MR, Autism, Handicapped, Special Ed. Materials (various)
ABERRANT BEHAVIOR CHECKLIST (ABC)
Aman, Michael G., & N. Singh
~ is a symptom checklist for assessing and classifying behavior problems. It may be used to assess problems which may occur at home, or in residential facilities and at work centres. A residential form and community form of the checklist is provided. Scales include: irritability, agitation, lethargy, social withdrawl, hyperactivity, and inappropriate speech.
RANGE: child-adult
ADMINISTRATION: Individual
LEVEL: B
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ADAPTIVE BEHAVIOR ASSESSMENT SYSTEM (ABAS-II)
Harrison, Patti & Thomas Oakland
~ (2010) ~ includes five rating forms, each for a specific age range and respondent: (1) Parent/Primary Caregiver Form (Ages 0-5); (2) Parent Form (Ages 5 - 21); (3) Teacher/Daycare Provider Form (Ages 2-5); (4) Teacher Form (Ages 5 - 21); (5) Adult Form (Ages 16 - 89). ABAS-II measures 10 skill areas (outlined in DSM-IV-TR) and 3 composite domains. Items use 4-point Likert format to indicate how frequently an individual performs a target activity. A total score (General Adaptive Composite) is also provided. Tables convert standard scores to age-based percentile rank, and age-equivalent scores. The Manual provides guidelines for using scores to plan and monitor interventions.
LEVEL: B
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ADAPTIVE BEHAVIOR EVALUATION SCALE REVISED (ABES-R2)
McCarney, Stephen & Arthaud, Tamara
~ (2006) measures adaptive skills relying on direct behavioral observations in educational and residential settings. Scales include: communication skills, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work skills.
NOTE; There are now rwo version of this scale;
Kit includes: school manual & 50 forms, home manual & 50 forms and intervention manual
RANGE: 4-12 & 13-19
ADMINISTRATION: Individual
TIME: 20 minutes
LEVEL: B
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ADAPTIVE BEHAVIOR INVENTORY (ABI)
Brown, Linda and James Leigh
~ (1986) evaluates the functional daily living skills of school-age children and helps identify students believed to be mentally retarded or emotionally disturbed. Both the ABI and the ABI-Short Form are completed by the classroom teacher or other professional staff, and both yield Adaptive Behavior Quotients, standard scores, and percentile ranks.
Complete ABI Kit includes 25 Profile and Response Sheets, 25 Short Form Response Sheets, and ExaminerÂ’s Manual, all in a sturdy storage box.
LEVEL: B
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ADAPTIVE LIVING SKILLS CURRICULUM AND CHECKLIST (ALSC)
Bruininks, Robert, and Lanny Morreau
~ is a comprehensive curriculum to teach skills needed in everyday living to people with mental handicaps. Skill taught include those related to personal care, home living, school, work, leisure, and community participation. Instructional activities for developing functional independence and adaptive behaviors span a broad range of difficulty levels. A variety of activities address the needs of learners of different ages, skills and various levels of disability. Each instructional unit provides a general framework and detailed strategies for developing each skill. ALSC may be used in a variety of educational, residential, day care, rehabilitation, work activity, employment training, and other human service settings.
The kit includes the manual and four instructional guides ( Personal Living, home, community & employment skills).
RANGE: Infant to 40+ years
TIME: Varies
LEVEL: B
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ASPERGER SYNDROME DIAGNOSTIC SCALE (ASDS)
Myles, Bock, & Simpson
~ (2001) is designed to identify Asperger Syndrome using a 50 item scale. Areas assessed are: cognitive functioning, maladaptive behavior, language, social skills, and sensorimotor development. This test can be completed by anyone who knows the child or youth well.
Kit includes: manual and 50 summary response forms
RANGE: 5-18 years
ADMINISTRATION: Individual
TIME: 10-15 minutes
LEVEL: B
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ASPERGER SYNDROME-2nd Edition - A GUIDE FOR EDUCATORS &
Myles, Brenda and Richard Simpson
~ (2003) helps clients lead productive lives by teaching them to achieve academically, learn social skills, and to manage their own behavior.
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ASSESSMENT FOR PERSONS PROFOUNDLY OR SEVERELY IMPAIRED (APPSI)
Connard, Patricia and Sharon Bradley-Johnson
~ (1998) formerly the Preverbal Assessment Intervention Profile (PAIP), the APPSI assesses pre-verbal behaviors, designed specifically for use with severely, profoundly, and multi-challenged individuals. The APPSI is not normed, but was piloted on 32 individuals with severe and profound impairements. Reliability coefficients range from .76 to .92.
Kit includes: manual, 25 booklets, 25 summary forms and all manipulatives
RANGE: functional age of 0-8 months
ADMINISTRATION: Individual
TIME: 30-60 minutes
LEVEL: C
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Assessment of Basic Language and Learning Skills - REVISED (ABLLS-R)
Partington, James E.
~ (2006) is a criterion referenced instrument useful for tracking basic language development and learning in children with language delays. The system helps to monitor progress. It may also be used to help parents or educators to identify skills that should be the focus of intervention for a child with language delays.
NOTE: if you have the older ABLLS guide, you will need to buy the new guide to use with the current protocol booklet and forms.
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ATTENTION DEFICT/HYPERACTIVITY DISORDER TEST (ADHDT)
Gilliam, James E.
~ (1995) identifies ADHD in special populations. It is designed for use in schools and clinics, and can be easily completed by teachers, parents, and other caregivers. The test is based on the DSM-IV criteria and contains 36 items which describe behaviors of persons with ADHD. It is useful as a quick screening device. See also the Gilliam Autism Rating Scale listed separately in this catalog.
