This document provides a list of 15 references related to teaching students with autism spectrum disorder. The references include websites, journal articles, books and multimedia resources published between 2002 and 2015. Topics covered in the references include defining autism, teaching strategies like visual schedules, social skills training, reducing problem behaviors, sound sensitivity, and helping students transition between activities.
This document provides a list of 15 references related to teaching students with autism spectrum disorder. The references include websites, journal articles, books and multimedia resources published between 2002 and 2015. Topics covered in the references include defining autism, teaching strategies like visual schedules, social skills training, reducing problem behaviors, sound sensitivity, and helping students transition between activities.
This document provides a list of 15 references related to teaching students with autism spectrum disorder. The references include websites, journal articles, books and multimedia resources published between 2002 and 2015. Topics covered in the references include defining autism, teaching strategies like visual schedules, social skills training, reducing problem behaviors, sound sensitivity, and helping students transition between activities.
Autism Speaks. (2015). What Is Autism? Retrieved from https://www.autismspeaks.org/whatautism
Autism Spectrum Australia (Aspect). (2014). Welcome to teaching. Retrieved from http://www.positivepartnerships.com.au/welcome-teaching Autism Working Group. (2002). Autistic spectrum disorders: A guide to classroom practice, Belfast, Department of Education Northern Ireland. Retrieved from http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemana ger/files/Categories/ASD/asd_classroom_practice_May_09.pdf Banda. D. R., Grimmett. E. & Hart. S. L. (2009). Activity schedules: helping students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41 (4), 16-21. Retrieved from http://search.proquest.com/openview/7dac9177093f7aad82214990dfca5b73/1?pqorigsite=gscholar Boudreau A., Corkum P., Meko K., Smith I. (2015). Peer-mediated pivotal response treatment for young children with autism spectrum disorders: A systematic review. Canadian Journal of School Psychology, 30 (3), 218-235. doi: 10.1177/0829573515581156 Class Tools. (n.d.). Countdown timer. Retrieved from http://www.classtools.net/educationgames-php/timer Embose. N., Brown. A., & Fortain. J. (2011). Facilitating inclusion by reducing problem behaviors for students with autism spectrum disorders. Intervention in School and Clinic,
47 (1), 22-30. doi: 10.1177/1053451211406545 Retrieved from
http://isc.sagepub.com.ezproxy.usq.edu.au/content/47/1/22.full.pdf+html Good Karma applications, (2015). First then visual schedule. Retrieved from http://www.goodkarmaapplications.com/ftvshd-first-then-hd.html Heflin, L. J., & Alaimo, D. F. (2007). Students with autism spectrum disorders: effective instructional practices (pp. 141-169). Upper Saddle River, New Jersey: Pearson/Merrill Prentice Hall. Hume, K. (2008). Transition time: helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6-10. Retrieved from http://www.iidc.indiana.edu/?pageId=399#sthash.KpgWgeE5.dpuf Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: communication, social, and academic development (pp. 229-244). Baltimore, Maryland: Paul H Brookes Publishing Company. PeerBuddies. (2013, September, 24), PeerBuddies Facilitator Example Reciprocation [Video file]. Video posted to https://www.youtube.com/watch?v=cgVx0N3U45Q Rogers, L. (2013). Visual supports for visual thinkers: practical ideas for students with autism spectrum disorders and other special educational needs. London: Jessica Kingsley Publishers. Stieglar, L.& Davis, R. (2010). Understanding sound sensitivity in individuals with autism spectrum disorders. Focus Autism Other Dev Disabl, 25.( 2), 67-75. doi: 10.1177/1088357610364530