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Developing and Evaluating Educational Programs for Students with Autism  
Developing and Evaluating Educational Programs for Students with Autism
von: Caroline I. Magyar
Springer-Verlag, 2010
ISBN: 9781441963031
313 Seiten, Download: 2355 KB
 
Format:  PDF
geeignet für: Apple iPad, Android Tablet PC's Online-Lesen PC, MAC, Laptop

Typ: B (paralleler Zugriff)

 

 
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Inhaltsverzeichnis

  Part I: Overview of Autism Spectrum Disorders, Intervention Research, and Considerations in Developing an ASD Program 28  
  Chapter 1: Autism Spectrum Disorders in Children and Youth 29  
     Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism Spectrum 29  
     Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism? 30  
     Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASD 31  
     Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASDCore Fea. 32  
        Social InteractionSocial Interaction 32  
        CommunicationCommunication 34  
        Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes. 35  
     Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes. 36  
        Cognitive and Neurocognitive ImpairmentsCognitive and Neurocognitive Impairments 36  
        Mental Health, Behavior Disorders, and Adaptive SkillsMental Health, Behavior Disorders, and Adaptive Skills 38  
        Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding Difficulties 39  
     Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding DifficultiesImplications for Developing ASD Programs 40  
     References 41  
  Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel 44  
     Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel. 44  
     Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel. 45  
        Comprehensive Treatment ProgramsComprehensive Treatment Programs 46  
        Specific Intervention MethodsSpecific Intervention Methods 48  
     Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD Intervention 56  
     Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide. 57  
     Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide. 59  
     Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide. 61  
        Description of the ProtocolDescription of the Protocol 61  
        Objective 1: ASD Program Model: Appropriate Educational and Behavioral Support for Students with ASDObjective 1: ASD Program M. 62  
        Objective 2: Improve Student AchievementObjective 2: Improve Student Achievement 62  
     Objective 2: Improve Student AchievementObjective 2: Improve Student AchievementASD Program Model: Components Described 63  
        ASD Program Evaluation ProtocolASD Program Evaluation Protocol 63  
        ASD Classroom Development SystemASD Classroom Development System 63  
        ASD Staff Training ModelASD Staff Training Model 63  
        ASD Student Support Team: Collaborative Planning and Problem SolvingASD Student Support Team: Collaborative Planning and Probl. 64  
        ASD Family-School Collaborative ModelASD Family-School Collaborative Model 64  
     ASD Family-School Collaborative ModelASD Family-School Collaborative ModelConsiderations in Applying the ASD Program Developme. 64  
     References 65  
  Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation Protocol 68  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 68  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 69  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 71  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 71  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 72  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 73  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 73  
     Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva. 74  
        ObservationObservation 74  
        InterviewsInterviews 74  
     InterviewsInterviewsQuantitative Methods 74  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program Components 75  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection Plan 75  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis Plan 77  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep. 77  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep. 78  
     InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep. 79  
     References 79  
  Part II: The ASD Program Development and Evaluation Protocol 80  
  Chapter 4: Conducting the Needs Assessment 81  
     Chapter 4: Conducting the Needs AssessmentASD Program Evaluation Protocol: The Needs Assessment 81  
        Methods DescribedMethods Described 82  
        Measures DescribedMeasures Described 83  
        District/Special Education Program InfrastructureDistrict/Special Education Program Infrastructure 83  
