Educating Young Children with Autism Spectrum Disorders

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Erin E. Barton & Beth Harn

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    Acknowledgments

    Corwin gratefully acknowledges the contributions of the following reviewers:

    • Carol Aymar
    • Elementary school teacher
    • Francis W. Parker School
    • Chicago, IL
    • Joyce Williams Bergin
    • Professor of Special Education and Assistant Dean of the College of Education
    • Armstrong Atlantic State University
    • Savannah, GA
    • Katherine Boone
    • Case Manager
    • MHMRA of Harris County
    • Houston, TX

    About the Authors

    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 young children with developmental disabilities, 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.

    Beth Harn, PhD, is an associate professor within the Department of Special Education and Clinical Sciences at the University of Oregon. She teaches classes in special education and school psychology including instructional design, educational assessment, introduction to learning disabilities, and systems level academic interventions. Expertise areas include early identification, data-based decision making, and designing and delivering effective reading and behavioral interventions. She is currently coprincipal investigator on a number of federally funded initiatives related to reading, attention development, and traumatic brain injury interventions as well as special education teacher preparation. Her research interests focus on early intervention for students with reading and learning difficulties by implementing schoolwide, coordinated instructional and assessment practices and designing intensive interventions. Recently her intervention efforts have included designing computer-delivered supports. She also provides professional development to states, districts, and schools nationally to support the implementation of response to intervention practices. Prior to her current position, she worked as a school psychologist in the Central Valley of California.

  • Master List of Acronyms

    • AAC—Augmentative and Alternative Communication
    • AAP—American Academy of Pediatrics
    • ABA—Applied Behavior Analysis
    • A-B-C method—Antecedent–Behavior–Consequence
    • ABLLS-R—Assessment of Basic Language and Learning Skills-Revised
    • ADI-R—Autism Diagnostic Interview-Revised
    • ADOS—Autism Diagnostic Observation Schedule
    • AMA—American Medical Association
    • APA—American Psychological Association
    • ASD—Autism Spectrum Disorders
    • ASQ—Ages and Stages Questionnair e
    • ASQ:SE—Ages and Stages Questionnaire Social Emotional
    • ASSQ—Autism Spectrum Screening Questionnaire
    • BITSEA—Brief Infant Toddler Social Emotional Assessment
    • BSP—Behavior Support Plan
    • CARS2—Childhood Autism Rating Scale (2nd edition)
    • CDC—Centers for Disease Control and Prevention
    • CHAT—Checklist for Autism in Toddlers
    • CICO—Check-In, Check-Out
    • CRF—Continuous Reinforcement Schedule / Continuous Rate of Reinforcement
    • CSEFEL—Center on the Social and Emotional Foundations for Early Learning
    • CTD—Constant Time Delay
    • DIAL 3—Developmental Indicators for the Assessment of Learning (3rd edition)
    • DIBELS—Dynamic Indicators of Early Literacy Skills
    • DSM—Diagnostic and Statistical Manual of Mental Disorders
    • DSM-IV-TR—Current edition of the Diagnostic and Statistical Manual of Mental Disorders–Text Revision
    • DTT—Discrete Trial Training
    • EBP—Evidence Based Practice
    • ECSE—Early Childhood Special Educator
    • EI—Early Intervention
    • EMT—Enhance Milieu Teaching
    • ESDM—Early Start Denver Model
    • FACTS—Functional Assessment Checklist for Teachers and Staff
    • FAPE—Free and Appropriate Public Education
    • FBA—Functional Behavioral Assessment
    • FCT—Functional Communication Training
    • FI—Fixed Interval Schedule
    • FR—Fixed Ratio Schedule
    • FUI—Follow-Up Interview
    • GARS-2—Gilliam Autism Rating Scale (2nd Edition)
    • ICD—International Classification of Diseases
    • IDEA—Individuals with Disabilities Education Act
    • IDEIA—Individuals with Disabilities Education Improvement Act
    • IEP—Individual Education Program
    • IFSP—Individual Family Service Plan
    • IGDI—Individual Growth and Development Indicators
    • IOM—Institute of Medicine
    • LRE—Least Restrictive Environment
    • M-CHAT—Modified Checklist for Autism in Toddlers
    • NECTAC—National Early Childhood Technical Assistance Center
    • NPDC—The National Professional Development Center
    • OT—Occupational Therapist
    • PB—Problem Behavior
    • PBIS—Positive Behavioral Interventions and Supports
    • PDD—Pervasive Developmental Disorder
    • PDD-NOS—Pervasive Developmental Disorder-Not Otherwise Specified
    • PE—Physical Education
    • PECS—Picture Exchange Communication System
    • PEDS—Parents Evaluation of Developmental Status
    • PN—Picture Naming
    • PRT—Pivotal Response Treatment
    • PTD—Progressive Time Delay
    • QCHAT—Quantitative Checklist for Autism in Toddlers
    • RBI—Routines-Based Interview
    • RI—Responsive Interaction
    • RIR—Response Interruption / Redirection
    • RE-PMT—Responsive Education—Prelinguistic Milieu Teaching
    • SCQ—Social Communication Questionnaire
    • SGDs—Speech Generating Devices
    • SLP—Speech-Language Pathologist
    • S.M.A.R.T. Goals—Specific, Measurable, Attainable/Achievable, Relevant/Realistic, and Timely
    • SORF—Systematic Observation of Red Flags
    • STAR program—Strategies for Teaching based on Autism Research
    • STAT—Screening Tool for Autism in Toddlers and Young Children
    • SW-PBIS—SchoolWide Positive Behavioral Interventions and Supports
    • TABS—Temperament and Atypical Behavior Scale
    • TACSEI—Technical Assistance Center on Social Emotional Intervention for Young Children
    • VB-MAPP—Verbal Behavior Milestones Assessment and Placement Program
    • VI—Variable Interval
    • VOCAs—Voice Output Communication Aides
    • VR—Variable Ratio Schedule
    • WHO—World Health Organization

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