatic reading, and full-story performance are all types of drama that can be used in the classroom to enhance student comprehension and enjoyment.

Reciprocal teaching

Students can also be asked to help each other understand text. Some teachers ask learners to engage in "reciprocal teaching" (Palinscar & Brown, 1984). Reciprocal teaching is essentially a dialogue that takes place between teachers and students. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.

Once students are comfortable with the strategies, they are invited to become "the teacher" and conduct reciprocal teaching dialogues with new material. At this point the teacher's role shifts from providing direct instruction to facilitating student interaction, monitoring progress, and providing feedback. As students become more skilled with the strategy, they can work in pairs or small groups to coach one another, ask questions, summarize, predict, clarify, and think aloud about what they are reading.

All students, but particularly those with autism, may need to see this strategy modeled more than once. Since students with autism are typically quite visual, the teacher may consider videotaping a reciprocal teaching lesson and allowing individual students to take the tape home for viewing.

Some learners may "fail" comprehension assessments because, in part, they are uncomfortable with the direct nature of question/answer interactions. For this reason, some students may respond well to the retelling strategy. Retelling is a comprehension strategy as well as a tool for assessment.

A retelling is done by the reader after he or she has read or heard a story. The student is asked to "tell everything" he or she can about story or text. Retelling reinforces story structure and the language and imagery used in the text and provides more information about a reader's understanding than comprehension questions or other traditional assessments. By repeating the story with one's own words, a student can learn to attend to the story elements during the initial reading and gain strategies for organizing his or her own thinking.

To help struggling readers engage in retelling the teacher might:

model the strategy

have other students model the strategy

allow the student to doodle or draw part of the retelling

give the student illustrations or photographs to use in the retelling

give the student specific strategies to use in retelling

encourage the student to take notes or draw pictures during the initial storytelling

allow the student to type or write the retelling if this is easier

allow small groups of students to retell a story together

have the student retell the story by completing a story map or other graphic organizer

# data[].attributes.attachment_link.title
Tell Me About the Story: Comprehension Strategies for Students on the Autism Spectrum

# data[].attributes.attachment_link.description
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.

# data[].attributes.body
This resource gives educators tips on how to engage and support students with ASD during remote learning. There are tips and resources provided throughout the resource. For example, on page 6 there is a link that brings you to a folder with chat boards, choice boards, and some visual supports for the student.

# data[].attributes.body
This resource provides examples and steps when implementing task analysis. This is an evidence-based practice that educators can utilize in their classroom when working with students with ASD.

# data[].attributes.headline
IRIS Module: Autism Spectrum Disorder Overview for Educators

# data[].attributes.subject
IRIS Module: Autism Spectrum Disorder Overview for Educators

# data[].attributes.body
This resource is in the form of a module and can be helpful to educators who don't know much about students with autism and wish to know more. This module is set up to include characteristics of autism, working with parents, working with an IEP team, instructional strategies, and more!

# data[].attributes.attachment_link.readable_text
This module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).

To view the second module in our series on autism spectrum disorder, please click the link below:

# data[].attributes.attachment_link.title
Autism Spectrum Disorder (Part 1): An Overview for Educators

# data[].attributes.attachment_link.description
This module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD.

# data[].attributes.headline
Autism Speaks - School Community Tool Kit

# data[].attributes.subject
Autism Speaks - School Community Tool Kit

# data[].attributes.body
Autismspeaks.org has provided this took kit as a resource for staff training, new educators, and problem solving. In the "School Community" portion of the resource, the information is broken up into sections that focus on different roles in the school community. For example, there is information for classmates, bus drivers, custodial staff, general education teachers, lunch and recess aides, and so on! This resource would be a great one to pass on to the administration of the school in order to advocate for students with ASD! Who knows, you could even offer to conduct a training using this resource!

# data[].attributes.headline
Autism Spectrum Disorders: From Theory to Practice

# data[].attributes.subject
Autism Spectrum Disorders: From Theory to Practice

# data[].attributes.body
This textbook resource provides many details on many different topics on education for those with ASD. Some topics that are covered in the book are: assessment, evidence-based practices, applied behavior analysis, and more! There are many helpful tips for educators and other professionals throughout the book.

