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Curriculum-bøger til adfærdsanalytisk behandling af autisme
Curriculum-bøger er lære- og håndbøger i helhedsorienterede, autismespecifikke adfærdsanalytiske interventioner. Disse bøger indeholder dels anvisnsinger på trænings- og undervisningsteknikker og dels forslag til programmer og øvelser. Til forskel fra bøger med et mere begrænset sigte - fx. bøger om toilettræning eller om brug af aktivitetsbøger - så er curriculum-bøgerne orienteret imod en systematisk opbygning af alle de færdigheder, som mange børn med autisme mangler. Curriculum-bøgerne er som regel opbygget trinvist og er især orienteret imod den tidlige, intensive intervention. Man skal være opmærksom på, at selv om alle disse bøger er adfærdsanalytiske, så er der kun et fåtal af disse currlicula, der er blevet undersøgt forskningsmæssigt.
Curriculum-bøgerne er kategoriseret efter den universitetsklinik eller det ABA-center, der har udviklet læringsforløbene.
 Curriculum fra UCLA Young Autism ProjectCurriculum fra Autism Partnership
Curriculum fra Institute for Child Development, State University of New York, Binghamton
Curriculum fra Koegel Autism Center, University of California Santa Barbara
Curriculum fra Pyramid Educational Consultants, Delaware
Curriculum fra The Claremont Autism Center
Curriculum fra Alpine Learning Group, New Jersey
Curriculum fra Behavior Analysts, California
Curriculum for Early Start Denver Model
Norsk curriculum for psykisk udviklingshæmmede
For alle bøger er der angivet links med opslag i www.bibliotek.dk, www.worldcat.org og www.amazon.co.uk. De to førstnævnte links giver mulighed for at lokalisere bøgerne i bibliotekssystemer i og uden for Danmark; det sidste link giver mulighed for at bestille bøgerne fra www.amazon.co.uk, som i næsten alle tilfælde forhandler bøgerne. Alle bøger kan desuden bestilles direkte fra forlagets websites og de engelsksprogede kan købes hos Different Roads to Learning.
De engelsksprogede introduktioner til bøgerne er forlagenes egne tekster skrevet med salgsformål. Flere af bøgerne er blevet oversat til norsk, spansk, fransk og tysk.
Curriculum fra UCLA Young Autism Project
Lovaas, O. I. (2003). Teaching individuals with developmental delays : basic intervention techniques. Austin, Tex.: Pro-Ed.
ISBN-numre (10 - 13 cifre): 0890798893 9780890798898
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Kan også købes fra forlaget: Pro-Ed
The long awaited sequel to Teaching Developmentally Disabled Children: The Me Book has finally arrived! Following in the legacy of his earlier classic book, O. Ivar Lovaas, director of the Lovaas Institute for Early Intervention, has skillfully brought together his important ideas and those of other renowned experts to provide an essential resource in the field of autism and developmental disabilities. Based on proven practices, Teaching Individuals with Developmental Delays offers detailed descriptions of current programs and addresses the critical issues related to developmental disabilities for professionals of Special Education, Law, and Psychology.
Norsk oversættelse
Løvaas, O. I. (2003). Opplæring av mennesker med forsinket utvikling : grunnleggende prinsipper. Oslo: Gyldendal Akademisk.
ISBN-numre (10 - 13 cifre): 8205304483 9788205304482
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Kan bestilles fra norske onlineboghandlere - fx. Gyldandal Norsk Forlag eller haugenbok.no
I den norske udgave er der udeladt 6 kapitler om specifikke amerikanske forhold. Til gengæld er der et ekstra kapitel om ABA i Norge skrevet af Svein Eikeseth, Erik Jahr og Sigmund Eldevik.
Curriculum fra Autism Partnership
Leaf, R. B., & McEachin, J. (1999). A work in progress : behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books.
