By Amanda Webster, Joy Cumming, Susannah Rowland
This publication offers a global research-based framework that has empowered mom and dad of kids with autism spectrum sickness (ASD) to turn into severe selection makers to actively advisor their child’s studying and self-advocacy. mom and dad can use this framework to spot their child’s imaginative and prescient and goals, and to paintings with educators and repair prone to set up particular studying targets and to enforce potent interventions and courses that allow their baby to accomplish these objectives and understand their imaginative and prescient for the future.
The booklet starts through reviewing to be had study on evidence-based perform for kids with ASD and outlining the Cycle of studying decision-making framework for fogeys and pros. through the rest of the publication, case reports are awarded to demonstrate the ways that various mom and dad have effectively utilised this framework to advance potent plans for his or her baby and to suggest for studying and education schemes for either their baby and different young children with ASD at school and group settings. furthermore, it highlights concrete examples of ways mom and dad have used the framework to empower their little ones with ASD to advance their self-awareness and self-determination, and in order to self-advocate as they go through early life and into grownup life.
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Additional resources for Empowering Parents of Children with Autism Spectrum Disorder: Critical Decision-making for Quality Outcomes
Lilley, R. (2012). It’s an absolute nightmare: Maternal experiences of enrolling children diagnosed with autism in primary school in Sydney, Australia. Disability and Society, 28, 514–526. 717882. Lilley, R. (2015). Trading places: Autism inclusion disorder and school change. International Journal of Inclusive Education, 19, 379–318. 935813. Mackintosh, V. , Goin-Kochel, R. , & Myers, B. J. (2012). ” A qualitative study of parents of children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27, 51.
Williams, D. L. (2008). Brain–behavior connections in autism. In K. D. Buron & P. ), Learners on the autism spectrum: Preparing highly qualified educators (pp. 44–65). Shawnee Mission, KS: AAPC. , & Paris, B. A. (2000). Exploring the spectrum of autism and pervasive developmental disorders. San Antonio, TX: Therapy Skill Builders. 24 2 Defining the Problem Myers, B. , Mackintosh, V. , & Goin-Kochel, R. P. (2009). “My greatest joy and my greatest heart ache”: Parents’ own words on how having a child in the autism spectrum has affected their lives and their families’ lives.
As more research is conducted, some interventions and practices are classified as established practices, while others fail to demonstrate consistent outcomes and are determined to be practices that are unestablished or have limited supporting information. For example, Simpson classified Social Stories as a promising practice in 2005, but the 2015 review by the National Autism Center has moved Social Stories into the category of established practice. According to the National Autism Center’s recent review of research examples, emerging/promising practices include the Picture Exchange Communication System (PECS), Structured Teaching, Exercise, and Technologybased Intervention.
Empowering Parents of Children with Autism Spectrum Disorder: Critical Decision-making for Quality Outcomes by Amanda Webster, Joy Cumming, Susannah Rowland