RANGE: 3-23 years
ADMINISTRATION: Individual
TIME: 5-10 minutes
LEVEL: B
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AUTISM & DEVELOPMENTAL DELAYS: RESPONSIVE CURRICULUM
Mahoney, Gerald & James D. MacDonald
~ (2006) is a manual for implimenting the in-home "Resonsive Teaching" intervention. It is designed around the notion that "early intervention" is a long-term process. The approach acknowledges that time is required for most parents to learn and believe in the Responsive Teaching strategies, and it takes time to teach parents how to successfully implement these interventions. The authors detail (1) a description of Responsive Teaching strategies that research shows are effective at enhancing children's development (2) numerous Discussion Points that interventionists can use to help parents understand how these strategies impact children's development (3) a planning and tracking form/ program that prescribes a menu of Responsive Training Strategies that can be used to address children's developmental needs (4) procedures for planning intervention sessions and evaluating children's progress (5) a format for conducting intervention sessions.
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AUTISM & PDD - EXPANDING SOCIAL OPTIONS
Reese, Pam Britton & Nena Challenner
~ provides students with 58 lessons which practice appropriate social skills by providing several choices for social situations. Social skills covered include: ways to ask for help, ways to ask a friend to play, ways I can disagree, things I can do when I'm lonely, things I can do in the car, things I can do when it's too noisy, things I can say when I get a present, and things I can do when I feel frustrated.
RANGE: 6-18 years
ADMINISTRATION: I Group
LEVEL: B
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AUTISM & PDD - PICTURE STORIES & LANGUAGE ACTIVITIES
Snair-Koski, Patricia
~ provides repetition, structure, and routine for students with autism, PDD, or language delayed development. Students practice: describing a story using picture cards; predicting, retelling & sequencing events in a story; matching sentence strips to pictures; using flash cards to answer questions; and demonstrating comprehension by acting out each story.
Each proram includes: 32 color story cards, 9 sentence strip sheets, question flash cards and a manual
RANGE: 3-8 years
ADMINISTRATION: Individual
LEVEL: B
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AUTISM & PDD - SOCIAL SKILLS LESSONS
Britton Reese, Pam and Nena C. Challenner
~ teaches students with special needs to to have successful peer interactions. Skills include: quiet voice, self-care, school behavior, expressing anger, interacting, when to hug, obsessing on a topic, and vocational directives.
A series of 15 booklets is available (5 at each level) 40 lessons are presented in each booklet.
Each complete program includes: 5 sets of 5 booklets.
RANGE: Primary 3-8; Intermediate 8-12; Adolescent 12-18 years
ADMINISTRATION: Individual
LEVEL: B
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AUTISM - A SENSORIMOTOR APPROACH TO MANAGEMENT
Huebner, Ruth
~ (2000) addresses scientific, clinical and human aspects of the sensory and motor dysfunction associated with autism. Contents include: introduction, diagnostic assessment, neuropsychological study, foundations, efficacy, application and integreation.
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AUTISM -INFORMATION & RESOURCES FOR PARENTS AND FAMILES
Simpson, Richard & Paul Zionts
~ (2000) answers common questions about autism and describes the latest advances in diagnosis and treatment. This can be used as a text for an introductory class on autism, a curriculum guide for individiauls condicting workshops and training sessions on autism, or a resource for professionals and parents.
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AUTISM DIAGNOSTIC INTERVIEW-REVISED (ADI-R)
Rutter, M.; LeCouteur, A & Lord, C.
~ ~ has been used in research for many years. However, it has only recently been commerically published. ADI-R is rapidly becoming one of the instruments of choice for use after primary screening indicates the possibility of autism or the need for further evaluation. The Diagnostic interview is comprised of 93 items which focus on three functional domains: (1) Language and Communication, (2) Reciprocal Social Interactions, (3) Restricted, Repetitive and Stereotyped Behaviors/Interests. Eight substantive content areas are used to provide assessment in the above domains. (1) Overview of behaivor, (2) Background, (3) Early dev. Milestones, (4) Language acquisition/loss, (5) Current language and Communication, (6) Social dev./play, (7) Interests/behaviors, (8) Clinical behaviors.
TIME: 1.5 - 2.5 hours.
SCORING: Results are scored using a Diagnostic Algorithm or Current Behavior Algorithm -- or both.
Comprehensive Algorithm Form can be used to calculate Diagnostic & Current Behaviour Algorithms with all age groups
LEVEL: B
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AUTISM DIAGNOSTIC OBSERVATION SCHEDULE (ADOS)
Lord, Catherine et al
~ (2000) measures autism spectrum disorder which is unaffected by language. The ADOS includes activities that allow observation of social and communication behaviors related to the diagnosis of pervasive developmental disorders. There are four modules in this assessment. Module 1 is used with children who do not consistently use phrase speech. Module 2 is for those who use phrase speech but are not verbally fluent. Module 3 is used with fluent children. Module 4 is for fluent adolescents and adults. Nonverbal adolescents and adults are NOT assessed.
Kit includes: 4 booklets for each module, manual and stimulus materials.
Kit weighs appros 70 pounds.
RANGE: 2+ years
ADMINSTRATION: Individual, 35-40 minutes per module
LEVEL: C
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AUTISM SCREENING INSTRUMENT FOR EDUCATION PLANNING - 3 (ASIEP-3)
Krug, D.A., J.R. Arick and P.J. Almond
~ (2008) evaluates autistic characteristics by assessing (1) Autistic Behavior, (2) vocal behavior, (3) Interaction, (4) Education and (5) Prognosis of Learning Rate.
The 2nd edition incorporates revision to the Manual only.
