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Designing Comprehensive Interventions for Individuals with High Functioning Autism and Asperger Syndrome: The Ziggurat Model [Pehme köide]

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  • Formaat: Paperback / softback, 368 pages
  • Ilmumisaeg: 01-Oct-2007
  • Kirjastus: Autism Asperger Publishing Co,US
  • ISBN-10: 1934575097
  • ISBN-13: 9781934575093
Teised raamatud teemal:
Designing Comprehensive Interventions for Individuals with High Functioning Autism and Asperger Syndrome: The Ziggurat ModelSuurem pilt
  • Formaat: Paperback / softback, 368 pages
  • Ilmumisaeg: 01-Oct-2007
  • Kirjastus: Autism Asperger Publishing Co,US
  • ISBN-10: 1934575097
  • ISBN-13: 9781934575093
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781934575093.html
The Ziggurat Model is unique. It is simple to use while being comprehensive and thorough. While it is easy to find volumes of information describing specific interventions, it is difficult to find information on how to develop an intervention plan. This textbook presents a process and framework for designing comprehensive interventions for individuals of all ages with autism spectrum disorders. Recent trends in special education law emphasize the use of scientifically based research approaches along with a focus on response to intervention (RTI). Additionally, there is a strong push for incorporating positive behavioral interventions and supports (PBIS) based on a functional behavioral assessment. The Ziggurat Model is consistent with these practices. While The Ziggurat Model is designed to address the needs of all individuals with autism spectrum disorders, the case studies in this textbook focus on the higher functioning population.
Foreword xiii
Introduction 1(1)
Learner Objectives 1(1)
Components of the Ziggurat Model 2(1)
Strengths of the Ziggurat Model 3(1)
Overview of Features 4(1)
Chapter Highlights 5(1)
Review Questions 5(1)
The Context of Autism
6(28)
Learner Objectives
7(1)
History of Autism
8(2)
High-Functioning Autism and Asperger Syndrome
10(1)
Prevalence
11(2)
Diagnostic Criteria and Associated Features
13(4)
Social
13(1)
Restricted Patterns of Behavior, Interests, and Activities
14(1)
Communication
15(2)
Associated Features
17(5)
Sensory Differences
17(1)
Cognitive Differences
18(1)
Motor Differences
19(2)
Emotional Vulnerability
21(1)
Other Disorders Associated with HFA/AS
22(1)
Theoretical Perspectives on HFA/AS
23(9)
Theory of Executive Dysfunction
23(3)
Impaired Theory of Mind
26(3)
Theory of Weak Central Coherence
29(2)
The Interrelationships Among the Three Theoretical Perspectives
31(1)
Summary
32(1)
Chapter Highlights
32(1)
Review Questions
33(1)
Assessment
34(34)
Learner Objectives
35(1)
Eunctional Behavioral Assessment
36(10)
Assumptions About FBA
38(3)
Components of a Functional Behavioral Assessment
41(4)
Interventions Based on Functional Behavioral Assessment
45(1)
The Iceberg Analogy
46(7)
The TEACCH Iceberg
46(3)
The ABC-Iceberg
49(4)
The Underlying Characteristics Checklist
53(11)
Using the ABC-Iceberg and the UCC
56(8)
Follow-Up
64(2)
Summary
66(1)
Chapter Highlights
66(1)
Review Questions
67(1)
The Intervention Ziggurat: Framework for Change
68(46)
Learner Objectives
69(1)
Intervention Ziggurat
70(13)
Sensory Differences and Biological Needs
72(1)
Reinforcement
73(4)
Structure and Visual/Tactile Supports
77(1)
Task Demands
78(3)
Skills to Teach
81(2)
Interdisciplinary Approach
83(8)
Moving From Assessment to Intervention Design
91(19)
Ziggurat Worksheet
91(5)
Two Paths for Intervention
96(14)
Strengths of the Ziggurat Model
110(3)
Prevention
110(1)
Functional Assessment
111(1)
Comprehensive Intervention
111(1)
Systems Change
112(1)
Summary
113(1)
Chapter Highlights
113(1)
Review Questions
113(1)
Sensory Differences and Biological Needs
114(38)
Learner Objectives
115(1)
Sensory and Motor Interventions
116(5)
Sensory Integration Approaches
117(2)
Research Support
119(2)
Pharmacotherapy
121(7)
Antidepressants
123(2)
Antipsychotics
125(2)
Stimulants
