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Autism spectrum disorder in children and adolescents [electronic resource] : evidence-based assessment and intervention in schools / edited by Lee A. Wilkinson.

Contributor(s): Wilkinson, Lee A. (Lee Anthony).
Series: School psychology book series: Publisher: Washington, D.C. : American Psychological Association, 2014Description: xi, 273 p. ; cm.ISBN: 9781433816154 (electronic bk.); 1433816156 (electronic bk.).Subject(s): Autistic children -- Education -- United States | School psychology -- United States | Educational counseling -- United States | Psychology, EducationalAdditional physical formats: OriginalDDC classification: 371.94 Online resources: Fulltext available via EBSCOhost - Shibboleth login required Also issued in print.Summary: "There is an extensive body of educational, medical, and psychological literature outlining comprehensive information regarding educational practices, supports, and processes that are reportedly effective for students with ASD. Likewise, statutes, case laws, regulations, and policies provide a framework for educational planning and development of individualized educational programs for students on the spectrum. Nevertheless, the extant literature can be confusing and even conflicting at times, and although there are myriad books describing the clinical diagnosis and treatment of ASD, there is a need for an up-to-date text that provides school psychologists and allied professionals with a best-practice guide to screening, assessment, and intervention in the school context. Moreover, recent national and statewide surveys of school psychologists' knowledge, training, and practice in autism assessment and intervention in their respective school systems suggest that they are in need of additional resources and training in meeting the unique needs of students identified with ASD (Aiello & Ruble, 2011; Rasmussen, 2009; Williams et al., 2005). The overarching goal in preparing this book was to assemble a set of chapters that provide comprehensive summaries of the evidence base for assessing and intervening with children and youth with ASD. It brings the areas of assessment and intervention together in a single volume consistent with recent advances in evidence-based practice. Each chapter features a consolidated and integrative description of best-practice assessment and intervention and treatment approaches for children and youth with ASD. Although no single text can provide a complete examination of the emerging research in ASD, this volume provides an up-to-date view of the status of the field that will guide practitioners in the selection, use, and interpretation of evidence-based assessment tools and intervention strategies for students with ASD. This includes best-practice procedures to help identify children on the basis of symptom criteria for the new Diagnostic and Statistical Manual of Mental Disorders (5th edition; DSM-5; American Psychiatric Association, 2013) single diagnostic category of autism spectrum disorder, which now encompasses the previous DSM-IV-TR (4th edition, text revision; American Psychiatric Association, 2000) categorical subgroups of autistic disorder (autism), Asperger's disorder, and pervasive developmental disorder not otherwise specified"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
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Item type Current location Collection Call number Status Notes Date due Barcode Item holds
E-BOOK E-BOOK Tavistock and Portman Library
electronic full-text resource
Psycbooks via EBSCOhost E-BOOK (Browse shelf) Not for loan Shibboleth login
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Includes bibliographical references and index.

"There is an extensive body of educational, medical, and psychological literature outlining comprehensive information regarding educational practices, supports, and processes that are reportedly effective for students with ASD. Likewise, statutes, case laws, regulations, and policies provide a framework for educational planning and development of individualized educational programs for students on the spectrum. Nevertheless, the extant literature can be confusing and even conflicting at times, and although there are myriad books describing the clinical diagnosis and treatment of ASD, there is a need for an up-to-date text that provides school psychologists and allied professionals with a best-practice guide to screening, assessment, and intervention in the school context. Moreover, recent national and statewide surveys of school psychologists' knowledge, training, and practice in autism assessment and intervention in their respective school systems suggest that they are in need of additional resources and training in meeting the unique needs of students identified with ASD (Aiello & Ruble, 2011; Rasmussen, 2009; Williams et al., 2005). The overarching goal in preparing this book was to assemble a set of chapters that provide comprehensive summaries of the evidence base for assessing and intervening with children and youth with ASD. It brings the areas of assessment and intervention together in a single volume consistent with recent advances in evidence-based practice. Each chapter features a consolidated and integrative description of best-practice assessment and intervention and treatment approaches for children and youth with ASD. Although no single text can provide a complete examination of the emerging research in ASD, this volume provides an up-to-date view of the status of the field that will guide practitioners in the selection, use, and interpretation of evidence-based assessment tools and intervention strategies for students with ASD. This includes best-practice procedures to help identify children on the basis of symptom criteria for the new Diagnostic and Statistical Manual of Mental Disorders (5th edition; DSM-5; American Psychiatric Association, 2013) single diagnostic category of autism spectrum disorder, which now encompasses the previous DSM-IV-TR (4th edition, text revision; American Psychiatric Association, 2000) categorical subgroups of autistic disorder (autism), Asperger's disorder, and pervasive developmental disorder not otherwise specified"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Also issued in print.

Electronic reproduction. Washington, D.C. : American Psychological Association, 2014. Available via World Wide Web. Access limited by licensing agreement. s2014 dcunns

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