Kit includes: manual, 25 of each of the forms, all manipulatives, and coding audio-CD
RANGE: 2 - 13 years
ADMINISTRATION: Individual
LEVEL: B
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Autism: Facts and Strategies for Parents
Janzen, Janice E
~ (2006) is intended for parents of children recently diagnosed with Autism or one of the Autism Spectrum Disorders including Asperger's Syndrome. Basic information on Autism is provided, including the effects of Autism on learning and behavior. This manual provides parents with guidance in learning to advocate for their child and in understanding the process of developing the child's educational program. Also included is advice on how to prevent many behavioral problems, how to deal with those that do occur, and how to begin teaching critical skills early.
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BAY AREA FUNCTIONAL PERFORMANCE EVALUATION (2ND ED) (BAFPE)
Williams, Susan and Judith S. Bloomer
~ is a two-part, behavioral assessment measuring how a client may function in task-oriented and social interactional settings. Scales are: Task Oriented Assessment and Social Interaction Scale. The Task Oriented Assessment (TOA) ~ is a two-part, behavioral assessment measuring how a client may function in task-oriented and social settings. Scales are: Task Oriented Assessment and Social Interaction Scale. The Task Oriented Assessment (TOA) presents 5 tasks which allow evaluation of 12 functional parameters. Qualitative data come from observing cognitive, emotional & neuropsychological functioning during task performance. The Social Interaction Scale (SIS) measures the level of social competency. SIS allows assessment of 7 areas of social functioning, which are observed in the course of 5 different social situations.
BAFPE has been used in both inpatient and outpatient settings to evaluate the functional performance of psychiatric, brain injured, geriatric, or developmentally disabled adults, as well as adolescents in special education settings.
The BAFPE manual includes complete directions as well as validity studies and a bibliography of research studies which support its use with different populations.
Kit includes: Manual, directions for administering TOA and SIS, administration forms, rating guides, worksheets, sea shells, design blocks, to allow 25 complete administrations.
Replacement kit includes: 25 copies of each of the 11 forms.
RANGE: functionally impaired adolescents-adults.
ADMINSTRATION: Individual
LEVEL: B
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BEHAVIORAL INTERVENTION FOR YOUNG CHILDREN WITH AUTISM
Maurice, Catherine
~ (1996) follows the Applied Behavior Analysis model providing information on how to evaluate treatment options, assess children's skills, and progress objectively and systematically.
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CASE STUDIES FOR INCLUSIVE SCHOOLS
Anderson, Peggy
~ (1997) presents 70 case studies associated with integrating exceptional learners into general education classrooms. Following each case study are activities such as: role playing, IEP development, lesson planning, conflict resolution, discussion questions, and narrative report writing.
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CHILDHOOD AUTISM RATING SCALE (CARS)
Schopler, Eric; Robert Reichler, & B Rochen
~ (1980) helps to identify children with autism and to distinguish them from developmentally handicapped children who are not autistic. The examiner uses a 7-point scale to indicate the degree to which the child's behavior deviates from that of a normal child of the same age.
Kit includes: manual & 25 forms
RANGE: 2+ years
ADMINISTRATION: Individual
TIME: untimed
LEVEL: B
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CLASSROOM INTERVENTION SCHOOL-BASED THERAPIST
Bryte, Kathy
~ (2006) is a manual which provides virtually everything you need to start an integrated therapy program in a school-based practice. Includes handy reproducible administrative forms and checklists. Also includes strategies for adapting the classroom environment. Use the many multisensory learning activities and intervention strategies to assist students with developmental delays, attention deficits, or other special needs.
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COMBINING NEURO-DEVELOPMENTAL TREATMENT & SENSORY INTEG
Blance, Erna, T Botticelli,& M Hallway
~ (2006) is a practical clinical reference for the treatment of children from birth to 12 years using both NDT and SI techniques. Assessment guidelines help determine when a combined approach is most useful. Reproducible checklists are provided for evaluating sensory and movement disorders. Case studies and chapters describe how to use the combined approach to treat children with sensory processing dysfunction, autism, cerebral palsy, fragile X syndrome, and Down syndrome. 29 therpeutic activities are described.
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DAILY EXPERIENCES AND ACTIVITIES FOR LIVING (DEAL)
Doyle, Edward P. and Joyce K. Beam
~ helps students develop real-life skills to solve everyday problems. Skills include: information sources, consumer buying, housing working, nutrition and health, and transportation.
Program includes: six workbooks, and teachers's guides
RANGE: grades 7-12
ADMINISTRATION: Individual or Group
LEVEL: A
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DAILY LIVING SKILLS PROGRAM
~ provides instruction in daily living skills for those with developmental disabilities. Skills taught are: washing hands, brushing teeth, showering, washing hair, rolling hair, shaving legs and face, sanitary napkin use, using deodorant, eyeglass care, blowing your nose and eating.
Program includes: 13 manuals, tape cassette, completion certificates, and 13 pkgs/15 skill pads
RANGE: children - adults
ADMINISTRATION: Individual
LEVEL: A
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DEVELOPMENTAL DISABILITIES: HANDBOOK FOR BEST PRACTICES
McLaughlin & Wehman, Eds.
~ (1992) includes 17 chapters on specific disabilities or services such as: mental retardation, cerebral palsy, autism, deaf-blind handicaps, community living, and gerontology.
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DEVELOPMENTAL THERAPY - DEVELOPMENTAL TEACHING - 3RD ED
Wood, Mary, et al
~ (1996) provides a highly positive and sequentially organized curriculum with a priority on assisting students in acquiring specific skills for effective interpersonal behavior, social knowledge, social problem solving, managing feelings, and behaving responsibly.
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DIFFERENTIAL ASSESSMENT OF AUTISM AND OTHER DISORDERS (DAADD)
Richard, Gail, and Lynn Calvert
~ (2003) helps differentiate among developmental disabilities in children. Disorders evaluated are: Autism, Rett's syndrome, PDD-NOS, Asperger's syndrome, Mental retardation, Processing/Language learning disabilities, and other syndromes.
