MR, Autism, Handicapped, Special Ed. Materials (various)
AAC COMMUNICATION TRAINING KIT - FROM LOW TO HIGH TECH
Wise, Robbie
~ teaches AAC users and their partners how to make effective use of an alternative communication system. This system is easily used to track progress and ensure the success of nonverbal students.
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AAMR ADAPTIVE BEHAVIOR SCALES - RESIDENTIAL & COMMUNITY (ABS2-RC)
Nihira, Kazuo, Henry Leland, Nadine Lambert
~ (1993) measures adaptive behaviors by determining strengths and weaknesses in skills ranging from self-care to simple independent living skills. In cases of very poor or very good ABS-2 results, assessors may subtract or add IQ points.
Kit includes: manual, 25 booklets, and 25 profile/scoring forms
RANGE: 18-80 years
ADMINISTRATION: Individual
TIME: 15-30 minutes
LEVEL: B
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AAMR ADAPTIVE BEHAVIOR SCALES - SCHOOL (ABS2)
Lambert, Nadine, Henry Leland, Kazuo Nihira
~ (1993) assesses the functioning of children or adolescents with cognitive deficits. ABS-2 measures 2 major dimesions of adaptive functioning. Part One focuses on personal independence and evaluates coping skills. Part Two assesses social functioning and social maladaptation. The complete kit includes: manual, 25 booklets, and 25 profile forms
RANGE: 3-18 years
ADMINISTRATION: Individual
TIME: 15-30 minutes
LEVEL: B
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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 EVALUATION SCALE REVISED 2ND ED. (ABES-R2)
McCarney, Stephen & Arthaud, Tamara
~ (2006) (Aug 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 - A GUIDE FOR EDUCATORS & PARENTS
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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ASPERGER SYNDROME DIAGNOSTIC SCALE (ASDS)
Myles, Brenda, Stacy Bock, Richard 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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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 ADAPTIVE AREAS (AAA)
Bryant, Brian; Ronald Taylor and Diane Pedrotty
~ (1996) Since AAMR has developed its most recent definition of MR, professionals have struggled with the 10 adaptive areas (communication, self-care, home-living, social, community use, self-direction, health and safety, functional academics, leisure, work). This kit allows users of the AAMR ABS-2 School Edition and the AAMR:RC to redistribute test items from these instruments to obtain separate scores for each of the 10 adaptive areas.
Kit: includes 25 forms and manual in storage box
RANGE: 3-17 years
ADMINISTRATION: Individual
TIME: varies
LEVEL: A
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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.
~ ADI-R has been used in research for many years. However, it has only recently been commerically published. ADI-R is rapidly becoming one of the instrument of choice for use after primary screening indicates the possibility of autism or the need for further evaluation. 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.
Current behavior algorithm forms: CBA forms are purchased in pkgs./30 forms. You can order a pkg that provides 10 at each of the three age levels, or a single pkg of 30 for one specific age-level.
Diagnostic Algorithm forms: DA forms are purchased in pkgs./30 forms. You can order a pkg which contains 15 of each of the two age levels for these forms, or you may order a pkg/30 form for one of the age levels.
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 - 2 (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, and B Rochen
~ 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 unin