        Program QualityProgram Quality 87  
        Classroom Instructional QualityClassroom Instructional Quality 87  
        Personnel PerformancePersonnel Performance 89  
        Social Validity and SatisfactionSocial Validity and Satisfaction 90  
        InterviewsInterviews 91  
        Student CharacteristicsStudent Characteristics 92  
     Student CharacteristicsStudent CharacteristicsConducting the Needs Assessment 92  
        Pre-assessment PhasePre-assessment Phase 92  
           Identify the Evaluation TeamIdentify the Evaluation Team 92  
           Identifying Sources of DataIdentifying Sources of Data 93  
        Assessment PhaseAssessment Phase 94  
           Collecting the DataCollecting the Data 94  
        Data Analysis PhaseData Analysis Phase 97  
           Levels of AnalysisLevels of Analysis 97  
              Individual Measure Level: Benchmark CriteriaIndividual Measure Level: Benchmark Criteria 99  
              Comparative AnalysisComparative Analysis 101  
              Student Learner CharacteristicsStudent Learner Characteristics 101  
        Report and Disseminate FindingsReport and Disseminate Findings 102  
        Post Assessment Phase: Action PlanningPost Assessment Phase: Action Planning 102  
     Appendix4.1 104  
        ASD Program Survey Tool 104  
     Appendix4.2 109  
        APQI Algorithm 109  
        APQI Algorithm 110  
     Appendix4.3 111  
        APQI Algorithm 111  
        Academic Engagement Recording Form 112  
     Appendix4.4 112  
        Personnel Performance Scale-3rd Revision 112  
        Personnel Performance Scale Rating Form 113  
        Personnel Performance Observation Recording Sheet 115  
     Appendix4.5 115  
        Personnel Satisfaction Questionnaire 115  
     Appendix4.6 116  
        Parent/Caregiver Satisfaction Questionnaire 116  
     Appendix4.7 117  
        Stakeholder Interview 117  
     Appendix4.8 118  
        Student Needs Assessment Worksheet 118  
        Coding Key 119  
     Appendix4.9 119  
        Worksheet to Determine Educational Behavioural Support Needs 119  
     Appendix4.10 120  
        Needs Assessment Planning Checklist 120  
     References 121  
  Chapter 5: ASD Program Development Action Planning 122  
     Action Planning for the ASD Program 122  
        Step 1: Establish an ASD Program Team 123  
           Collaborative Planning and Problem Solving 125  
        Step 2: Develop a Vision Statement 126  
        Step 3: Setting Goals and Identifying Activities 127  
           Setting Goals 127  
           Identifying Activities 128  
              Administrative 128  
              Programmatic 129  
              Personnel Preparation 130  
     Implementing the Action Plan 131  
     Evaluating the ASD Program Development Initiative 132  
     Developing the ASD Program 132  
     References 133  
  Chapter 6: ASD Staff Training Model 134  
     Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training Model 134  
     Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training ModelTraining Curriculum 136  
        ContentContent 136  
        Training Format and MethodsTraining Format and Methods 139  
        Foundations TrainingFoundations Training 139  
        In-ServicesIn-Services 139  
        Train-the-TrainerTrain-the-Trainer 140  
        Technical ManualTechnical Manual 142  
        Evaluation of Personnel PerformanceEvaluation of Personnel Performance 142  
     Evaluation of Personnel PerformanceEvaluation of Personnel PerformanceDeveloping an ASD Staff Training Model 143  
        Considerations in Establishing a Supportive InfrastructureConsiderations in Establishing a Supportive Infrastructure 143  
        Fiscal ResourcesFiscal Resources 144  
        Personnel ResourcesPersonnel Resources 145  
        Policy and Procedures for Staff TrainingPolicy and Procedures for Staff Training 145  
        Considerations in Developing a Staff Training CurriculumConsiderations in Developing a Staff Training Curriculum 146  
        Identifying ContentIdentifying Content 146  
        Selecting Format and MethodsSelecting Format and Methods 147  
        Selecting Performance EvaluationSelecting Performance Evaluation 148  
     Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training Model 148  
     Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training ModelSamp. 149  
     Appendix6.1 Sample In-Service 150  
     Teaching Students with Autism Using Direct Instruction 150  
     In-Service Learning Objectives 150  
     Why Use Direct Instruction? 150  
     What Is Direct Instruction? 150  
     Organizing Instructional Time 150  
     Designing Instruction 151  
     Designing Instruction: Direct Instruction 151  
     Choosing Instructional Formats 151  
