Children with autism have different degrees of impairment and, despite early intervention efforts, a majority of them may require lifelong support. This intermediate-level course aims to help behavioral health professionals and social workers assist those with autism and their families move beyond the stage of early intervention and comprehensively address the challenging needs of school-age children and adolescents with autism as they prepare for adulthood. The course discusses behavioral, emotional, and medical issues common to the individual with autism, as well as important topics like diagnosis, sexuality, communication and language issues, sensory-motor interests and responses, and social skills. Participants will benefit from an understanding of legal rights for individuals with special needs and will gain practical advice on how they can help parents and guardians access services and resources. The course highlights the importance of helping families find ways to enjoy vacations and leisure experiences with a child with autism and his or her typically developing siblings. Last, the course describes the broader system of community services, covering such topics as educational transitions, treatment issues, use of school consultants, and forensic issues specific to the autism population. Case examples demonstrate how to teach autism-specific behavioral intervention strategies to school personnel.
Attwood, T., Henault, I., & Dubin, N. (2014). The autism spectrum, sexuality and the law: What every parent and professional needs to know.
Philadelphia, PA: Jessica Kingsley.
Coyne, P., & Fullerton, A. (2014). Supporting individuals with autism spectrum disorder in recreation (2nd ed.). Urbana, IL: Sagamore.
Granpeesheh, D., Tarbox, J., Najdowski, A., & Kornack, J. (2014). Evidence-based treatment for children with autism: The CARD model. Waltham, MA: Academic Press.
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., . . . Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79. Abstract retrieved from http://pediatrics.aappublications.org/content/134/1/e72.short
Keehn, R. H. M., Lincoln, A. J., Brown, M. Z., & Chavira, D. A. (2013). The Coping Cat program for children with anxiety and autism spectrum disorder: A pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 43(1), 57–67. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3537891/
Klinger, L. G., Ence, W., & Meyer, A. (2013). Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder. Dialogues in Clinical Neuroscience, 15(2), 225–233. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3811093/
O’Haire, M. E., McKenzie, S. J., McCune, S., & Slaughter, V. (2014). Effects of classroom animal-assisted activities on social functioning in children with autism spectrum disorder. The Journal of Alternative and Complementary Medicine, 20(3), 162–168. doi:10.1089/acm.2013.0165
Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1218–1227. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3810158/
Taheri, A., Perry, A., & Factor, D. C. (2014). A further examination of the DSM-5 autism spectrum disorder criteria in practice. Journal of Developmental Disabilities, 20(1), 116–121. Retrieved from http://www.oadd.org/docs/41017_JoDD_20-1_v11f_116-121_Taheri_et_al.pdf
Weiss, J. A., Cappadocia, M. C., MacMullin, J. A., Viecili, M., & Lunsky, Y. (2012). The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment. Autism, 16(3), 261–274. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22297202