127(1)
Considerations for Incorporating Pharmacotherapy in Treatment
128(1)
Other Biological Interventions
128(1)
Application of the Ziggurat Model
129(20)
Case Study - Steve Goes to College
130(8)
Case-Study Penny and Her Insects
138(11)
Summary
149(1)
Chapter Highlights
150(1)
Review Questions
151(1)
Reinforcement
152(20)
Learner Objectives
153(1)
Reinforcement as an Alternative to Punishment
154(10)
Exemplary Reinforcement-Based Interventions
155(4)
Considerations for Incorporating Reinforcement
159(5)
Application of the Ziggurat Model
164(5)
Steve's Reinforcement Interventions
164(3)
Penny's Reinforcement Interventions
167(2)
Summary
169(2)
Chapter Highlights
171(1)
Review Questions
171(1)
Structure and Visual/Tactile Supports
172(34)
Learner Objectives
173(2)
Video and Photography
175(1)
Social StoriesTM
175(3)
Research Support
176(2)
Cartooning
178(1)
Research Support
178(1)
Structured Teaching
179(4)
Research Support
181(2)
Priming
183(1)
Research Support
183(1)
Modeling
184(3)
Research Support
185(2)
Virtual Environments
187(1)
Research Support and Considerations for Incorporating Virtual Environments
187(1)
Other Visual and Structural Supports
187(8)
Daily Schedule
187(2)
Mini-Schedule
189(1)
Power Card Strategy
190(1)
Personal Digital Assistant
191(1)
Timers, T-Charts, and Checklists
191(2)
Research Support
193(2)
Application of the Ziggurat Model
195(8)
Steve's Structure and Visual/Tactile Support Interventions
195(3)
Penny's Structure and Visual/Tactile Support Interventions
198(5)
Summary
203(1)
Chapter Highlights
203(1)
Review Questions
204(2)
Task Demands
206(36)
Learner Objectives
207(1)
Three Essential Questions
208(8)
Answering the Questions
210(5)
Other Task Demand Considerations
215(1)
Task Demand Interventions
216(18)
Social
216(5)
Restricted Patterns of Behavior, Interests, and Activities
221(3)
Communication
224(1)
Sensory Differences
225(1)
Cognitive Differences
226(2)
Motor Differences
228(1)
Emotional Vulnerability
229(4)
Research Support
233(1)
Application of the Ziggurat Model
234(6)
Steve's Task Demand Interventions
234(3)
Penny's Task Demand Interventions
237(3)
Summary
240(1)
Chapter Highlights
240(1)
Review Questions
241(1)
Skills to Teach
242(38)
Learner Objectives
243(2)
Social
245(8)
Theory of Mind Skills and Analysis of Social Situations
246(2)
Specific Social Skills
248(4)
Considerations for Teaching Social Skills
252(1)
Restricted Patterns of Behavior, Interests, and Activities
253(2)
Research Support
254(1)
Communication
255(3)
Research Support
256(2)
Sensory
258(1)
Research Support and Considerations for Teaching Skills to Address Sensory Needs
259(1)
Cognitive Differences
259(3)
Learning Disability in Math
260(1)
Learning Disability in Reading
260(1)
Differences in Executive Functioning
260(1)
Other Cognitive Differences
261(1)
Research Support
261(1)
Motor
262(1)
Research Support
263(1)
Emotional Vulnerability
263(4)
The Social Brain
263(1)
Emotional Consequences
264(2)
Research Support
266(1)
Application of the Ziggurat Model
267(11)
Skills to Teach Interventions - Steve
267(4)
Skills to Teach Interventions - Penny
271(7)
Summary
278(1)
Chapter Highlights
278(1)
Review Questions
279(1)
Pulling It All Together
280(19)
Learner Objectives
281(1)
Why Use the Ziggurat Model?
282(1)
Strengths of the Ziggurat Model
282(1)
General Troubleshooting
283(2)
Assessment
285(1)
Sensory Differences and Biological Needs
286(1)
Reinforcement
287(3)
Structure and Visual/Tactile Supports
290(1)
Task Demands
290(1)
Skills to Teach
291(3)
Application
294(2)
Troubleshooting Process - Steve
294(1)
Troubleshooting Process - Penny
295(1)
Summary
296(1)
Chapter Highlights
297(1)
Review Questions
297(2)
References 299(22)
Index 321(10)
Appendix A: Intervention Ziggurat 331(2)
Appendix B: Individual Strengths and Skills Inventory (ISSI) 333(2)
Appendix C: Global Intervention Plan Instructions 335(2)
Appendix D: Specific Intervention Plan Instructions 337(4)
Appendix E: Ziggurat Worksheet 341(2)
Appendix F:
Chapter Review Answers		 343(20)
Appendix G: Glossary 363