     Choosing Instructional Formats 151  
     Review 152  
     Group Activity 152  
     References 152  
  Chapter 7: ASD Classroom Development System: Designing an ASD Classroom 153  
     Chapter 7: ASD Classroom Development System: Designing an ASD ClassroomElements of the Learning ContextElements of the Learnin. 154  
        Environmental Supports: Structuring the Learning ContextEnvironmental Supports: Structuring the Learning Context 154  
           Physical Space: Designing a Floor PlanPhysical Space: Designing a Floor Plan 154  
           SchedulesSchedules 155  
           Visual SupportsVisual Supports 156  
           Positive Behavior SupportsPositive Behavior Supports 157  
        Curriculum and Instruction ElementCurriculum and Instruction Element 161  
           Functional AcademicsFunctional Academics 163  
           Functional CommunicationFunctional Communication 164  
           Social CommunicationSocial Communication 165  
        Procedural Element: Personnel PracticesProcedural Element: Personnel Practices 166  
           Interdisciplinary Collaborative TeamInterdisciplinary Collaborative Team 166  
           Team Meetings: Collaborative Planning and Problem SolvingTeam Meetings: Collaborative Planning and Problem Solving 168  
           Personnel Preparation: Staff TrainingPersonnel Preparation: Staff Training 168  
     Personnel Preparation: Staff TrainingPersonnel Preparation: Staff TrainingDeveloping the ASD Classroom 169  
        Classroom Development ProcedureClassroom Development Procedure 169  
           Classroom Assessment and Development Action PlanClassroom Assessment and Development Action Plan 169  
           Classroom Development: Stage ModelClassroom Development: Stage Model 170  
     Classroom Development: Stage ModelClassroom Development: Stage ModelConsiderations in Developing an ASD Classroom 173  
     Appendix 7.1 ASD Classroom Design Checklist 175  
     Appendix 7.2 Classroom Development Action Planning Tool 176  
     References 177  
  Chapter 8: Student Evaluation 180  
     Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom Model 180  
     Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation Protocol 181  
     Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation ProtocolAsse. 182  
        Norm-Referenced AssessmentNorm-Referenced Assessment 182  
        Criterion-Referenced TestingCriterion-Referenced Testing 182  
        Curriculum-Based AssessmentCurriculum-Based Assessment 184  
        Functional Behavior AssessmentFunctional Behavior Assessment 185  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterview 186  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservation 186  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 187  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 187  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 188  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 188  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 189  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 190  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 192  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 192  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 193  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 194  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 195  
     Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla. 196  
     References 198  
  Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem Solving 202  
     Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem SolvingASD Student Support Team Structure Described 202  
        ASD Classroom TeamASD Classroom Team 203  
        ASD Inclusion TeamASD Inclusion Team 203  
        ASD School TeamASD School Team 204  
     ASD School TeamASD School TeamRoles and Responsibilities of Team Members 204  
        AdministratorAdministrator 204  
        Special Education TeacherSpecial Education Teacher 206  
        Speech-Language PathologistSpeech-Language Pathologist 206  
        Other Related Service PersonnelOther Related Service Personnel 207  
        General Education Classroom TeacherGeneral Education Classroom Teacher 207  
        ParaprofessionalParaprofessional 207  
        ParentParent 208  
        ASD ConsultantASD Consultant 208  
     ASD ConsultantASD ConsultantTeam Meetings 208  
        Team MeetingTeam Meeting 208  
        Teacher MeetingTeacher Meeting 209  
        Parent-Team MeetingParent-Team Meeting 209  
        Administrator MeetingAdministrator Meeting 210  
        Consultant MeetingConsultant Meeting 210  
     Consultant MeetingConsultant MeetingFormat of Team Meetings 211  
     Consultant MeetingConsultant MeetingFormat of Team MeetingsCollaborative Team Process 211  
