Interventions for Autism: Evidence for Educational and Clinical Practice

This much–needed review of the latest empirical research into teaching interventions for Autism Spectrum Disorder (ASD) provides an up–to–date account of research results from pre–school to secondary school level. The author translates evaluative academic research into practical guidance  for readers who are education practitioners rather than scholars. In doing so, he provides access to a wealth of new knowledge about ASD information that is often slow to filter down to those in the front line of designing and delivering educational and clinical services.

The book reviews data from studies of the effectiveness of diverse teaching approaches, and explores how this information might improve education and clinical practice. The author draws on his wide experience in academic scholarship and public service to suggest ways in which the research covered may affect local authority policy decisions on special education provision. Shaping academic research into useful guidance, this book puts knowledge into the hands of those who need it most the professionals helping young people with ASD to overcome their disadvantages and fulfil their potential.

Acknowledgements

Chapter 1: Autism Spectrum Disorders What is the Problem?

Chapter 2:  Autism Spectrum Disorders

Chapter 3: The Relationship of Theory and Interventions for ASD

Chapter 4: Behavioural Approaches to ASD

Chapter 5: Evaluation of Comprehensive Behavioural Interventions

Chapter 6: Child Predictors for Comprehensive Behavioural Interventions Outcomes

Chapter 7: Teaching Environment Modification Techniques

Chapter 8: Developmental and Parent–Mediated Treatment Models

Chapter 9: Outcome Effectiveness for Developmental and Parent–Mediated Treatment Models

Chapter 10: Sensory and Physical Stimulation Treatments

Chapter 11: Eclectic Interventions

Chapter 12: Inclusive or Special Education

Chapter 13: Interventions What is Known About What Works?

References

Index

Phil Reed is Professor of Psychology at Swansea University, UK. A leading authority on Autism Spectrum Disorder (ASD), he edited the book Behavioral Theories and Interventions for Autism (2009) and has published more than 190 papers on ASD, behaviour analysis, learning and memory, and schizophrenia. Professor Reed has served on the editorial boards of several journals in his field, and has also held posts in the UK s Department for Education (Special Educational Needs), the Department of Health, and was a member of the Children in Wales Policy Council.