# data[].attributes.attachment_link.readable_text
Laura J. Hall, San Diego State University

©2018|Pearson | Available

Overview

Description
For characteristics and methods courses in Autism Spectrum Disorders. This package includes the Enhanced Pearson eText and the bound book. An established author helps educators implement the best evidence-based practices for teaching students with Autism Spectrum Disorders.
With a solid emphasis on research, Autism Spectrum Disorders: From Theory to Practice offers a practical approach to teaching students with Autism Spectrum Disorders (ASD) by providing a step-by-step guide for assessment and progress monitoring, and outlining a variety of evidence-based practices organized by major theoretical perspective. Hall addresses ASD across the lifespan including preschool, school-age, and transition stages. Real-life In Their Words accounts give readers a first-hand look of what it is like to live with ASD. Updated with the latest research and strategies, the Third Edition includes a new chapter on systems of support for individuals with ASD and their families, new Sensory Considerations call-outs, and an enhanced focus on implementation science.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos. The Enhanced Pearson eText is also available without a print version of the textbook.

Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted.

Features

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

Embedded videos in each chapter illustrate key concepts and strategies. The videos include examples of described interventions, experts speaking on the topics addressed, individuals with ASD providing recommendations, and discussions from model developers about the focus of their approach.

Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Additional text features and benefits include:

Provides a contemporary and research-based approach to teaching students with Autism Spectrum Disorders from established author, Laura J. Hall.

UPDATED! Keeps readers up to date with the most recent and ongoing research available through new suggestions for future research in each chapter.

UPDATED! Includes literature reviews of all content areas as well as evidence-based descriptions of the identification of practices and strategies, as determined by the National Standards Project and the National Professional Development Center on ASD.

Covers ASD across the lifespan by addressing a variety of environments such as working with young children and their families in the home, working with school-age students in educational settings, and working with young adults in the community.

Offers a unique look at ASD and cultural and linguistic considerations throughout the text to help all practitioners be sensitive, knowledgeable, and aware of the influences of culture and language, as well giving them the tools to implement culturally responsive strategies.

NEW! Details systems of support for individuals with ASD and their families in a new Chapter 10. The chapter focuses on the influence of culture and how to work with families from diverse backgrounds, the importance of collaboration within and across systems, the importance of advocating for policy, and a history of examples of parent-initiated efforts that have resulted in policy change.

Organizes evidence-based strategies by theoretical perspective including physiological, applied behavior analysis, developmental, social-relational, and cultural theoretical perspectives.

Uses real quotes, stories, interviews and comments to explore what it is like to live with ASD through captivating In Their Words accounts.

Captures the history of the field by examining how the philosophies, policies, and research outcomes have evolved over time through the Evolution of Practices/Events feature found in most chapters.

Features relevant strategies and practical examples for working with people who have ASD throughout the entire text.

NEW! Highlights practices that have been used to address sensory issues, such as hyper or hyposensitivity to sensory stimuli, in Sensory Considerations examples in each chapter.

NEW! Focuses on implementation science in Chapter 3 where best practices in implementing evidence-based practices through collaboration of stakeholders is discussed.

New to This Edition

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

Embedded videos in each chapter illustrate key concepts and strategies. The videos include examples of described interventions, experts speaking on the topics addressed, individuals with ASD providing recommendations, and discussions from model developers about the focus of their approach.

Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Key content changes include:

UPDATED! Keeps readers up to date with the most recent and ongoing research available through new suggestions for future research in each chapter.

UPDATED! Includes literature reviews of all content areas as well as evidence-based descriptions of the identification of practices and strategies, as determined by the National Standards Project and the National Professional Development Center on ASD.

Details systems of support for individuals with ASD and their families in a new Chapter 10. The chapter focuses on the influence of culture and how to work with families from diverse backgrounds, the importance of collaboration within and across systems, and the importance of advocating for policy and a history of examples of parent-initiated efforts that have resulted in policy change.

Highlights practices that have been used to address sensory issues-such as hyper or hyposensitivity to sensory stimuli-in Sensory Considerations examples in each chapter.

