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Medical and Educational Needs for Autism
- 1st Edition - September 10, 2024
- Authors: Michelle Hartley-McAndrew, Kathy Ralabate Doody
- Language: English
- Paperback ISBN:9 7 8 - 0 - 4 4 3 - 1 5 6 8 2 - 3
- eBook ISBN:9 7 8 - 0 - 4 4 3 - 1 5 6 8 3 - 0
Medical and Educational Needs for Autism aims to provide understanding and assistance to clinicians interacting with ASD patients and their caregivers. This book is divided i… Read more
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Request a sales quoteMedical and Educational Needs for Autism aims to provide understanding and assistance to clinicians interacting with ASD patients and their caregivers. This book is divided into two clear sections, first the medical coverage and second, an educational section. The first section includes chapters on sleep disorders, feeding/nutrition concerns, and medication. The second section focuses on the education component which includes IEP processes and activities for daily living.
- Includes case study examples in each chapter
- Features a bulleted list to summarize main points in each chapter
- Discusses toileting and GI concerns for patients with ASD
- Outlines communication strategies and how to develop language skills for patients with ASD
clinical psychologists, Psychiatrists, ABA therapist, neurologist, students and researchers in Psychology, Neuroscience and Neurology (specifically related to autism)
- Cover image
- Title page
- Table of Contents
- Copyright
- Disclaimer
- Foreword
- Acknowledgments
- Chapter 1. Introduction and overview
- Parental coping strategies
- Dissemination of information
- Information needs
- Chapter 2. What to expect at medical visits and how to prepare
- Initial considerations before the visit
- Visual supports
- Consider relaxation techniques
- Allow for practice
- Proceeding to the examination
- Chapter 3. Neurological considerations
- Neuroanatomy
- Neuroplasticity
- Seizures
- Regression
- Landau–Kleffner syndrome
- Motor issues and coordination
- Repetitive movements (stereotypy)
- Toe walking
- Conclusion
- Chapter 4. Sleep concerns
- Preschool children
- School-age children
- Behavioral and environmental strategies
- Behavioral strategies
- Sleep apnea
- Restless leg or restless sleep syndrome
- Medications and sleep
- Additional pharmacotherapeutic options
- Chapter 5. Feeding/nutrition concerns
- Introduction
- Medical conditions
- Sensory aversions and behavioral strategies
- Nonoral feeding
- Chapter 6. Toileting and GI concerns
- Gastrointestinal considerations
- Toilet training
- Chapter 7. Mental health concerns and dual diagnosis
- Mental health concerns and dual diagnosis
- DSM 5-TR criteria for ASD
- Anxiety
- Posttraumatic stress disorder
- Depression
- Attention deficit/hyperactivity disorder
- Psychosis/schizophrenia
- Bipolar disorder
- Gender dysphoria
- Suicidality
- Chapter 8. Medication
- Medication needs
- Symptoms: Hyperactivity/impulsivity
- Symptoms: Irritability, aggression, self-injury
- Symptoms: Anxiety, perseveration, obsessions
- Chapter 9. Complementary and alternative treatments
- Complementary and alternative treatments
- Chapter 10. Collaboration strategies for key stakeholders (parent, educators, medical providers)
- Attributes of effective collaboration
- Effective parent–educator communication
- Cultural considerations for collaboration strategies
- Chapter 11. IFSPs, IEPs, and Section 504 Plans
- Early intervention programs
- What is early intervention?
- Who can receive EI services?
- When can children receive EI services?
- What is an IFSP?
- Child study teams
- Individualized educational plan for school-aged children
- What is IDEA?
- Who can receive IDEA services?
- When can children receive IDEA services?
- What is an IEP?
- What is a Section 504 plan?
- Cultural, linguistic, and other considerations for IFSP, IEP, and Section 504 development
- International considerations
- Chapter 12. Communication strategies and how to develop language skills
- Speech, communication, and language
- Communication and ASD
- Evidence-based interventions to increase communication for individuals with ASD
- Sign language
- Picture exchange communication system
- Scripting
- Speech-generating devices
- Cultural considerations for communication strategies
- Chapter 13. Behavioral and teaching considerations
- Diagnostic Statistical Manual-5
- Our senses and their impact on behavior
- What causes behavior to occur?
- Evidence-based interventions to regulate behavior for individuals with ASD
- First-Then boards
- Evidence-based interventions for skill acquisition for individuals with ASD
- Task analysis
- Prompting
- High probability requests
- Cultural considerations in regard to behavior
- Chapter 14. Evidence-based practices for addressing social skills
- Theory of Mind
- Confabulation
- Evidence-based interventions to address social skills for individuals with autism
- Social skills groups
- Social scripts
- Peer modeling
- Pivotal response training
- Incredible 5-Point Scale
- Cultural considerations for addressing social skill development
- Chapter 15. Conclusion
- Conclusion
- Index
- No. of pages: 280
- Language: English
- Edition: 1
- Published: September 10, 2024
- Imprint: Academic Press
- Paperback ISBN: 9780443156823
- eBook ISBN: 9780443156830
MH
Michelle Hartley-McAndrew
Michelle Hartley-McAndrew, MD, FAAP is a specialist in neurodevelopmental disabilities who is board certified in Pediatrics and board certified in Child Neurology. She is a fellow of the American Academy of Pediatrics and the medical director of the Robert Warner Center for Developmental Pediatrics and Rehabilitation at the Oishei Children's Hospital in Buffalo, New York. She is a clinical associate professor of pediatrics and chief of the division of Developmental Pediatrics and Rehabilitation at the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo.
Affiliations and expertise
State University of New York, Buffalo Jacobs School of Medicine and Biomedical Sciences, USAKD
Kathy Ralabate Doody
Kathy Ralabate Doody, PhD, is a Professor at SUNY, Buffalo State University, preparing candidates to become special educators for individuals from birth age to 21. She holds a doctoral degree in Special Education with a concentration in ASD and a master’s degree in Early Childhood Special Education. Prior to joining higher education, she was a special education teacher, working with young children with ASD while supporting their families. Her ASD research interests include the study of behavior, the development of play skills and social interaction, interprofessional collaboration, and family involvement.
Affiliations and expertise
Professor, SUNY Buffalo State, Buffalo, NY, USARead Medical and Educational Needs for Autism on ScienceDirect