Category Archives: Interventions

Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement

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earlystartdenvermodelEarly Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement

(XIN Roger 2010)

The Early Start Denver Model is the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. ESDM’s intensive teaching interventions are delivered within play-based, relationship-focused routines. The manual provides structured, hands-on strategies for working with very young children in individual and group settings to promote development in such key domains as imitation; communication; social, cognitive, and motor skills; adaptive behavior; and play.

If available, item can be checked out from the resource room at no cost.

Embracing Play: Teaching Your Child with Autism

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embracingplayteachingyourchildwithautismEmbracing Play: Teaching Your Child with Autism 

(XIN Baldi 2000DVD)

This DVD is good for parents with a newly diagnosed child, because it shows how to help the child learn how to play. Interactions between people and objects can be very difficult for a child with autism, so this video uses many examples between a parent or professional and a child to show how to teach play. They use a technique called Object Focused Play (developed by the Behavioral Intervention Association), and the activities are easy to replicate at home. 47 minutes.

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Treatment of Language Disorders in Children

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language disorders in childrenTreatment of Language Disorders in Children  by Rebecca J. McCauley Marc E. Fey.

(XIN McCau 2006)

With this textbook readers will gain comprehensive knowledge they need to evaluate, compare, select, and apply effective interventions for language disorders in children. Seventeen expert contributors take a balanced look at 15 contemporary interventions, examining how they should be applied, what evidence demonstrates that they really work, and what we should do to support and refine the approaches. Pp 584

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The Source for Treatment Methodologies in Autism

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source for treatmentThe Source for Treatment Methodologies in Autism  by Gail J. Richard.

(XIN Richa 2000)

Learn factual information on the 12 leading treatment options for students within the autism spectrum of disorders. There are numerous techniques being explored to facilitate improved prognosis for individuals with disabilities.  This resource will help you and the parents of your students to read between the lines and make careful judgments in regard to treatment methodologies.  Pp.155.

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The TEACCH Approach to Autism Spectrum Disorders

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teach approachThe TEACCH Approach to Autism Spectrum Disorders by Gary Mesibow, Victoria Shea, and Eric Schopler.

(XIN Mesib 2005)

The TEACCH program focuses on persons with autism and the development of instruction and supports based on each individuals skills, interests, and needs. It draws from the research literature in psychology and neuropsychology to create activities and environments that are organized to emphasize meaningfulness, an approach that has proved crucial to an autistic individual’s ability to learn, comprehend, and apply learning across situations. Pp. 211.

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The Ziggurat Model: A framework for Designing Comprehensive Interventions for Individuals with High Functioning Autism and Aspergers Syndrome

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zigguratThe Ziggurat Model: A framework for Designing Comprehensive Interventions for individuals with High Functioning Autism and Aspergers Syndrome  by Ruth Aspy and Barry Grossman.

(XIN Aspy 2007)

This book presents a process and framework for designing comprehensive interventions for individuals of all ages with autism spectrum disorders. The Ziggurat Model was designed to simplify a complex process. Parents and professionals will find the framework of the Ziggurat Model to be a guide in developing more thorough and effective interventions. The book includes assessment tools, case scenarios, and many interventions that were developed with their needs in mind. Pp. 331.

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Engaging Autism: Helping Children Relate, Communicate and Think with the DIR Floortime Approach

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engaging autismEngaging Autism: Helping Children Relate, Communicate and Think with the DIR Floortime Approach  by Stanley I. Greenspan.

(XIN Greens 2006)

The DIR/Floortime intervention program is presented in a clear format for anyone involved in the care of children with ASD.  Building on the latest neurological research, Dr. Greenspan shows that children of all ages can progress in relating, communicating, and thinking. Pp. 438.

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Initiations and Interactions: Early Intervention Techniques for Children with Autism Spectrum Disorders

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Initiations and InteractionsInitiations and Interactions: Early Intervention Techniques for Children with Autism Spectrum Disorders by Teresa A. Cardon.

(XFM Cardo 2007)

This resource briefly evaluates over 40 commonly used interventions and treatments for individuals with ASD. The book is organized into the following five intervention categories-Interpersonal Relationships, Skill-Based Treatment Programs, Cognitive Methods, Physiological/ Biological/Neurological Approaches, and Other Treatments and Interventions. Pp. 81.

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Seeing Through New Eyes: Changing the Lives of Children with Autism, Asperger Syndrome and other Developmental Disabilities through Vision Therapy

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seeing through new eyesSeeing Through New Eyes: Changing the Lives of Children with Autism, Asperger Syndrome and other Developmental Disabilities through Vision Therapy  by Melvin Kaplan and Stephen M. Edelson.