RANGE: 2-8 years
ADMINISTRATION: Individual
TIME: varies
LEVEL: B
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EARLY START FOR YOUNG CHILDREN WITH AUTISM/PDD
McConnell, Kathleen & Gail Ryser
~ (2005) provides information as to how to provide young children with PDD or Autism appropriate early programming/training. Intervention strategies are provided, based on recommendations for early pre-school training published by the U.S. Office of Special Education Programs (OSEP).
The authors focus on communication skill-building and on developing social-interaction & social-skills training during play and in everyday situations.
RANGE: 2-5 years.
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EDUCATING CHILDREN & YOUTH WITH AUTISM 2nd ed.
Simpson, R.L. & B. Myles
~ (2008) is an educator-oriented guide that provides current information, guidelines, and resources on ASD.
Chapters: (1) Understanding and Responding to the Needs of Children and Youth with ASD (2) Assessment of Students with ASD (3) Instructional Strategies to Facilitate Successful Learning Outcomes for Students with ASD (4) Management of Students with ASD (5) The Communicative Context of Autism (6) Promoting Social-Communicative Competence of Children with Autism in Integrated Environments (7) A Sensory-Processing Approach to Supporting Students with Autism Spectrum Disorders (8) Inclusion of Students with ASD in General Education Settings (9) Transition Planning for Students with ASD: Building Bridges to the Future (10) Self-Determination and Learners with ASD (10)
Efficacious Interventions and Treatments for Learners with ASD
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EMERGENCE - LABELED AUTISTIC
Grandin, Temple and Margaret M. Scariano
~ is an autobiographical account of living with autism. The author is a PhD graduate and tours as a spokesperson to help others with autism.
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EXCEPTIONAL INDIVIDUALS IN SCHOOL, COMMUNITY, AND WORK
Wehman, Paul
~ (1997) is written especially for those who help students with special needs confront issues such as: community living, transition from school to work, assistive technology, postsecondary education, individual education planning, inclusion and nondiscriminatory assessment. This book includes many case studies, sample curriculum ideas, and instructional programming guidelines.
RANGE: all grade levels
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EXPLORING THE SPECTRUM OF AUTISM & PDD: INTERVENTION ST
Murray-Slitsky, Carolym & Betty Paris
~ (2006) provides a holistic view the autistic disorders and the children who experience them. It examines the interrelationship between the behaviors, mannerisms, sensory processing, motor control, speech/language, and functional skills, which are characteristic of the autistic spectrum. Intervention strategies derive from various integrated approaches, including sensory integration, neuro-developmental treatment, augmentative communication, behavioral intervention, and traditional occupational, physical, and speech therapy. The text includes treatment ideas, checklists, and flow charts, to facilitate the identification of problems and selection of treatment.
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FACTER: FUNCTIONAL ASSESSMENT & CURRICULUM (FACTER)
Arick, Joel et al
~ (2005) is an adaptive-behavior training/intervention program. The program incorporates criterion-referenced assessment of adaptive behavior as well as a method of teaching adaptive routines to students with moderate to severe developmental disabilities.
FACTER focuses on the individual's ability to perform typical everyday "routines".
The authors assert that all people engage in a broad range of routines every day. Specific important routines can be analyzed into a set of core "steps" for assessment and instructional purposes. Routines are seen as the building blocks upon which functional independence is based.
First, a knowledgeable teacher rates the student on how independently he or she would be able to perform a broad range of routines. Later the student's ability to perform a small number of routines is assessed in his/her natural environment. Second, steps are identified that require instruction to enhance student independence in terms of the overall routine.
RANGE: Mentally challenged children and youth.
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FUNCTIONAL AAC INTERVENTION: A TEAM APPROACH
Cottier, Cynthia, Molly Doyle & Kimberly Gilworth
~ helps to develop a comprehensive intervention program for nonverbal or unintelligible children who use augmentative/alternative communication (AAC). This book includes ideas and materials for improving social interaction, independence and participation.
RANGE: 4-21 years
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FUNCTIONAL CURRICULUM FOR TEACHING STUDENTS WITH DISAB
Bender, Michael, Peter Valletutti, and Carol-Ann Baglin
~ This four volume set may be used independently or in combination as a curriculum guide to provide comprehensive educational programming for persons who are disabled. Volume I addresses basic skill attainment goals including: Self-care, Motor skills, Household Management and Living Skills. Volume II explores the communication skills necessary in everyday life including: Nonverbal and Oral Communication. Volume III addresses functional academics focusing on: Functional Reading, Writing, and Mathematics. Volume IV covers: Interpersonal, Competitive Job-Finding, and Leisure-Time Skills.
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GEIST PICTURE INTEREST INVENTORY
Geist, Harold,
~ identifies vocational and avocational interests in culturally different and educationally deprived idividuals. The examinee must circle one picture in a series of three that depicts the vocational or avocational scene he or she prefers. This test requires minimal language skills.
Kit includes: manual, 10 male & 10 female booklets
RANGE: 13+ years
ADMINISTRATION: Individual or Group
LEVEL: B
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GILLIAM ASPERGER DISORDER SCALE (GADS)
Gilliam, James
~ (2001) identifies and separates children who have Asperger's Disorder from children with autism. The GADS is completed by a someone who knows the child well.
RANGE: 3-22 years
ADMINISTRATION: Individual
TIME: 5-10 minutes
LEVEL: B
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GILLIAM AUTISM RATING SCALE -2ND EDITION (GARS2)
Gilliam, James
~ (2006) identifies, diagnoses, and estimates the severity of autism using the following subscales: (1) stereotyped behaviors, (2) communication, and (3) social interaction. It consist of 42 items describing characteristic behaviors of persons with autism. The separate manual "Instructional Objectives for Children Who Have Autism", is included in the kit to facilitate instruction based on the results. Complete Kit includes Examiner's manual, 50 Summary/response Booklets and the Instructional Objectives Manual.
