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Educating Students with Autism Spectrum Disorder : a Model for High-Quality Coaching.
This book offers a unique coaching model with a practical approach for special education teachers and related service providers who face the challenge of providing effective support to students with autism spectrum disorder (ASD). Provided in this text are vignettes that illustrate the reality of sp...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Diego :
Plural Publishing, Inc,
2015.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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 GapSummary; 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 FrameworkIntroduction; 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 PlanningIntroduction; 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 DisorderChapter 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?