Focuses on implementation science in Chapter 3 where best practices in implementing evidence-based practices through collaboration of stakeholders is discussed

Table of Contents

Chapter 1. Classification and the Physiological Approach

Chapter 2. Assessment

Chapter 3. Effective Implementation of Evidence-Based Practices

Chapter 4. Applied Behavior Analysis: Key Concepts and Foundational Strategies

Chapter 5. Applied Behavior Analysis: Principles in Practice

Chapter 6. Developmental, Social-Relational, Transactional, and Other Approaches

Chapter 7. Focus on Communication

Chapter 8. Building Social Skills and Social Relationships

Chapter 9. Transition to Adulthood

Chapter 10. Systems of Support for Individuals with ASD and their Families

Order

Digital

Hall

©2018 &nbsp|&nbspPearson

Paper

Hall

©2018 &nbsp|&nbspPearson

Format
Access Code Card

ISBN-13:
9780134461199

Suggested retail price
$39.99

Hall

©2018 &nbsp|&nbspPearson &nbsp|&nbsp352 pp

Format
Paper

ISBN-13:
9780134531519

Suggested retail price
$53.32

Hall

©2018 &nbsp|&nbspPearson &nbsp|&nbsp352 pp

Format
Paper Bound with Access Card

ISBN-13:
9780134539577

Suggested retail price
$59.99

Packages

Featured Packages

Package ISBN-9780134539577

Online purchase price
$59.99

This package contains:

Hall

©2018

Paper

Hall

©2018

Access Code Card

Digital

Hall

©2018 &nbsp|&nbspPearson

Paper

Hall

©2018 &nbsp|&nbspPearson

Format
Access Code Card

ISBN-13:
9780134461199

Suggested retail price
$39.99

Hall

©2018 &nbsp|&nbspPearson &nbsp|&nbsp352 pp

Format
Paper

ISBN-13:
9780134531519

Suggested retail price
$53.32

Hall

©2018 &nbsp|&nbspPearson &nbsp|&nbsp352 pp

Format
Paper Bound with Access Card

ISBN-13:
9780134539577

Suggested retail price
$59.99

Packages

Featured Packages

Package ISBN-9780134539577

Online purchase price
$59.99

This package contains:

Hall

©2018

Paper

Hall

©2018

Access Code Card

About the Author(s)

Laura J. Hall began her work as an educator working for the Princeton Child Development Institute shortly after graduation. The excellent training and coaching in the implementation of applied behavior analysis with learners with autism that she received inspired her to pursue further education. Her current research focus is on identifying strategies to improve the educator-learner interaction to increase effective implementation of evidence-based practices by educators working in schools. She is a site Co-Principal Investigator on a multi-site federally funded RCT study of a comprehensive educational program for high school students with ASD. She is a co-author of book chapters in several handbooks with a focus on evidence-based practices and ASD, including the recent Handbook of Autism, Pervasive Developmental Disorders: Assessment, Intervention and Policy, 4th Edition. As Department Chair, for Special Education at San Diego State University, she works in collaboration with colleagues in the college, colleagues in the community, including parents of students with ASD, and, most importantly, new colleagues or graduates of the MA. Degree program with a specialization in autism that she worked to establish at SDSU. Follow up studies reveal that the graduates of this program remain in the field and sustain their use of evidence-based practices. This Masters Program is currently supported by federal grants from the Office of Special Education Programs. She is also the department liaison with the Behavior Analysis Certification Board.

# data[].attributes.attachment_link.title
Autism Spectrum Disorders: From Theory to Practice, 3rd Edition

# data[].attributes.attachment_link.description
Laura J. Hall, San Diego State University ©2018 |Pearson | Available Overview Description For characteristics and methods courses in Autism Spectrum Disorders. This package includes the Enhanced Pearson eText and the bound book. An established author helps educators implement the best evidence-based practices for teaching students with Autism Spectrum Disorders.

# data[].attributes.body
This resource is focused on best practices when designing and administering assessments for students with ASD. This is especially helpful for educators who have limited experience in working with and assessing kids with ASD. Some main points of the article are: individualizing assessments based on the presentation of autism in the student, modifications, and the setting/type of assessments that are best for students with ASD. There are also two short case studies at the beginning of the chapter that provide insight into struggles/solutions regarding assessments!

# data[].attributes.body
WrightsLaw.com in general is a special education law/advocacy resource for educators. This link specifically will bring you to the Advocacy Library which has links to various documents that will educate readers on laws and ways to advocate for students with ASD. This is helpful to educators because the first step is to be educated on ASD itself and also the rights that those with ASD are entitled to.

