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Theories of Educating Students with Autism Spectrum Disorder

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Curricula for Teaching Students with Autism Spectrum Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

This chapter will explore theories of educating students with autism spectrum disorders. Behavioral, developmental, and cognitive behavior theories will be presented, as well as practices and interventions derived from empirical evidence of efficacy in autism treatment will be reviewed. The behavioral framework will include the guiding principles on discrete trial training, early intensive behavioral intervention, incidental teaching, and pivotal response treatment. The developmental framework will include practices on the Early Start Denver Model, DIR/Floortime, and SCERTS model and will discuss similarities across these developmental interventions. The cognitive behavioral framework will review the components of cognitive behavioral therapy and the practice and use of cognitive behavioral therapy with children and youth with autism spectrum disorders. Additionally, the chapter will explore the current research on the practice of using cognitive behavioral therapy in the treatment of autism spectrum disorders. Lastly, implications for practice and future directions for all educational theories discussed are reviewed.

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Authors and Affiliations

  1. Queens College, City University of New York, Queens, NY, USA

    Peishi Wang

  2. St. John’s University, Queens, NY, USA

    Jill Krata

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  1. Peishi Wang
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  2. Jill Krata
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Correspondence to Peishi Wang .

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Editors and Affiliations

  1. University of Macau, Taipa, Macao

    Hsu-Min Chiang

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Wang, P., Krata, J. (2017). Theories of Educating Students with Autism Spectrum Disorder. In: Chiang, HM. (eds) Curricula for Teaching Students with Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-69983-7_2

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