ISBN-numre (10 - 13 cifre): 0966526600 9780966526608
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A comprehensive guide for any parent or professional working with Autistic children, A Work In Progress is an absolute must-have. Parents of newly diagnosed children and professionals looking for a concrete curriculum will find this book to be an invaluable resource. The two-part manual presents ABA-based behavioral intervention strategies along with a detailed curriculum that contains 54 clear, step-by-step exercises. The first half of the book, entitled Behavioral Strategies For Teaching Improving Behavior of Autistic Children, gives parents practical, how-to information on setting up an ABA program and dealing with difficult behaviors. Topics covered include: teaching formats; stages of therapy; evaluation; reinforcement; working with older children; disruptive behaviors; behavior problems; self-stimulatory behaviors; sleep problems; toilet training; eating problems; as well as play and social skills. The second part of the book is a detailed curriculum titled Autism Partnership Curriculum for Discrete Trial Teaching with Autistic Children. This is a complete curriculum that provides actual lessons with step-by-step instructions as well as creative ideas on how to make learning a natural progression. The curriculum covers the following areas: block imitation; motor skills; play; receptive labels; expressive labeling; emotions; functions; categories; prepositions; same vs. different; verb tenses; sequencing; peer interaction; cause and effect; along with many others. Emphasis is placed on learning in different settings, the importance of acquiring age appropriate skills and creating a home program that emphasizes the joy of learning. In addition, there are seven appendices covering Curriculum Assessment, Daily Data Summary, Discrete Trial Data, Overview of Programs, Performance Evaluation, Program Description and Tracking Forms. These charts and lists are invaluable tools for keeping accurate data. This book is a wonderful resource for anyone who is facilitating a child’s development and is looking to help him or her achieve the highest level of independence and quality of life possible.
Leaf, R., Taubman, M., & McEachin, J. (2008). It's Time for School!: Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders. New York, NY: DRL Books.
ISBN-numre (10 - 13 cifre): 0975585932 9780975585931
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This book covers how to establish an ABA Classroom, comprehensive training, consultations, evaluations, and one-to-one as well as group instruction. It addresses the importance of the quality of service at ALL levels, from school districts and supervisors, to teachers and bus drivers, to ensure a strong structure to each child's school experience. The book explains how to determine and optimize the best school placement for children with ASD. It explores increasing the receptiveness to ABA in the classroom setting and addresses the need for ongoing training for all staffing. There is a heavy emphasis throughout on keeping accurate data and the authors provide several checklists and a how-to primer for easy implementation. Also emphasized is the importance of the functionality of a behavioral assessment. This is a book that impacts and enhances every classroom for the child diagnosed with autism and is recommended reading for parents, teachers and professionals alike.
Curriculum fra Institute for Child Development, State University of New York, Binghamton
Romanczyk, R. G., Lockshin, S., & Matey, L. (1996). Individualized goal selection curriculum. Apalachin, NY: CBTA (Clinical Behavior Therapy Associates).
ISBN-numre (10 - 13 cifre): N/A
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This curriculum provides step-by-step instructions for creating customized ABA programs that fit individual children’s needs. The IGS is a comprehensive, focused curriculum strategy in which deficit and maladaptive areas are identified for a particular child through assessment. These areas are then prioritized so that sequential intervention plans can be adopted and implemented. The child’s skills are analyzed in direct and indirect relation to the target or goal behavior which has been broken down to its essential elements so that the intervention program can be personally tailored to the child’s specific needs.
Romanczyk, R. G., Lockshin, S., & Matey, L. (1996). The IGS Library of Program Exemplars. Apalachin, NY: CBTA (Clinical Behavior Therapy Associates).
ISBN-numre (10 - 13 cifre): N/A
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The IGS Library of Program Exemplars: These exemplars provide 100 intervention programs. While the Curriculum provides information on what to do, the Exemplars tell you exactly how to implement the programs step-by-step. The programs are presented in case study form in order to contextualize and provide a sense of appropriate prioritization. Includes reproducible data forms.