RANGE: 3-22 years
ADMINISTRATION: Individual
TIME: 5-10 minutes
LEVEL: B
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HIGHER FUNCTIONING ADOLESCENTS/YOUNG ADULTS WITH AUTISM
Fullerton, Ann
~ (1996) provides information and strategies for teaching and supporting higher functioning students with autism in school.
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HILL PERFORMANCE TEST OF SELECTED POSITIONAL CONCEPTS
Hill, E.
~ permits teachers and mobility specialists working with visually-impaired children to assess basic spatial concepts such as front, back, left, right, etc. The test may be used as a criterion-referenced instrument (to identify individual strengths and weaknesses in the area of positional spatial concepts) or as a norm-referenced test.
RANGE: 6-10years
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HOME PROGRAM INSTRUCTION SHEETS
Jaeger, LaVonne, Gertz, Joan
~ (2006) is a set of instruction sheets useful for giving to parents or caregivers, in order to augment therapy provided by a physical therapist. Each of the 200+ activities includes information about purpose, instructions for performing the activity, description of desired and undesired responses, and an illustration. Activities are grouped by functional goals: (1) preparation for functional sitting, (2) preparation for functional upper-extremity activities, (3) preparation for functional standing, (4) preparation for ambulation, (5) therapeutic care giving, and (6) range of motion.
215 pages, 3-ring binder wiht permission to reproduce.
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INDIVIDUAL TRANSITION PLANS-GUIDE FOR SPEC. NEEDS YOUTH
Wehman, Paul
~ (2002) presents 43 model transition plans designed for use with students with all kinds of disabilities and special needs. Topics include: developing assistive technology, creating community employment programs, and understanding new social security initiatives.
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INFORMAL ASSESSMEN FOR TRANSITION & INDEPENDENT LIVING (IATIL)
Synatschk, Katherine; Gary Clark & James Patton
~ (2008) includes over 60 practical, reproducible, and easy-to-use assessments that target the following areas: Communication, Interpersonal Skills, Self-Advocacy and Self-Determination, Daily Living Skills, Health. Community Participation, Leisure, & Transportation.
Information may be gathers using these forms from students, parents, or teachers. These assessments are NOT normed.
LEVEL: A
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INTERACTION CHECKLIST FOR AUGMENTATIVE COMMUNICATION (INCH)
Bolton, Susan Oakander and Sallie Dashiell
~ evaluates communicative effectiveness by planning remediation strategies for non-speaking clients who use either electronic or manual augmentative/alternative communication (AAC) systems. The checklist evaluates the following skills: responding to greetings from others, introducing self when appropriate, using AAC system without prompting, seeking help, and using pauses for greater clarity.
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LEARNING AND BEHAVIOR PROBLEMS IN ASPERGER SYNDROME
Prior, Margot, Ph.D.
~ (2003) focuses on understanding and managing the challenges that Asperger Syndrome presents in everyday life and in the classroom. Hurdles facing children and their parents are clearly identified, and effective assessment and intervention approaches are described.
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LET ME HEAR YOUR VOICE
Maurice, Catherine
~ is an account of one family's struggle with their two autistic children, and their full recovery from autism. Told from the mother's point of view, therapies such as behavior modification are discussed and critiqued.
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LIFE SKILLS INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS
Cronin, Mary and James Patton
~ (2006) provides teachers, curriculum researchers and others with material for creating life skills content that can be used in a variety of instructional settings and with a range of students with special needs.
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MANAGEMENT OF AUTISTIC BEHAVIOR
Simpson, Richard, and Madleyn Regan
~ (1996) includes guidelines for planning realistic intervention, carefully structured programs for curbing self-stimulation, head-banging, scratching, agression, and other problem behaviors, and classroom-tested learning activities for motor skills, self-care, socialization, language, and academic skills.
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MEALTIME PARTICIPATION GUIDE
Klein, Marsha S & Morris, Suzanne Evans
~ (2006) is a very substantial book which offers over 130 activities for traininng and guiding participants through physical mealtime experiences. The text also presents the use of imagined mealtime developmental, sensory, and interactional experiences. The feeding activities discussed may be used with an individual participant or to guide group instruction. The book illuminates the role of communication, social interaction, cultural preferences, movement, and all five senses in mealtime experience.
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MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES 2ND
McLaughlin, Phillip, and Paul Wehman
~ (1996) provides a straightforward introduction to mental retardation and developmental disabilities.
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MUSIC THERAPY FOR DEVELOPMENTAL DISABLITIES - 2nd ed.
Hillman Boxill, Edith
~ (1985) presents Music Therapy as a fun, creative, and powerful means of improving the lives of students with developmental disability. The authors chronicle the development of music therapy as a professional competence, and explain the use of music as a functional tool to: (1) promote change in the participants' manner of functioning, (2) establish contact, (3) to maintain a relationship, and (4) stimulate motivation to learn.
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OSOT PERCEPTUAL EVALUATION KIT (OSOT)
Boys, Marion et al.
~ assesses perceptual impairment using a wide-range screening measure for perseptual dysfunction in basic living skills. Master copies of the Cancellation Sheets and the Score Sheets are included in the manual.
RANGE: all ages
ADMIINISTRATION: Individual
LEVEL: B
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PARENT ARTICLES FOR EARLY INTERVENTION
Klein, Marsha Dunn
~ provides parents with therapeutic ways to interact with their special needs child. Topics include: communication, personal care, family support, cognition, development and play, emotional and motor development.