# data[].attributes.attachment_link.readable_text
(one day; 6 hours) (ISBN: 1-892320-09-6, 334 pages, 8.5" X 11"; $19.95) What You Don't Know About IDEA 2004 & NCLB CAN Hurt You Wrightslaw: Special Education Law, 2nd Edition includes the full text of the Individuals with Disabilities Education Act and IDEA 2004 regulations with analysis and commentary, Section 504, NCLB, Family Education Rights and Privacy Act (FERPA), McKinney-Vento Homeless Assistance Act, decisions in special education cases from the U. S. Supreme Court, resources and references. Wrightslaw: From Emotions to Advocacy, 2nd Edition by Pam and Pete Wright is a practical "survival guide" designed to teach you how to advocate for children with disabilities. Download the flyer

From Emotions to Advocacy (one day; 6 hours)
Wrightslaw Special Ed Law & Advocacy Training Program (one day; 6 hours)

Wrightslaw Special Ed Law & Advocacy Boot Camp (two days; 12 hours)

No Child Left Behind Seminar (3 hours)
l

Free Newsletters & Journals

The Special Ed Advocate, the free online newsletter about special education legal and advocacy issues, cases, and tactics and strategies. Newsletter subscribers also receive "alerts" about new cases, events, and special offers on Wrightslaw books. Subscribe.

- The Beacon is an electronic journal of special education law and practice published by The Beacon: Journal of Special Education Law & Practice Harbor House Law Press. The Beacon includes articles and essays for attorneys and advocates who represent children with disabilities and others who are interested in special education legal topics. Beacon Archives

# data[].attributes.attachment_link.keywords[]
wrightslaw special education law iep autism adhd needs learning disabilities advocacy 504 resources add dyslexia needs no child left behind act regulations services nclb idea ld peter pamela wright

# data[].attributes.attachment_link.title
Special Education Advocacy Library at Wrightslaw

# data[].attributes.attachment_link.description
(one day; 6 hours) (ISBN: 1-892320-09-6, 334 pages, 8.5" X 11"; $19.95) What You Don't Know About IDEA 2004 & NCLB CAN Hurt You Wrightslaw: Special Education Law, 2nd Edition includes the full text of the Individuals with Disabilities Education Act and IDEA 2004 regulations with analysis and commentary, Section 504, NCLB, Family Education Rights and Privacy Act (FERPA), McKinney-Vento Homeless Assistance Act, decisions in special education cases from the U.

# data[].attributes.headline
Earlywood - Autism Resource on Self Regulation

# data[].attributes.subject
Earlywood - Autism Resource on Self Regulation

# data[].attributes.body
This link will lead you to a series of links curated by earlywood.com that are focused on self-regulation and helping students with ASD work through their emotions. For example, there is a free "Uno" game listed last on the list that helps students name their emotions in order to be more aware of these feelings.

# data[].attributes.attachment_link.readable_text
Below are visual supports used to support students with self-regulation, emotional regulation and expression emotion.

Free Emoji Emotion cards with activities, charts and games

# data[].attributes.attachment_link.description
Below are visual supports used to support students with self-regulation, emotional regulation and expression emotion. Free Emoji Emotion cards with activities, charts and games

# data[].attributes.headline
Organization for Autism Research - 6 Steps to Success

# data[].attributes.subject
Organization for Autism Research - 6 Steps to Success

# data[].attributes.body
The Organization for Autism Research has put together a resource for educators called 6 steps to success. This would be particularly helpful to educators like myself who are just entering the field and have limited experience in what you should do in your classroom to make those with autism feel valued, included, and successful. This is a broad 6-step process that educators can use as a guideline from the beginning of the year and on.

# data[].attributes.attachment_link.readable_text
The 6 Steps to Success: Autism Spectrum Disorder

Your classroom is already a diverse place. With the rising inclusion of students with autism in general education settings, the challenges associated with managing a classroom will grow. This section outlines a simple and highly flexible six-step plan you and your teaching team can use to prepare for the inclusion of a child with autism in your classroom.

# data[].attributes.attachment_link.description
Your classroom is already a diverse place. With the rising inclusion of students with autism in general education settings, the challenges associated with managing a classroom will grow. This section outlines a simple and highly flexible six-step plan you and your teaching team can use to prepare for the inclusion of a child with autism in your classroom.

