000 04285nam a22005535i 4500
001 978-1-4614-2332-4
003 DE-He213
005 20140220083245.0
007 cr nn 008mamaa
008 120322s2012 xxu| s |||| 0|eng d
020 _a9781461423324
_9978-1-4614-2332-4
024 7 _a10.1007/978-1-4614-2332-4
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aRuble, Lisa A.
_eauthor.
245 1 0 _aCollaborative Model for Promoting Competence and Success for Students with ASD
_h[electronic resource] /
_cby Lisa A. Ruble, Nancy J. Dalrymple, John H. McGrew.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2012.
300 _aXXVII, 273p. 32 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aForeword -- Acknowledgments -- Preface -- Chapter 1: Rationale for COMPASS -- Chapter 2: Theoretical Background of COMPASS -- Chapter 3: Evaluating Your Knowledge of ASD -- Chapter 4: Other Considerations for the Consultant -- Chapter 5: Writing Effective Individual Education Programs -- Chapter 6: COMPASS Consultation Action Plan—Step A -- Chapter 7: COMPASS Consultation Action Plan—Step B -- Chapter 8: From Consultation to Coaching Sessions: Implementing Plans and Monitoring Progress -- Forms Section -- Chapter 9: COMPASS Case Studies -- References.
520 _aRising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program—Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders—has been developed to improve outcomes for these students in the unique context of their lives.  Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students’ life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text: Theory and rationale behind COMPASS. Self-evaluation tools for assessing core skills and competencies. Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan. Detailed instructions for implementing Action Plans and monitoring progress. Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
650 0 _aPhilosophy (General).
650 0 _aRehabilitation.
650 0 _aSpeech pathology.
650 0 _aEducational psychology.
650 0 _aSocial work.
650 0 _aDevelopmental psychology.
650 1 4 _aPsychology.
650 2 4 _aChild and School Psychology.
650 2 4 _aRehabilitation.
650 2 4 _aEducational Psychology.
650 2 4 _aSocial Work.
650 2 4 _aSpeech Pathology.
650 2 4 _aDevelopmental Psychology.
700 1 _aDalrymple, Nancy J.
_eauthor.
700 1 _aMcGrew, John H.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781461423317
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4614-2332-4
912 _aZDB-2-BHS
999 _c101261
_d101261