RANGE: birth to 3 years
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PDD BEHAVIOR INVENTORY (PDDBI)
Cohen, Ira L & , Vicki Sudhalter
~ (2005) is an informant-based rating scale use to assess responsiveness to intervention in children with pervasive developmental disorder (PDD).
Complete Kit: includes Manual, 25 Parent & 25 Teacher Rating Forms, 25 Parent & 25 Teacher Score Summary Sheets & 50 Profile Forms
Software Kit includes On-Screen Software Manual, Installation guide,
Unlimited Use Scoring & Reporting CD ROM
RANGE: 1.6 years-12.5 years
ADMINISTRATION: 20-30 min Standard Form, 30-45 min Extended Form
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PRACTICAL IDEAS FOR AUTISM SPECTRUM DISORDERED STUDENTS
McConnell, Kathleen, and Gail Ryser
~ (2000) contains 37 strategies used to improve student's social interaction and communication and to decrease their repetie/stereotypical patterns of behavior.
Kit includes: manual and 25 forms
RANGE: 5-17 years
ADMINISTRATION: Individual
LEVEL: A
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PRESCHOOL EDUCATION PROGRAMS FOR CHILDREN WITH AUTISM
Handleman, Jan and Sandra Harris
~ (2008) 3rd ed. provides information for creating classrooms which serve preschool children with autism or to ensure that current services meet criteria.
Topics include:
- Addressing problem behaviors, social skills and play,
- Teaching speech and language through verbal behavior framework, visual supports, sign language, and other augmentative/naturalistic methods
- Measuring outcomes of students
- Conducting transition to school age programs
- Determining a child's eligibility for admission / diagnostic materials used.
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PRESCHOOL EVALUATION SCALE (PES)
McCarney, Stephen
~ (1992) screens students with developmental delays for the purpose of implementing an intervention plan for remediation. Scales include: large muscle skills, small muscle skills, cognitive thinking, expressive language skills, social/emotional and self-help skills.
Kit includes: manual, 50 0-35 moths rating forms, 50 36-72 months rating forms
RANGE: 0-72 months
ADMINISTRATION: Individual
TIME: 20 minutes
LEVEL: B
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PRESCHOOL PROGRAMS FOR CHILDREN WITH AUTISM - 3RD ED.
Handleman, Jan & Sandra Harris
~ (2008) details current state of the art of Applied Behavior Analysis (ABA) of Autistic children in clinical and educational settings. A variety of educational settings are addressed. Partial contents include: Addressing problem behaviors, social skills, and play; Teaching speech and language through verbal behavior framework, visual supports, sign language, and other augmentative/naturalistic methods; Measuring outcomes of students; Conducting transition to school age programs; Determining a child's eligibility for admission and the diagnostic materials used.
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PRO-ED SERIES ON AUTISM SPECTRUM DISORDER
~ (2006) is a series of 4 informative booklets for use by either parents or professionals: (1) How to Develop and Implement Visual Supports, (2) How to Teach Social Skills and Plan for Peer Social Interactions, (3) How to Use Augmentative and Alternative Communication, (4) How to Write and Implement Social Scripts.
The series includes up to date information on selecting and using suitable methods for intervention. Numerous practical strategies for working with learners with autism or other pervasive developmental disorders are provided. The books are similar in format and flexible enough to adapt to specific learning situations.
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Proed series for AUTISM SPECTRUM DISORDER
Ganz, J. B. et al
~ (2006) is a 9-book series for professionals and parents. Prasctical methods for intervention are provided. The texts are brief and are written in a quickly accessible, user-friendly style by experienced professionals. Books may be purchased as a set or separately. Each book is approximately 50 pp. (paperback).
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PSYCHOEDUCATIONAL PROFILE, 3RD ED. (PEP3)
Schopler, Eric, M Lansing, RJ Reichler, LM Marcus
~ (2005) assess the academic/pre-academic skills and behaviors of children with autism and/or communicative disabilites. A method of assessment as well as a format for communicating the results of the evaluation is provided.
Complete Kit includes: Manual, Guide to Administration, Picture Book, 10 Examiner Scoring/Summary Forms,10 Response Booklets, 10 Caregiver Report Forms and an Object Kit.
AGES: 6 months-7 years developmental age
TIME: 45 to 90 min
ADMINISTRATION: Individual
LEVEL: B
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RESEARCH-BASED PRACTICES IN DEVELOPMENTAL DISABILITIES 2ND ED.
Parette, Hoiward & George Peterson-Karlan
~ (2008) CEC¹s Division on Developmental Disabilities published the first edition of Best and Promising Practices in Developmental Disabilities. This greatly expanded 2nd. ed. serves as a reference text for professionals working in the fields of cognitive disabilities/mental retardation, autism spectrum disorders, and associated developmental disabilities. 29 chapters written by experts in the field cover best practices in such arenas as assessment, curriculum development, and instructional strategies, the meaning of diability, case planning, and inclusive programs. CEC standards are emphasized. The text is also an ideal teaching tool, and includes an instructor's resource.
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SCALES OF INDEPENDENT BEHAVIOR-REVISED (SIB-R)
Bruininks, R.H., R. Woodcock, R. Weatherman & B. Hill
~ (1996) was ofiginally published as part-4 of the Woodcock-Johnson Psychoeducational battery. It was dropped from the battery with the 2nd and 3rd WJ-revisions. SIB-R can be used with non-handicapped, or mildly to severely handicapped individuals to provide qualitative assessment of behavior.
Domains assessed include: Motor Skills, Social Interaction and Communication Skills, Personal Living Skills, and Community Living Skills.
Norms are statistically linked to the WJ-R (the WJ second edition) to provide comparison of intellectual ability and functional independence.
KIT: includes Interview book, Comprehensive manual, and 15 Full Scale Response booklets, 5 Short Form Response booklets and 5 Early Development Form Response booklets.
