Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools (Division 16: Applying Psychology in the Schools)

BEST-SELLING VOLUME IN THE AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) APPLYING PSYCHOLOGY IN SCHOOLS SERIES School professionals and clinicians share the challenge of identifying and providing interventions for the increasing number of children with autism spectrum disorder (ASD). This book is an authoritative resource that presents up-to-date research and evidence-based tools for accurate assessment and intervention. It includes procedures to help identify children using the new DSM-5 symptom criteria and offers essential guidance for assessing a variety of emotional, behavioral, and academic problems. The book provides practitioners with an evidence-based assessment battery, which includes tests of cognitive, academic, neuropsychological, and adaptive functioning. The pragmatic, social-communicative functions of language are considered together with assessments to identify language deficits. Readers will learn to identify co-occurring emotional and behavior problems of children with ASD and will also learn techniques and strategies to enhance home-school partnership and engage parents as active partners in the decision-making process. Each chapter is based on the principles of evidence-based practice. Many chapters also use case vignettes to illustrate best practice in the school setting. The volume concludes with a primer on ASD-related litigation issues and discusses relationships between special education law, provision of services, and placement decisions. "There is an extensive body of educational, medical, and psychological literature outlining comprehensive information regarding educational practices, supports, and processes that are reportedly effective for students with ASD. Likewise, statutes, case laws, regulations, and policies provide a framework for educational planning and development of individualized educational programs for students on the spectrum. Nevertheless, the extant literature can be confusing and even conflicting at times, and although there are myriad books describing the clinical diagnosis and treatment of ASD, there is a need for an up-to-date text that provides school psychologists and allied professionals with a best-practice guide to screening, assessment, and intervention in the school context. Moreover, recent national and statewide surveys of school psychologists' knowledge, training, and practice in autism assessment and intervention in their respective school systems suggest that they are in need of additional resources and training in meeting the unique needs of students identified with ASD (Aiello & Ruble, 2011; Rasmussen, 2009; Williams et al., 2005). The overarching goal in preparing this book was to assemble a set of chapters that provide comprehensive summaries of the evidence base for assessing and intervening with children and youth with ASD. It brings the areas of assessment and intervention together in a single volume consistent with recent advances in evidence-based practice. Each chapter features a consolidated and integrative description of best-practice assessment and intervention and treatment approaches for children and youth with ASD. Although no single text can provide a complete examination of the emerging research in ASD, this volume provides an up-to-date view of the status of the field that will guide practitioners in the selection, use, and interpretation of evidence-based assessment tools and intervention strategies for students with ASD. This includes best-practice procedures to help identify children on the basis of symptom criteria for the new Diagnostic and Statistical Manual of Mental Disorders (5th edition; DSM-5; American Psychiatric Association, 2013) single diagnostic category of autism spectrum disorder, which now encompasses the previous DSM-IV-TR (4th edition, text revision; American Psychiatric Association, 2000) categorical subgroups of autistic disorder (autism), Asperger's disorder, and pervasive developmental disorder not otherwise specified"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved) Wilkinson And Contributors Make Sense Of The Often Conflicting Information Available And Synthesize It In A Best-practice Guide To Screening, Assessment, And Intervention. It Includes Procedures To Help Identify Children With Asd Using The New Dsm-5 Symptom Criteria And Offers Essential Guidance For Assessing A Verity Of Emotional, Behavioral, And Academic Problems. The Book Provides Practitioners With An Evidence-based Assessment Battery Which Includes Tests Of Cognitive, Academic, Neuropsychological, And Adaptive Functioning. Evidence-based Assessment Of Autism Spectrum Disorder -- Overview Of Autism Spectrum Disorder -- Multitier Screening And Identification -- Comprehensive Developmental Approach Assessment Model -- Cognitive, Neuropsychological, Academic, And Adaptive Functioning -- Language And Social Communication -- Co-occurring Emotional And Behavior Problems -- Evidence-based Interventions In The Classroom -- Continuum Of Services And Individualized Education Plan Process -- Curriculum And Program Structure -- Collaboration Between Families And Schools -- Legal Issues Under Idea. Edited By Lee A. Wilkinson Includes Bibliographical References And Index. Contents Contributors Series Foreword Acknowledgments Introduction: Evidence-Based Practice for Autism Spectrum Disorder Part I Evidence-Based Assessment of Autism Spectrum Disorder Chapter 1 Overview of Autism Spectrum Disorder Chapter 2 Multitier Screening and Identification Chapter 3 Comprehensive Developmental Approach Assessment Model Chapter 4 Cognitive, Neuropsychological, Academic, and Adaptive Functioning Chapter 5 Language and Social Communication Chapter 6 Co-Occurring Emotional and Behavior Problems Part II Evidence-Based Intervention for Autism Spectrum Disorder Chapter 7 Evidence-Based Interventions in the Classroom Chapter 8 Continuum of Services and Individualized Education Plan Process Chapter 9 Curriculum and Program Structure Chapter 10 Collaboration Between Families and Schools Chapter 11 Legal Issues Under IDEA Index About the Editor