Curriculum fra Koegel Autism Center, University of California Santa Barbara
Koegel, R. L., & Kern Koegel, L. (2006). Pivotal Response Treatments for Autism: Communication, Social, and Academic Development. Baltimore, MD: Brookes Publishing Company.
ISBN-numre (10 - 13 cifre): 1557668191 9781557668196
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Recognized as one of the top state-of-the-art treatments for autism in the United States, the innovative 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. The product of 20 years of research from Robert and Lynn Koegel-co-founders of the renowned Autism Research Center at the University of California, Santa Barbara-- this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to: (1) advance children's communication and language skills, even in extremely challenging cases; (2) foster social interactions and friendships with typically developing peers; (3) reduce disruptive behaviors by combining functional assessment with self-management strategies; (4) aid early identification and intervention; (5) reduce ritualistic behaviors and broaden children's interests; and (6) improve children's performance in school activities and on homework assignments. Because PRT works with each child's natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this resource, educators and therapists will better support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings.
Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1988). How to Teach Pivotal Behaviors to Children With Autism: A Training Manual. Santa Barbara, CA: University of California, Santa Barbara.
ISBN-numre (10 - 13 cifre): N/A
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Kan hentes som pdf-fil fra ERIC
This manual presents a training methodology for use in changing pivotal behaviors of children with autism or other severe handicaps. Behaviors specifically addressed for their far ranging effects involve motivation and responsivity to multiple cues. Seven instructional points are detailed with both good and poor implementation examples. The manual stresses that the question, instruction, or opportunity to respond should: (1) be clear, uninterrupted, and appropriate to the task; (2) be interspersed with maintenance tasks; (3) be chosen by the child; and (4) include multiple components. Also encouraged are reinforcers that are contingent upon the behavior, administered following any attempts to respond, and related to the desired behavior. A partial workbook format encourages the reader to identify appropriate personal applications of each training technique.
Curriculum fra Pyramid Educational Consultants, Delaware
Bondy, A. (2002). The pyramid approach to education : lesson plans for young children. Newark, Del.: Pyramid Educational Products.
ISBN-numre (10 - 13 cifre): 1928598064 9781928598060
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An excellent resource, this manual contains nearly 100 ready-to-use lesson plans that teach students skills in the following life areas: school-based, communication, self-help, domestic, recreation/leisure and community-based skills. Each lesson was developed by teachers and specialists and is perfect for aiding teachers in writing additional lesson plans by offering detailed explanations and examples.
Curriculum fra The Claremont Autism Center
Charlop-Christy, M., & Kelso, S. E. (1997). How to treat the child with autism.
ISBN-numre (10 - 13 cifre): N/A
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The book How to Treat the Child with Autism by Marjorie H.Charlop-Christy covers data-based treatments designed to teach and promote generalization and maintenance that are used at The Claremont Autism Center. There are detailed chapters on; 1) increasing motivationand compliance, 20 reducing problem behaviors, 3) teaching speech, language, and non-verbal communication skills, 4) teaching social skills including play and conversational speech, and self-help skills. The book is designed to be of benefit to all ages and levels of functioning of children with autism, and is reader friendly for both professionals and laypersons. Importantly, the book includes easy ways to collect and analyze data based treatment. The book is available in English, Spanish, and Chinese. Evaluations for parents, professionals, and college and graduate students have been extremely positive. It is affordable for most peoples' use.
Curriculum fra Alpine Learning Group, New Jersey
Taylor, B. A., & McDonough, K. A. (1996). Selecting Teaching Programs. In C. Maurice, G. Green & S. C. Luce (Eds.), Behavioral intervention for young children with autism : a manual for parents and professionals (pp. 63-180). Austin, Tex.: Pro-Ed.
