TY  - BOOK
AU  - Harrower,Joshua K.
AU  - Denti,Louis G.
AU  - Weber-Olsen,Marcia
TI  - Educating Students with Autism Spectrum Disorder: a Model for High-Quality Coaching
SN  - 9781597569408
AV  - RJ506.A9 
U1  - 649/.154 
PY  - 2015///
CY  - San Diego
PB  - Plural Publishing, Incorporated
KW  - Autistic children--Education
KW  - Electronic books
N1  - Intro -- Contents -- Introduction -- Acknowledgments -- Section I.  High-Quality Coaching -- Chapter 1. Introduction to  Educational Coaching -- Trends in Educational  Coaching -- Definition of Terms -- Working With Educators and Professionals Serving Students With Autism  Spectrum Disorder -- Finding Time and Resources for Coaching and Other  Coaching Obstacles -- High-Quality Coaching -- End-of-Chapter Questions -- References -- Chapter 2. Autism Spectrum Disorder: What Effective Coaches and  Teachers Need to Know -- Introduction -- Core Deficits of Autism  Spectrum Disorder -- Addressing Core Deficits  in School Settings -- Diagnostic Updates and Current Issues: The  Research-to-Practice Gap -- Summary -- End-of-Chapter Questions -- References -- Chapter 3.  Educational Coaching: A Review of Models  and Methods -- Introduction -- Peer-Based Models  of Coaching -- Expert Coaching Models -- Coaching Models for Teachers of Students  With ASD -- Virtual Delivery  Methods in Coaching -- Summary -- End-of-Chapter Questions -- References -- Chapter 4.  Key Attributes of  Effective Coaching -- Introduction -- Establishing Collaborative Relationships Between  the Coach and Teacher -- Summary -- End-of-Chapter Questions -- References -- Chapter 5.  High-Quality Coaching:  A Framework -- Introduction -- Intensity of Coaching -- The Autism Services Coach -- Peer-to-Peer (PtP) Coaching -- Consultative Coaching (CC) -- Intensive Coaching (IC) -- Summary -- End-of-Chapter Questions -- References -- Section II.  Using High-Quality Coaching in Planning Instruction for Students With Autism  Spectrum Disorder -- Chapter 6.  Using High-Quality Coaching to Support  Collaborative Teaming -- Introduction -- Rationale -- Who Should Be Involved? -- Collaborating With Families -- Working as a Team -- Summary -- End-of-Chapter Questions -- References; Chapter 7.  Using High-Quality Coaching to Support the Assessment of Student Need and  Instructional Planning -- Introduction -- Key Members of the  Assessment Team -- Consultative  Coaching Example -- Intensive Coaching Example -- Summary -- End-of-Chapter Questions -- References -- Chapter 8.  Using High-Quality Coaching to Support the Selection of Skills for Instruction and  Monitoring Student Progress -- Introduction -- Selecting and Defining Skills  to Teach (Where to Start?) -- Measuring Skills (To What Extent Can the Student  Perform the Skill?) -- End-of-Chapter Questions -- References -- Sect tion II. Using High-Quality Coaching to Deliver Effective Programming for Students With Autism Spectrum Disorder -- Chapter 9.  Using High-Quality Coaching to Support the Delivery  of Effective Instruction -- Providing  Evidence-Based Instruction -- Monitoring Progress -- Consultative Coaching (CC) Example on  Providing Instruction -- End-of-Chapter Questions -- References -- Chapter 10.  Coaching the Instruction of  Social Communication Skills -- Introduction -- Why Focus on Social  Communication? -- Coaching Teachers to Provide Comprehensive Evidence-Based Instruction in Addressing Social Communication Skills  for Students With ASD -- Coaching Teachers to Provide Specific Evidence-Based Strategies in Addressing Social Communication Skills  for Students With ASD -- Related Instructional Targets for Social Communication: A Focus  on Joint Attention Skills -- Coaching Social Communication Instruction  to Address Social Skills -- Summary -- End-of-Chapter Questions -- References -- Chapter 11.  Using High-Quality Coaching to Support Teachers in Addressing Behavioral Issues  for Students With ASD -- Rationale: Why Focus  on Behavior? -- Review of Evidence-Based Interventions for Supporting the Behavior  of Students With ASD; Addressing Student  Challenging Behavior -- Summary -- End-of-Chapter Questions -- References -- Chapter 12.  Transition Planning and Coaching: Using a Life Course  Outcome Mapping Approach -- Traditional  Transition Planning -- Nontraditional Transition Planning: Life Course  Outcome Mapping -- Initial Life Course Outcome  Planning at School Entry -- Peer-to-Peer Coaching and Life Course  Outcome Mapping -- Consultative Coaching and Life Course  Outcome Mapping -- Intensive Coaching and Life  Course Outcome Mapping -- Summary -- End-of-Chapter Questions -- References -- Chapter 13.  Embedding High-Quality Coaching at the District Level: Establishing a  Network of Coaches -- Introduction -- Forming a District Autism  Leadership Team -- Allocating Coaching  Resources -- Building Coaching Networks -- Working With Outside  Experts to Build Capacity -- Influencing District Policy -- Summary -- End-of-Chapter Questions -- References -- Index
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4591657
ER  -