PROFESSIONAL LITERATURE

Best Autism Education Practices Reference Texts

National Research Council. (Ed.). (2001). Educating children with autism. Washington, DC: National Academy Press.

Guralnick, M. J. (Ed.), The effectiveness of early intervention: Second generation research Baltimore, MD: Paul H. Brookes Publishing.

Educational Journals
Journal of Educational Measurement
Journal of Special Education
Journal of Behavioral Education
Journal of Applied Behavioral Analysis
American Educational Research Journal (AERJ)
American Journal on Mental Retardation
Cognition
Educational Evaluation and Policy Analysis (EEPA)
Educational and Treatment of Children
Education and Training in Developmental Disabilities
Exceptional Child
Focus on Autism
Journal of Educational and Behavioral Statistics (JEBS)
Journal of Educational Psychology
Learning and Motivation
Review of Educational Research (RER)
Review of Research in Education (RRE)
The Psychology of Learning and Motivation

Educational Service Provider Development Texts

COSAC (Center for Outreach & Services for the Autism Community). (1990). Department of education committee study 200.02: Effectiveness of programs for children with autism. Autism basic information. Ewing, NJ: Author.

Goodman, J. F. (1992). When slow is fast enough: Educating the delayed preschool child. New York: The Guilford Press.

Grey, C. (1992). The curriculum system: Success as an educational outcome. Jenison, MI: Jenison Public Schools. (Professional consultation, 1995).

Grey, C. (2000). Writing social stories. Arlington, TX: Future Horizons. (Recommend Video Tape and Workbook versions)

Hodgdon, L., A. (1995). Visual strategies for improving communication: Practical supports for school and home. Troy, Michigan: Quirk Roberts Publishing.

Lovass, O. I. (1981). Teaching developmentally disabled children: The me book. Austin, TX: PRO-ED. (A Behavioral Approach Guide)

Neel, R. S., & Billingsley, F. F. (1989). IMPACT: A functional curriculum handbook for students with moderate to severe disabilities. Baltimore, MD: Paul Brooks Publishing Co.

Milller, A., & Eller-Miller, E. (1989). From ritual to repetoire--A cognitive-developmental systems approach with behavior disorderd children. New York: John Wiley and Sons.

Schopler, E., & Mesibov, G. B. (Eds.). (1995). Learning and cognition in autism. New York: Plenum Press.

Schopler, E., Reichler, R., Bashford, A., Lansing M., & Marcus, L. (1990). Individualized assessment and treatment for autistic and developmentally disabled children: psychoeducational profiles (PEP-R Vol. 1). Austin, TX:
PRO-ED, Inc.

Simons, J., & Oishi, S. (1987). Hidden child: The linwood method for reaching the autistic child. Rockville, MD: Woodbine House.

Watson, L. R., Lord, C., Schaffer, B., & Schopler, E. (1989). Teaching spontaneous communication to autistic and developmentally handicapped children. Austin, TX: PRO-ED, Inc.


FAMILY PROVIDER HOME PROGRAM SOURCES

The Educational Service Provider Texts above can be useful to families who want to participating in teaching activities.

Companies Publishing Catelogs of Books for Home Teaching Program Support

Future Horizons 1-800-489-0727 www.futurehorizons-autism.com

Autism Asperger Pub. Co.1-877-AS-PUBLISH www.aspergers.net

Autism Resource Network 1-952-988-0088 www.autismshop.com

Educational
The relationship between the atypically most-to-least able worlds of people with Autism and the typically more-or-less able world of our education systems has been tumultuous at best. One wonders how an institution that fights for decades to exclude our specific community, and in which our inclusion had to eventually be legally mandated, and yet has never been specifically funded, would provide best Autism practices. However, we have had to walk our Autism research history on this uphill road together. It has become a rocky path of late, with funding cuts and freezes and zero tolerance policies.

By 1990, the first meta-analysis of effective mechanistic behavioral Autism education practice was conducted using existing empirical clinical research. This state-sponsored research identified ten use-able, but more general, universal best Autism principles for educators. (See the green INTERVENTION links.) Then, a decade later, a more comprehensive meta-analysis of behavioral, developmental, and eclectic educational research largely confirmed, but greatly expanded, our understanding of existing Autism knowledge and competent practice approaches. (See the cite for the National Research Council text above.)

Cognitive developmental theory approaches also incorporate universal best practices, and address the behavioral and mental obstacles and potentials Autism brings into our educational settings. In such organic models, negative behaviors are assumed to be mutual problem systems. Adapt-able communication and environmental needs are informally assessed and mutually response-able self-management is equitably cultivated between students with, and teachers without, Autism. This hybrid approach uses structured teaching and individualized constructions of curriculum to achieve emergent skill objectives. (See Source listings of teh University of North Carolina Division TEACCH and the cite above for Schopler & Mesibov, 1995) Developmental life span awareness and sober observations are critical strategies of provider knowledge-ableness within Autism intervention models that apply atypical stage-based cognitive learning theory and practice. Yet, typical age-based milestones are often either just assumed or totally rejected in educational theory. Therefore, people with and without Autism may always experience being mutually learning and teaching challenged, as we work together in our schools. How peace-able we are in overcoming these shared challenges may determine our success.

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