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Educating Children with Autism (2001) / Chapter Skim
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Pages 11-22

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From page 11...
... As yet, known direct links between pathophysiology and behavior in autism are still rare and have not yet had great influence on treatments or diagnoses (see Rumsey et al., 2000~. Nevertheless, current biologic research, such as in genetics, may already have important implications for families of children with autistic spectrum disorders.
From page 12...
... Because children with autism are at high risk for other impairments, educational planning must address both the needs typically associated with autistic spectrum disorders and needs associated with accompanying disabilities. Education of children with autism was accepted as a public responsibility as part of the Education Act of All Handicapped Children in 1975.
From page 13...
... THE COMMITTEE'S WORK Charge At the request of the U.S. Department of Education's Office of Special Education Programs, the National Research Council formed the Committee on Educational Interventions for Children with Autism and charged the committee to integrate the scientific, theoretical, and policy literature and create a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with autism.
From page 14...
... They are based on approaches used by scientific societies and in recent publications, including: the American Academy of Neurology (Filipek et al., 2000~; the American Psychological Association (American Psychological Association, 2000; Barlow, 1996; Chambless and Hollon, 1998~; the Society for Clinical Child Psychology (Lonigan et al., 1998~; and the New York State Department of Health (1999~. A number of comprehensive reviews concerning early intervention in autism also provided examples of ways to systematize information (Dawson and Osterling, 1997; Howlin, 1998; Rogers, 1998; Rumsey et al., 2000~.
From page 15...
... INTRODUCTION 15 guidelines were used by both committee members and commissioned paper authors in their reviews of the literature. Figures 1-1, 1-2, and 1-3 present summarized data from journal articles cited within the areas addressed during the workshops (communication, social development, problem behaviors, intervention methods, and sensorimotor develop
From page 16...
... Similarly, group designs based on a clinical trials model were not expected to monitor treatment fidelity, equate participants for intellectual or language level, address generalization or maintenance of effects, or justify measures by their clinical value. Therefore, particularly when depicting outcomes from longitudinal studies, reviewers of the literature often have to piece together information
From page 17...
... Evidence concerning the effectiveness of instructional and comprehensive programs, strategies, and approaches to intervention for young
From page 18...
... The goal was to integrate this information into a coherent picture of appropriate educational interventions for young children within the autism spectrum, and to acknowledge points of convergence and points of controversy to be addressed in future educational research, practice, and policy. There are no strong studies that compare one comprehensive intervention program with another.
From page 19...
... ORGANIZATION OF THE REPORT The report is organized according to relationships among issues that, the committee believes, represent the key areas pertaining to educational interventions for young children with autism. Part I addresses the general issue of goals for children with autistic spectrum disorders and their families.
From page 20...
... 20 EDUCATING CHILDREN WITH AUTISM Our final chapter summarizes the committee's findings and presents conclusions about the state of the science in early intervention for children with autism and its recommendations for future intervention strategies, programs, policy, and research.
From page 21...
... Goals for Children with Autism and Their Families
From page 22...
... An adequate assessment will involve both direct observation and interviews of parents and teachers. The range of syndrome expression in autism and autistic spectrum disorders is quite broad and spans the entire range of TQ (Volkmar et al., ~ 9971.


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