        Collaborative PlanningCollaborative Planning 212  
        Collaborative Problem SolvingCollaborative Problem Solving 213  
        Communication ProcedureCommunication Procedure 214  
        Consultation and TrainingConsultation and Training 215  
     Consultation and TrainingConsultation and TrainingConsiderations in Establishing an ASD Interdisciplinary Student Support Team 215  
     References 216  
  Chapter 10: The ASD Family-School Collaborative Model 218  
     Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative Model 218  
     Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative ModelComponents of the. 219  
        Parent Education In-ServicesParent Education In-Services 219  
           General Parent Education In-ServicesGeneral Parent Education In-Services 220  
           Specific Parent Education In-ServicesSpecific Parent Education In-Services 220  
        Parent-Team MeetingsParent-Team Meetings 222  
        Home-School CommunicationHome-School Communication 223  
        Home ConsultationHome Consultation 223  
        Community Information and ReferralCommunity Information and Referral 224  
     Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative Model 224  
     Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon. 225  
     Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon. 226  
        School Level SupportSchool Level Support 226  
        Targeted LevelTargeted Level 227  
        Individual LevelIndividual Level 227  
     Individual LevelIndividual LevelConsiderations in Maintaining an Effective Family-School Collaboration 228  
     References 228  
  Chapter 11: The ASD Program Evaluation Protocol for Continuous Program Improvement 230  
     Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program Evaluation 230  
     Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD . 231  
     Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD . 231  
        Assessment of ASD Program Quality: School and Classroom LevelAssessment of ASD Program Quality: School and Classroom Level 235  
        Assessment of Personnel PerformanceAssessment of Personnel Performance 236  
        Assessment of the Interdisciplinary Collaborative TeamAssessment of the Interdisciplinary Collaborative Team 236  
        Assessment of Student Instructional Needs, Progress Monitoring and OutcomeAssessment of Student Instructional Needs, Progress . 237  
        Assessment of Social ValidityAssessment of Social Validity 238  
        Assessment of ASD Program Model ImplementationAssessment of ASD Program Model Implementation 238  
     Assessment of ASD Program Model ImplementationAssessment of ASD Program Model ImplementationData Collection and Decision Making 239  
        Data CollectionData Collection 239  
        Data Analysis and Decision MakingData Analysis and Decision Making 240  
        ASD Program LevelASD Program Level 241  
           Program QualityProgram Quality 241  
     Program QualityProgram QualityInstructional Context and Personnel Practices 242  
        Social ValiditySocial Validity 242  
        Student PerformanceStudent Performance 243  
        ASD Classroom/Inclusion Model LevelASD Classroom/Inclusion Model Level 244  
        Social Validity and AcceptabilitySocial Validity and Acceptability 245  
        StudentStudent 245  
        Individual Personnel LevelIndividual Personnel Level 246  
     Individual Personnel LevelIndividual Personnel LevelApplying Data to Inform Program Activities 246  
     Appendix11.1 248  
     Problem Solving Checklist 248  
        Scoring Key 249  
           Domain/Performance Indicators 249  
              1. Problem Identification 0 1 2 249  
              2. Intervention Development 0 1 2 249  
              3. Intervention Implementation and Evaluation 0 1 2 249  
           Total Problem Solving Score 250  
     Appendix11.2 250  
     Service Model Integrity Rating System 250  
        Rating System 250  
        Descriptor Score Log Score Equivalent 250  
        Score Interpretation 251  
           ASD Program Components and Ratings 251  
     References 252  
  Part III: Applications of the ASD Program Development and Evaluation Protocol: A Selection of Case Examples 253  
  Chapter 12: Case Example: Inclusion Program Development 254  
     Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion Model 254  
     Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion ModelCase Description 255  
        The School DistrictThe School District 255  
        Technical AssistanceTechnical Assistance 255  
        The ASD Inclusion TeamThe ASD Inclusion Team 255  
        The StudentsThe Students 256  
     The StudentsThe StudentsOutcomes of Needs Assessment and ASD Program Development Action Plan 256  