ISBN-numre (10 - 13 cifre): 0890796831 9780890796832
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An important and seminal manual on ABA, this book provides a wealth of practical information for parents and professionals concerned with helping autistic children gain skills. This book is a cornerstone of any intervention program and provides tangible information for parents who are in the beginning stages of setting up their child’s program. The manual gives concrete information on how to evaluate and differentiate treatment options, guidelines on how and what to teach, how to obtain funding, incorporating Speech-Language Therapy into an ABA program and strategies for promoting language acquisition in children with autism.
Taylor, B. A. (2001). Teaching Programs to Increase Peer Interaction. In C. Maurice, G. Grenn & R. M. Foxx (Eds.), Making a Difference - Behavioral Intervention for Autism Chapter Eight, pp. 97-162). Austin, TX: Pro-Ed.
ISBN-numre (10 - 13 cifre): 0890798710 9780890798713
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Building and expanding upon the seminal book Behavioral Intervention for Young Children with Autism, the editors once more sought out practitioners, researchers and parents who can provide practical, detailed information to help parents make more informed decisions about the children and adults in their care. There are chapters on the challenges of obtaining effective treatment and stories of professionals dedicated to helping people with autism and their families. Other topics covered include: management of feeding problems; techniques for improving social skills; problem behaviors; incidental teaching procedures to promote spontaneous language; prompting and fading prompts; maximizing conversational skills; current information on the nature of autism; the political turmoil surrounding autism; and the myriad of current treatments for this disorder. With contributions from Pamela Dawson, Lora Perry, Dr. William Ahearn, Dr. Bridget Taylor, Dr. Richard Foxx and others, Making A Difference combines solid, data-based information with practical problem-solving strategies. A great tool for parents and professionals striving to maximize the achievements of individuals with autism.
Curriculum fra Behavior Analysts, California
Sundberg, M. L., & Partington, J. W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Pleasent Hill, CA: Behavior Analysts.
ISBN-numre (10 - 13 cifre): 0968098509 9780968098509
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Most children with autism or other developmental disabilities experience severe language delays or disorders. Teaching language to these children can be quite a challenge to parents and professionals. This book presents a state-of-the-art language assessment and intervention program based on B.F. Skinner's behavioral analysis of language, and the extensive body of empirical research that supports Skinner's analysis.
Curriculum for Early Start Denver Model
Rogers, S. J., & Dawson, G. (2009). Early Start Denver Model for young children with autism : promoting language, learning, and engagement. New York, NY: Guilford Press.
ISBN-numre (10 - 13 cifre): 9781606236314 1606236318
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From leading authorities, this state-of-the-art manual presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. Supported by the principles of developmental psychology and applied behavior analysis, 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. Implementing individualized treatment plans for each child requires the use of an assessment tool, the Early Start Denver Model Curriculum Checklist for Young Children with Autism.
Rogers, S. J., & Dawson, G. (2009). Early Start Denver Model Curriculum Checklist for Young Children with Autism. New York, NY: Guilford Press.
ISBN-numre (10 - 13 cifre): 1606236334 978-1606236338
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The ESDM Curriculum Checklist is used to comprehensively assess the skills of toddlers and preschoolers with autism across multiple developmental domains and to establish individualized teaching objectives. Administered every 12 weeks, it is an essential component of the intervention program described in the authoritative manual, Early Start Denver Model for Young Children with Autism. Sold in sets of 15 ready-to-use booklets.
Norsk curriculum for psykisk udviklingshæmmede
Horne, H. A., & Øyen, B. (2005). Målrettet miljøarbeid: anvendt atferdsanalyse (2. udg.). [Oslo]: G.R.D. forl.
Bind 1: Adfærdsanalytisk arbejde.
Bind 2: Oplæringsteknikker.
Bind 3: Sprogtræning, dagliglivets færdigheder, problemadfærd.
Findes ikke på danske biblioteker. Kan bestilles fra norske biblioteker eller købes ved at sende mail til Bjarne.Oyen@hiak.no
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