(XIN Kapla 2006)

This book provides an introduction to the treatment of visual dysfunction, a significant but neglected problem associated with autism spectrum disorders (ASDs) and other developmental disabilities. Dr. Kaplan believes that common ASD symptoms such as hand-flapping, poor eye contact and tantrums are typical responses to the confusion caused by vision disorder. The book gives guidance on how to: identify the visual deficits of nonverbal children, select prism lenses that will alter the visual field, and create individually tailored programs of therapy in order to retrain the system. Pp. 208

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The Golden Bridge: A Guide to Assistance Dogs for Children Challenged By Autism or Other Developmental Disabilities (New Discoveries in the Human-Animal…New Discoveries in the Human-Animal Bond

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golden bridgeThe Golden Bridge: A Guide to Assistance Dogs for Children Challenged By Autism or Other Developmental Disabilities (New Discoveries in the Human-Animal … (New Discoveries in the Human-Animal Bond) by Patty Dobbs Gross.

(XIN Dobbs 2006)

This book tells how specially bred and trained dogs help to facilitate communication for children with autism and other developmental disabilities. It provides advice about living with autism, animal-assisted therapy, training an assistance dog, and using an assistance dog to deal with a child’s grief.  Pp. 180.

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Pivotal Response Treatments for Autism: Communication, Social, & Academic Development

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Pivotal Response TreatmentsPivotal Response Treatments for Autism: Communication, Social, & Academic Development by Robert L. Koegel and Lynn Kern Koegel.

(XIN Koege 2006)

Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. This book explains the intervention and details strategies developed by the program to enhance communication, social and academic behavior in children from preschool to elementary school. Pp. 296.

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The ABA Program Companion: Organizing Quality Programs for Children With Autism and PDD

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aba program companionThe ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD  by J. Tyler Fovel.

(XIN Fovel 2002)

This book, with accompanying CD, is designed to help the reader integrate theories and concepts from ABA into practical and comprehensive educational programming. Topics covered include basic ABA concepts; teaching formats; the principles, merits and clinical applications of discrete trials; incidental teaching; teaching language and much more. The included CD-Rom, titled The Consultant’s Companion, allows you to select, organize and manage curriculum goals for individual students. Reproducible data forms can be used to organize and expedite program development. Pp. 208.

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Exploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety

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attwood anxiety 2Exploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety  by Tony Attwood.

(XIN Attwo 2004anxiety)

Anxiety can be debilitating for anyone, but it can be especially confusing for a child. Learning about emotions helps children recognize connections between thinking and feeling, and helps them identify the physiological effects of anxiety on the body (sweating, increased heart rate, crying, etc.). This book provides a guide for caregivers and then the workbook section allows children to identify situations that make them anxious and learn how to perceive the situation differently.

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Exploring Feelings: Cognitive Behaviour Therapy to Manage Anger

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exploring feelings 2Exploring Feelings: Cognitive Behaviour Therapy to Manage Anger by Tony Attwood.

(XIN Attwo 2004anger)

Many children, especially those with developmental delays, have trouble understanding or expressing their feelings. The result can be difficulty with anger management. Listing possible responses to situations – and the likely outcome of each one – allows the child to make informed decisions about which responses to choose (walking away vs. hitting). This book provides a guide for caregivers and then the workbook portion asks children to identify situations that trigger their anger and find appropriate ways to respond. Pp. 79.

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Exploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety

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anxiety dvdExploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety  by Tony Attwood.

(XIN Attwo 2004anxiety)(DVD)

Asperger’s (AS) is a neurobiological condition that affects sensory integration, processing and communication. People on the autism spectrum lack intuitive knowledge of “being able to adopt viewpoints from another’s shoes,” so this skill needs to be learned cognitively. In his book, Dr. Attwood provides teaching tools to help children decode facial expressions and identify and discuss feelings. 180 minutes.

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Floortime DVD Training Series. Set 1 The Basics: Relating and Communicating

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floortimeFloortime DVD Training Series. Set 1 The Basics: Relating and Communicating  by Stanley I. Greenspan, MD and Serena Wieder, PhD.

(XIN Greens 2005)
This DVD and guide serve as an introduction to Floortime, an approach designed to improve the communication, relating and thinking skills in young children with autism. One section explains the theory, another shows the authors coaching a parent as he or she implements Floortime with their child. Three different children are shown interacting with a parent, and then the authors discuss the individual program designed for each child. 425 minutes.

If available, item can be checked out from the resource room at no cost.