        Action Planning and Program DevelopmentAction Planning and Program Development 257  
     Action Planning and Program DevelopmentAction Planning and Program DevelopmentProgram Evaluation Data 259  
        Program Level DataProgram Level Data 260  
        Personnel Performance DataPersonnel Performance Data 260  
        Student Outcome DataStudent Outcome Data 261  
        Satisfaction and Acceptability DataSatisfaction and Acceptability Data 262  
     Satisfaction and Acceptability DataSatisfaction and Acceptability DataSummary and Discussion 263  
     References 264  
  Chapter 13: Case Example: Redesigning a Specialized School 265  
     Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School Redesign 265  
     Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School RedesignCase Description: The School. 266  
        The School ProgramThe School Program 266  
     The School ProgramThe School ProgramNeeds Assessment 266  
        Program Level FindingsProgram Level Findings 267  
        Personnel PerformancePersonnel Performance 268  
        Student CharacteristicsStudent Characteristics 268  
        Parent-School CommunicationParent-School Communication 269  
        Instructional ContextInstructional Context 269  
     Instructional ContextInstructional ContextASD Program Development Action Plan 270  
     Instructional ContextInstructional ContextASD Program Development Action PlanYear 1 Objectives and Activities: Establishing an. 273  
        Defining the ASD Program Model: Establishing School ReadinessDefining the ASD Program Model: Establishing School Readiness 273  
        Building Programmatic InfrastructureBuilding Programmatic Infrastructure 274  
           Defining a Continuum of ClassroomsDefining a Continuum of Classrooms 274  
           Establishing an ASD Model Classroom at Tier 1: ElementaryEstablishing an ASD Model Classroom at Tier 1: Elementary 275  
           Revising Student Admission ProceduresRevising Student Admission Procedures 276  
           Redesigning the Clinical DepartmentRedesigning the Clinical Department 276  
           Identifying the Staff Training ModelIdentifying the Staff Training Model 277  
        Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2 277  
     Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2Year 2 Program Development Activities 278  
        Expanding the Classroom ContinuumExpanding the Classroom Continuum 279  
        Developing the Student Curriculum and Performance Data SystemDeveloping the Student Curriculum and Performance Data System 279  
        Developing the ASD Staff Training ModelDeveloping the ASD Staff Training Model 280  
        Developing a Program Evaluation ProtocolDeveloping a Program Evaluation Protocol 281  
        Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3 281  
     Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3Year 3 Program Development Activities 281  
        Developing Student Curriculums and Performance Data SystemDeveloping Student Curriculums and Performance Data System 282  
        Developing the Staff Training ModelDeveloping the Staff Training Model 282  
        Expanding the Classroom ContinuumExpanding the Classroom Continuum 283  
     Expanding the Classroom ContinuumExpanding the Classroom ContinuumProgram Evaluation: Summative Data Review and Planning for S. 283  
        Program Level OutcomesProgram Level Outcomes 283  
        Personnel PerformancePersonnel Performance 284  
        Satisfaction and AcceptabilitySatisfaction and Acceptability 286  
        Student OutcomesStudent Outcomes 286  
        Cost-BenefitCost-Benefit 287  
     Cost-BenefitCost-BenefitDiscussion 288  
  Chapter 14: Building Regional Capacity: Select Case Examples 290  
     Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community Need 290  
     Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community NeedEstablishing Community Infrastructure 291  
        Community Education InfrastructureCommunity Education Infrastructure 293  
        Technical Assistance InfrastructureTechnical Assistance Infrastructure 293  
     Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of . 294  
     Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of . 295  
        Case Example 1: Developing a Continuum of Self-Contained ClassroomsCase Example 1: Developing a Continuum of Self-Contained Cl. 295  
        Case Example 2: Developing an ASD Inclusion ContinuumCase Example 2: Developing an ASD Inclusion Continuum 297  
        Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion Program 301  
     Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion ProgramDiscussion 304  
     References 306  
  Index 307  


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