# data[].attributes.body
The National Autism Association has curated a resource for educators called the "Be REDy Booklet for Teachers". This booklet includes resources such as a printable identification card for the student with ASD and cards referencing emotions/reactions to certain things. The booklet primarily focuses on wandering. The booklet is free, but you must click "Add to Bag" and go through with the "purchase", then you will be provided a free downloadable link to the booklet.

# data[].attributes.attachment_link.readable_text
Please note: Most orders are shipped via Priority Mail with the exception of some smaller-sized items. These will be sent via First Class Mail.
Product orders are shipped within the U.S. only. International shipping is not available. NAA paid members receive 10% off all orders in our Little Shop of Hope.
To receive your discount, enter the code printed on your NAA membership card.

# data[].attributes.attachment_link.title
NAA's Be REDy Booklet for Teachers | National Autism Association

# data[].attributes.attachment_link.description
NAA's Be REDy Booklet for Teachers is a free, downloadable toolkit containing extensive resources to help school staff prevent and respond to wandering incidents. Printed copies of this booklet are included in NAA's Big Red Safety Teacher Tookits. This item is provided by NAA at no charge.

# data[].attributes.headline
Autism Adventures Blog - Visual Schedules

# data[].attributes.subject
Autism Adventures Blog - Visual Schedules

# data[].attributes.body
This blog is written by a special educator named Melissa and provides many resources throughout the site. The section linked focuses on visual schedules and provides different examples of visual schedules including bulletin boards and binder schedules.

# data[].attributes.attachment_link.readable_text
With that being said, every classroom mustHere is a Schedules!!!
utilize a wide range of visual schedules to help their students beweekly schedule
displayed on a bulletin board. This is great way to allow all students, staff
and administrators to understand the sequence of the classrooms day and to
provide consistency with the routine for the students.
successful.
Yes- they are important, and YES they are a headache. The
importance of utilizing visual schedules in a special education classroom is
well researched and well proven to be successful.

One version of anThis is more appropriate for older students
individual student schedule is a
transitioning towards independence.binder schedule. Students can take their schedule with them from class to activities.

Another version of
an individual student schedule iswall schedules.These can vary in style: picture, clip art or
words.Students walk to their schedule,
remove the finished schedule icon and place it in the finished pocket, then
remove the next schedule icon, and place it on the "what time is it"
board.See the samples below:

Thanks for tuning in to learn all about classroom in an autism classroom. Check back in tomorrow to learn about all of my other visual supports I use in the classroom!

# data[].attributes.attachment_link.title
"How To Set Up a Special Education Program"- Visual Schedules " Autism Adventures

# data[].attributes.attachment_link.description
Schedules!!! Yes- they are important, and YES they are a headache. The importance of utilizing visual schedules in a special education classroom is well researched and well proven to be successful. With that being said, every classroom must utilize a wide range of visual schedules to help their students be successful.

# data[].attributes.headline
Matrix of Evidence-Based Practices by Outcome and Age

# data[].attributes.subject
Matrix of Evidence-Based Practices by Outcome and Age

# data[].attributes.body
This chart maps out 27 evidence-based practices and shows it effectiveness in the context of the area of learning, and also the age range. This resource can be useful by informing educators of which EBP might be beneficial for which age groups and learning area. To learn more about the EBPs listed, check out the "AFRIM Module" portion of this padlet!

# data[].attributes.body
This brief, yet helpful, resource gives tips to caregivers of those with autism, as well as educators. Because of COVID-19, lately school has not had a solid routine which may cause anxiety for students with autism. This resources targets how to approach comforting and support a student with autism when their school allows them to come back to school in person. The resource touches on preparing the student for differences, such as wearing masks and social distancing, as well as the things that will stay the same, like being with friends. The resources shows how educators and caregivers can use social stories and visual supports to support students with autism.

# data[].attributes.body
The TEACCH autism program is a university-based research and training pub for those who wish to learn more about autism. TEACCH.com provides a plethora of "TEACCH tips" which include strategies to use in a classroom or with a child with autism at home. For example, tip #4 is "visual countdowns and time limits". In this tip, I see a specific strategy that I could use in my classroom: placing an amount of sticky notes on the board, then taking the sticky notes away in time increments to show time passing and to prepare the student for the end of a certain activity. There are a total of 20 well-developed tips!

