People who have both autism spectrum disorder and complex communication needs require specialized, multidisciplinary interventions and supports to boost their independence and quality of life. Find up-to-date, evidence-supported information and strategies in this book, the newest volume in the respected Augmentative and Alternative Communication series. This essential resource brings together more than 30 internationally recognized researchers from three important disciplines: augmentative and alternative communication (AAC), special education, and applied behavior analysis (ABA). Practitioners and clinicians will discover how to combine key interventions from these disciplines to make positive differences in the lives of the people they work with.
With this meticulously researched guide to today's best strategies and supports, readers will have the information they need to improve outcomes for people with autism and complex communication needs.
Richard L. Simpson, Ed.D., was a Professor of Special Education at the University of Kansas where he dedicated numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism spectrum disorders and other disabilities and coordinated variety of federal grant programs related to students with autism spectrum disorders and other disabilities. He also worked as a special education teacher, school psychologist, and coordinator of a community mental health outreach program. He authored numerous books, articles, and assessments on a variety of topics connected to students with disabilities. Simpson is the former senior editor of the professional journal Focus on Autism and Other Developmental Disabilities. His awards include the Council for Exceptional Children Research Award, Midwest Symposium for Leadership in Behavior Disorders Leadership Award, Autism Society of Kansas leadership Award, and numerous University of Kansas awards and distinguished roles, including the Gene A. Budig Endowed Teaching Professorship of Special Education.
Jennifer B. Ganz, Ph.D., BCBA-D,is a Professor of Special Education at Texas A&M University. She received her doctorate at the University of Kansas, with a concentration in autism spectrum disorder and behavioral disorders and is a Board Certified Behavior Analyst-Doctoral. Her research focuses on the use of technology to improve social-communication deficits in people with autism spectrum disorder (ASD) and other developmental disabilities. Dr. Ganz has worked in general and special education and as an educational consultant and continues to consult and present in Texas to schools and parents on topics relating to ASD and other developmental disabilities. She has also been a speaker at regional, national, and international conferences on topics including interventions for behavior and ASD, including strategies to address social and communication skills. Dr. Ganz has received several grants to fund research and service projects involving students with ASD and intellectual disabilities and a personnel preparation project for professionals working with children with disabilities. In addition, Dr. Ganz has authored or co-authored numerous articles, books, and chapters.
Joe Reichle, Ph.D., Professor, Speech-Language-Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Drive Southeast, University of Minnesota, Minneapolis, Minnesota 55455
Dr. Joe Reichle holds appointments in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative communication and communication intervention for persons with significant developmental disabilities and has written over 100 articles and chapters. Dr. Reichle has co-edited 10 books focused on his areas of expertise. He has served as a co-editor of the flagship journal (Journal of Speech-Language-Hearing Research) of the American Speech-Language and Hearing Association. Dr. Reichle was a former Associate Chair of the Department of Speech-Language-Hearing Sciences. During his 33-year career he has served as a PI, co-PI, and investigator on numerous federally funded projects. Currently, he is the Director of the University of Minnesota's Leadership Training Program in Neurodevelopmental Disabilities.
Ilene S. Schwartz, Ph.D. is Professor at the University of Washington in the area of special education. Dr. Schwartz has an extensive background working with young children with special needs, specifically with young children with autism and other disabilities. Dr. Schwartz is the Director of the Haring Center for Research and Training in Inclusive Education at the University of Washington. Dr. Schwartz is the faculty advisor for the inclusive preschool and kindergarten programs at the Experimental Education Unit at the University of Washington, where she maintains an active line of research and personnel preparation activities. Dr. Schwartz is Principal Investigator of several projects, including a model demonstration project to develop school-based services for young children with autism, a research project to assess the differential effectiveness of preschool programs for young children with autism, and a personnel preparation program for early childhood education teachers who work with children with severe disabilities in inclusive settings. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of the Journal of Early Intervention and Topics in Early Childhood Special Education.
Erik Carter is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities.
Connie Kasari, Ph.D., Professor, Human Development and Psychology, Center for Autism Research and Treatment, University of California Los Angeles, 68-268 Semel Institute, 760 Westwood Plaza, Los Angeles, California 90024
Dr. Connie Kasari is Professor of Human Development and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally, and internationally.
Jessica Gosnell Caron, M.S., CCC-SLP, graduated from MGH Institute of Health Professions in 2007 with a mastera€?s in communication science disorders. Since 2008, she has been a speech-language pathologist in the Augmentative Communication Program at Childrena€?s Hospital, Boston. Her clinical focus includes assessment and intervention for children and adults who present with complex communication needs; with special interest in high-tech users of augmentative and alternative communication (AAC). She has published articles on the topic of using iDevices and applications, including a€?Apps: An Emerging Tool for SLPsa€? (ASHA Leader, 2011) and a€?There Isna€?t Always an App for Thata€? (Perspectives Journal, 2011). She has lectured nationally and internationally on the topic of high-tech AAC and has taught graduate- level courses in augmentative communication at both Mass General Institute of Health Professions and Northeastern University.
Billy T. Ogletree, Ph.D., Professor and Head, Department of Communication Sciences and Disorders, Western Carolina University, 4121 Little Savannah Road, 158A HHSB, Cullowhee, North Carolina 28723
Dr. Billy Ogletree is Professor and Head of the Department of Communication Sciences and Disorders at Western Carolina University. His research interests include the communication abilities and needs of individuals with severe intellectual disabilities, including autism. Dr. Ogletree chairs the National Joint Committee for the Communicative Needs of Persons with Severe Disabilities.
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