RANGE: Infant - 80+ years
ADMIN: 45 - 60 minutes for Full Scale
15 - 20 minutes for Short Form or Early Development
The Short Form for Visually Impaired is an adapted version designed to be a screening or brief assessment of adaptive and maladaptive behaviour for individuals with visual impairments from infancy to 80+ years.
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SCERTS MODEL, THE (SCERTS)
Prizant, Barry et al
~ (2005) provides a framework for training and therapy to improve communication and social-emotional abilities in individuals with autism spectrum disorders (ASD). The program fosters developmental progress in three domains: (1) Social Communication (communicating spontaneously and establishing relationships), (2) Emotional Regulation (regulating emotional arousal to support learning and engagement), (3) Transactional Support (elements that aid an individual's progress as he or she works toward a goal).
The two-volume set presents comprehensive information on using SCERTS to conduct a criterion-referenced assessment, and to formulate interventions.
VOLUME I: Assessment 344 pp.
VOLUME II: Program Planning and Intervention 400 pp.
RANGE: Preschool and elementary ages with ASD.
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SENSEABILITIES: UNDERSTANDING SENSORY INTEGRATION
Trott, Maryann C Laurel, Marci & Windeck Susan L
~ (2006) explains sensory integration problems in basic terms suitable for parents or teachers without experience or training in special ed. This booklet introduces some of the challenages that a child with sensory-integration difficulties may encounter, examines specific types of problems related to the disorder, and offers ways to help remedy those problems. Suggested therapeutic techniques are straightforward and nurturing. Ideas are presented for adapting the home and school environment.
Kit: 5 softcover booklets, 69 reproducible looseleaf pages, storage folder
RANGE: parents of 5 - 12 year olds with SID
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SENSORIMOTOR INTEGRATION FOR DISABLED CHILDREN
Montgomery, Patricia and Eileen Richter
~ presents a program of activities to improve perceptual and sensorimotor functioning in children who are developmentally delayed or disabled.
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SENSORY MOTOR ISSUES IN AUTISM
Anderson, Johanna
~ (2006) discusses sensory processing disorders and autism. Learn how to influence responses to sensation and enhance motor abilities using techniques such as the sensory diet and sensory motor circuits. This well-organized manual contains reproducible checklists for teaching functional tasks and forms for keeping track of a child's sensory preferences at home and school. Activities geared toward classroom work, visual-perception, fine-motor and oral-motor skills are also included.
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SI: APPLYING CLINICAL REASONING TO PRACTICE...
Schaaf, Roseann & Roley, Susanne Smith
~ (2006) is fully subtitled: Applying Clinical Reasoning To Practice with Diverse Populations
This book presentd specific assessment tools and strategies, interventions, and detailed case studies. Case study material is comprehensive and shows how to utilize a sensory integrative approach with your clients. The text is comprised of 2 parts. Part I: Set the foundation for assessment and intervention using a Sensory Integration approach. Part II: Apply Sensory Integration Principles in the following areas: high-risk infants, children with visual defects, children with cerebral palsy, children with autism and autistic spectrum disorder, children with Fragile X, and children with mental retardation.
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SI: FOR EARLY INTERVENTION: A TEAM APPROACH
Inamura, Katherine Newton
~ (2006) is a sensory-integrative treatment program for use by support teams, and child development centres, serving children with mild to moderate developmental delays and disabilities. Topics include legislation, program design and management, appropriate activities and case studies.
RANGE: 1-3 years
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SOCIAL COMMUNICATION QUESTIONNAIRE (SCQ)
Rutter, Michael; Anthony Bailey & Catherine Lord
~ (2001) previously known as the Autism Screening Questionnaire, this brief 40 item parent questionnaire helps to evaluate communication skills and social functiooning in children with Autism spectrum disorders.
AGES: 4 +
ADMINISTRATION: 10 minutes, completed by parent/caregiver.
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SOCIAL RESPONSIVENESS SCALE (SRS)
Constantino, John N
~ (2006) is a 65-item rating scale which measures the severity of autism spectrum symptoms as they occur in natural social settings. Results depict the child's social impairments, social awareness, social information processing, capacity for reciprocal social communication, social anxiety/avoidance, and autistic preoccupations and traits.
Research suggests the scales are sensitive and reliable across a wide range of symptom severity. SRS is suitable as a screener, or as a measure of response to intervention. Results may also assist in differential diagnosis of Autism, Asperger's Disorder, Pervasive Developmental Disorder (PDD-NOS), and Schizoid Personality Disorder of Childhood. The profile may alert clinicians to subthreshold autistic symptoms that may be relevant in a wide variety of cases.
Two editions are avilable (1) computer scored and (2) self-scoring forms.
KIT: Includes Manual & 15 each of the Parent & Teacher autoscore test-forms.
RANGE: 4 - 18 years
ADMINISTRATION: 15 - 20 minutes, completed by Parent or teacher.
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SOCIO-SEXUAL KNOWLEDGE & ATTITUDES TEST - REVISED (SSKAT-R)
Wish, Joel et al
~ (2003) is a criterion-based assessment measuring the sexual knowledge and attitudes of developmentally delayed and general populations with emphasis on the setting of appropriate boundaries and behaviors. Topics include: Anatomy, Women's Bodies, Men's Bodies, Pregnancy, Childbirth & Childrearing, Birth Control and STD's, and Healthy Boundaries.
Kit includes: manual, easel picture book,stimulus cards, and 20 record forms
RANGE: 15-80 years
ADMINISTRATION: Individual or Group
TIME: untimed
LEVEL: B
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SOURCE FOR PDD ASSESSMENT AND INTERVENTION, THE
Asbell, Shana and Margaret Mapes Visconti
~ allows children with PDD to develop language and socialization skills. Chapters cover: common characteristics, case history, sample reports, treatment plans & therapeutic play activities.
