Peter C. Mundy & Ann Mastergeorge 
Educational Interventions for Students with Autism 

Educational Interventions for Students with Autism offerseducators a vital resource for understanding and working withautistic students. Written by nationally acclaimed experts in thefield and published in collaboration with the world-renowned UCDavis M.I.N.D. Institute, the book aims to deepen educators’appreciation of the challenges surrounding autism in a classroomsetting and the current best practices in education for autism.

To best meet the practical needs of teachers, schooladministrators, and parents, the book includes integrativesummaries throughout, with recommendations for real-world classroomuse. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher’s view of autism andthe classroom, best practices and challenges of working withstudents with ASD in the classroom, working with high-functioningautism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.

Inhaltsverzeichnis

Acknowledgments ix

About the Editors xi

About The Mind Institute xiii

About the Contributors xv

Foreword by Leonard Abbeduto xxiii

PART ONE The Educational Needs of Children with Autism1

ONE Effects of Autism on Social Learning and Social Attention3
Peter Mundy, Ann M. Mastergeorge, and Nancy S. Mc Intyre

TWO Evidence-Based Instructional Interventions35
Wendy Machalicek

PART ONE Summary and Synthesis 55

PART TWO Educational Best Practices and Interventionsfor Children with Autism 59

THREE Educational Interventions for Children with Autism Spectrum Disorders 61
Marianne L. Barton and Deborah Fein

FOUR Improving Educational Interventions for School-Age Childrenwith Autism Without Intellectual Disabilities 87
Lynn Kern Koegel, Robert L. Koegel, Jenna K. Chin, and Brittany L. Koegel

F I V E Translating Evidence-Based Practices from the Laboratoryto Schools: Classroom Pivotal Response Teaching 107
Laura Schreibman, Jessica Suhrheinrich, Aubyn C. Stahmer, and Sarah R. Reed

S I X Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model131
Ellen L. Franzone, Suzanne Kucharczyk, Lisa Sullivan, and Kate Szidon

SEVEN Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism155
Robyn M. Catagnus, Jamie Pagliaro, and Bridget A. Taylor

P A R T TWO Summary and Synthesis 177

P A R T T H R E E The Roles of School Staff, Administrators, and Families 181

EIGHT The Role of School Administrators in Working with Childrenand Families Affected by Autism Spectrum Disorders 183
Cynthia M. Herr

N INE Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders 207
Brooke Ingersoll and Allison Wainer

PART T H R E E Summary and Synthesis225

Appendix: Questions for Discussion 229

Notes 235

References 253

Index 293

The UC Davis MIND Institute Autism for Educators Series

Über den Autor

Peter Mundy, Ph.D., is the Lisa Capps Professor of Neurodevelopmental Disorders and Education at UC Davis and Directorof Educational Research at the UC Davis M.I.N.D. Institute. Adevelopmental and clinical psychologist, Mundy has been working ondefining the nature of autism for the past 30 years.

Ann M. Mastergeorge, Ph.D., is a developmental and educationalpsychologist who has been working in the area of education anddevelopmental disabilities for the past 20 years. She is currentlyan investigator on the Autism Phenome Project at the M.I.N.D.Institute studying the behavioral phenotypes of autism.