# data[].attributes.attachment_link.readable_text
Welcome to our TEACCH Tips page. We are working to put together a collection of tips to help provide support to our families and provide ideas on how to support individuals with autism during times of change. We can all benefit from having some type of structure during times of change to help us maintain well-being and a sense of productivity. We will be updating the TEACCH tips page regularly with more tips translated into Spanish.

In times of uncertainty, everyone benefits from predictability!

# data[].attributes.attachment_link.description
Welcome to our TEACCH Tips page. We are working to put together a collection of tips to help provide support to our families and provide ideas on how to support individuals with autism during times of change. We can all benefit from having some type of structure during times of change to help us maintain well-being ...

# data[].attributes.body
Uniquely Human by Dr. Barry Prizant is an extraordinary guide to autism. As the Associate Press states: It is a "must read for anyone touched by autism." I can use what I have learned in my classroom because I have learned more about autism in general, how autism is presented differently in everyone, how to use enthusiasms in my instruction, how to support those with autism with a steady routine and consistency, and so much more, as evidenced below!

Here are my personal top 5 takeaways from this book:

1. One of the most important questions to ask is “why?” to get to the source of the problem (anxiety, emotional reaction, etc). A learner’s emotional memory might explain why they have certain reactions to seemingly harmless phrases or things.

2. Enthusiasms can be used to intrinsically motivate students with autism. Integrating enthusiasms into instruction makes students with autism excited to learn and more focused on the content!

3. You can build a trusting relationship with students with autism by staying consistent in schedules, expectations, and in general dependability. Always show you are listening and considering students’ feelings and anticipate anxieties.

4. Collaboration between teachers and families creates a team of support for the learner with autism. It is imperative to make families feel valued because they are the expert on their child.

5. Rather than seeing a learning with autism as a “sum of their deficits,” have a perspective of the whole child. Focus on strengths that could aid students in succeeding, rather than what they can’t do.

Here are my group's overall 5 top takeaways from the book:

1. Asking yourself why is a huge aspect of supporting people with Autism. There is a reason for their dysregulation, emotions, actions, etc. They don’t deserve to be treated differently because we may not fully understand what they are going through.

2. Patience and trusting your intuition is imperative in working with students with autism.

3. Community is important. It’s important to use your resources and to make sure everyone knows they are valued in the community. Collaborating with other professionals in your school and families are vital for student success.

4. Don’t forget to celebrate even the smallest of successes, and focus on the student’s strengths versus always focusing on their areas of weakness.

5. Treat those with autism like a PERSON! They do not have an illness that needs to be cured.

# data[].attributes.attachment_link.readable_text
In a book that aims to be essential reading for any parent teacher therapist or caregiver of a person with autism one of the worlds leading authorities on autism suggests a major shift in understanding autism and offers inspiring stories and practical advice drawn from his more than four-decade career

# data[].attributes.attachment_link.title
Uniquely Human: A Different Way of Seeing Autism

# data[].attributes.attachment_link.description
Uniquely Human: A Different Way of Seeing Autism [Prizant, Barry M.] on Amazon.com. *FREE* shipping on qualifying offers. Uniquely Human: A Different Way of Seeing Autism

# data[].attributes.body
Education depends on evidence based practices, which are informed by research. Spectrum News is a news source that can keep educators informed on the latest research on Autism Spectrum Disorder. This resource is important so educators can use this resources to inform their practice when working with students with ASD.

# data[].attributes.attachment_link.readable_text
Five collaborations involving autistic scientists and experts are advancing autism research, from lending support for theories of the condition to shoring up trials of new treatments.

# data[].attributes.attachment_link.title
Spectrum | Autism Research News & Opinion

# data[].attributes.attachment_link.description
Five collaborations involving autistic scientists and experts are advancing autism research, from lending support for theories of the condition to shoring up trials of new treatments.

# data[].attributes.body
AFIRM stands for Autism Focused Intervention Resources and Modules. AFIRM offers many modules that provide information about Autism Spectrum Disorder (ASD) including what it is and evidence based strategies for working with individuals with ASD. This resource is helpful for educators who are interested in both educating themselves on how ASD presents in different individuals, as well as how to work with individuals with ASD.

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.