Kit includes: book & 20 forms
RANGE: 2-9 years
ADMINISTRATION: Individual
LEVEL: B
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TEACHING ACTIVITIES FOR AUTISTIC CHILDREN VOL III
Schopler, Eric, Margaret Lansing, and Leslie Waters
~ This volume is a collection of over 250 teaching activities.
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TEACHING DEVELOPMENTALLY DISABLED CHILDREN -THE ME BOOK
Lovaas, O. Ivar
~ (1981) is an instructional program explaining how to help children function more normally at home in school and in the community. This program is designed for children aged 3 and older.
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TEACHING SOCIAL COMPETENCE TO DEVELOPMENTAL DISABLED
Jackson, Donal, Nancy Jackson, and Marcia Bennett
~ provides teaching strategies, an instructional model, and a comprehensive curriculum for teaching basic social skills. Topics include: greeting, starting a conversation and keeping it going, listening carefully, giving and accepting positive feedback, sharing, taking responsibility, expressing feelings, letting others decide for themselves and negotiating. Reproducible forms are provided.
RANGE: 14+ years
ADMINISTRATION: Individual or Group
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TEACHING SPONTANEOUS COMM TO AUTISTIC/HANDICAPPED CHILD
Watson, L., et al
~ (1989) provides methods that can be used in assessing and teaching communication skills to students with autism and other related disorders. The curriculum is designed for children who have language skills ranging from a few words to simple sentences.
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TEACHING STRATEGIES FOR PARENTS AND PROFESSIONALS VOL.2
Schopler, Eric, Margaret Lansing, and Robert Reichler
~ This volume describes the principles and teaching strategies necessary for working with autistic and developmentally disabled children. Specific suggestions for translating assessment data into an individualized education program (IEP) are given. Behavior management strategies, developmental norms, and resource materials are provided.
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TO BE ME: UNDERSTANDING WHAT IT'S LIKE...
Etlinger, Rebecca
~ (2006) is fully subtitled: Understanding What It's Like to Have Asperger's Syndrome. The text is written from the point of view of ten-year-old David, who has Asperger's Syndrome. The book uses playful illustrations and kid-friendly text to tell young readers what it's like to have Asperger's Syndrome. David explains that he's a little clumsy, he has trouble making friends, and sometimes he can't figure out how to carry on a normal conversation. But David wants to have friends, and with the help of his teacher and his parents, he gives the kids in his class some very helpful tips about what they can do to help a classmate with Asperger's Syndrome.
After learning about Asperger's Syndrome, other kids realize that David is just a little different, and David doesn't have to play alone anymore.
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TRANSITION ASSESSMENT PROFILE (TTAP)
Mesibov, Gary et al
~ (2007) TEACCH Transition Assessment Profile (TTAP)- is a newly titled and improved revision of the Adolescent and Adult Psychoeducational Profile (AAPEP), which in turn was a revision of PEP-R. This comprehensive test was developed for adolescent and older children with autism spectrum disorders, particularly those with transitional needs. TTAP is structured to satisfy those provisions in the Individuals with Disabilities Education Act (IDEA) of 1997, which requires adolescents to be evaluated and provided with a transition plan by age 14.
TTAP is useful when assisting individuals with ASD to prepare for a successful, semi-independent adult life (i.e., personal development, recreational living, adult integration into employment and residential arrangements, etc.). TTAP also helps providers identify the individual's principle transition goals, strengths and weaknesses. A "Cumulative Record of Skills" (CRS), along with two data collection forms, provides an efficient method of ongoing assessment in community-based instruction.
Six major functional skill areas are assessed 1) Vocational Skills, 2) Vocational Behavior, 3) Independent Functioning, 4) Leisure Skills, 5) Functional Communication, 6) Interpersonal Behavior. Each is assessable within 3 different contexts: (a) Direct Observation Scale - completed by a professional. (b) Home Scale - structured interview with the primary care provider; (c) School/Work Scale - structured interview with the individual's teacher or work supervisor.
LEVEL: B
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TRANSITION PLANNING - ProEd. Series
~ (2007) This set of informative texts contains current information on transition planning for adolescents with various challenges who are being prepared to transition from school to post high-school settings. The series contains texts written from 1998 - 2007. Texts vary in length from 50 - 150 pp.
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TRANSITION PLANNING INVENTORY (TPI)
Clark, Gary & James R. Patton
~ (1997) identifies the transitional needs of disabled students. Information is gathered from the student, parents, or guardians, and school personnel using the same 46 questions. The student form has an additional 15 open-ended questions. The TPI was developed using the Individuals with Disabilites Education Act (IDEA) as a guide.
Kit includes: manual, 25 profiles, 25 school forms, 25 home forms, and 25 student forms
RANGE: Students
ADMINISTRATION: Individual
LEVEL: A
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ULTIMATE STRANGER, THE AUTISTIC CHILD
Delacato, Carl
~ presents evidence that autism, properly diagnosed, is a neurological malfunction rather than a psychological one. The author presents evidence that autism relates to malfunction of one or more of the five sensory channels in the brain (seeing, hearing, tasting, smelling and feeling). Dr. Delacato theorizes that remediation is often best when it is based first on pinpointing the sense channel(s) that are flooding the system, then treating the cause.
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WORKING WITH PARENTS & FAMILIES OF EXCEPTIONAL CHILDREN
Simpson, Richard
~ (1996) is based on the notion that educators and related professionals, must be involved in helping parents and families to contend with issues most often confronted when raising and living with exceptional children.
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WORLD OF THE AUTISTIC CHILD, THE
Siegel, Bryna
~ discusses the diagnosis of autism, the available treatments, and how to decide what is best for a particular child. the author also explains the crucial importance of intensive early education, and how to find the resources and help that are available.
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