Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.

“The authors cover a wealth of information from methods for identifying the disorders to strategies for ameliorating learning and behavior problems associated with autism spectrum disorders. They focus on the importance of working with parents/guardians and caregivers to meet the needs of the children in their care. Recommended.”

• AcknowledgmentsAbout the Authors1. Classification of Autism in Young Children2. Early Detection and Medical Classification3. Educational Eligibility4. Writing Effective Educational Goals5. Essential Components of Educational Programs6. Designing and Evaluating Instruction Based on Student Skills and Responses7. Evidence-Based Strategies for Teaching Children with Autism Spectrum Disorders: Skill Acquisition and Fluency8. Evidence-based Strategies for Maintenance, Generalization, and Self-management9. Evidence-based Practices for Communication Skill Acquisition10. Evidence-based Practices for Social Skill Acquisition11. Designing Instruction and Supports to Prevent and Decrease Problem Behavior12. Maximizing Implementation of Evidence-Based Strategies in the ClassroomMaster List of AcronymsNASP ReferencesIndex

Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.

“The authors cover a wealth of information from methods for identifying the disorders to strategies for ameliorating learning and behavior problems associated with autism spectrum disorders. They focus on the importance of working with parents/guardians and caregivers to meet the needs of the children in their care. Recommended.”

• AcknowledgmentsAbout the Authors1. Classification of Autism in Young Children2. Early Detection and Medical Classification3. Educational Eligibility4. Writing Effective Educational Goals5. Essential Components of Educational Programs6. Designing and Evaluating Instruction Based on Student Skills and Responses7. Evidence-Based Strategies for Teaching Children with Autism Spectrum Disorders: Skill Acquisition and Fluency8. Evidence-based Strategies for Maintenance, Generalization, and Self-management9. Evidence-based Practices for Communication Skill Acquisition10. Evidence-based Practices for Social Skill Acquisition11. Designing Instruction and Supports to Prevent and Decrease Problem Behavior12. Maximizing Implementation of Evidence-Based Strategies in the ClassroomMaster List of AcronymsNASP ReferencesIndex

Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the School of Education and Human Development at the University of Colorado Denver. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with special needs and their families. She is a Board Certified Behavior Analyst and has worked with children and families in school, home, and clinic settings. Prior to her current position, she was a special education teacher for the Chicago Public Schools where she taught young children with autism. Dr. Barton specializes in the education of young children with developmental disabilities in inclusive and naturalistic settings. Her research interests include early intervention and identification of young children with autism, behavioral interventions for including young children with developmental disabilities in general education classrooms, and professional development of early childhood special education teachers. She has published several papers on evidence-based practices for young children with autism. Also, she regularly provides professional development to programs, school, districts, and states on evidence-based, early intervention practices for young children with special needs and their families.

“The authors cover a wealth of information from methods for identifying the disorders to strategies for ameliorating learning and behavior problems associated with autism spectrum disorders. They focus on the importance of working with parents/guardians and caregivers to meet the needs of the children in their care. Recommended.”

• AcknowledgmentsAbout the Authors1. Classification of Autism in Young Children2. Early Detection and Medical Classification3. Educational Eligibility4. Writing Effective Educational Goals5. Essential Components of Educational Programs6. Designing and Evaluating Instruction Based on Student Skills and Responses7. Evidence-Based Strategies for Teaching Children with Autism Spectrum Disorders: Skill Acquisition and Fluency8. Evidence-based Strategies for Maintenance, Generalization, and Self-management9. Evidence-based Practices for Communication Skill Acquisition10. Evidence-based Practices for Social Skill Acquisition11. Designing Instruction and Supports to Prevent and Decrease Problem Behavior12. Maximizing Implementation of Evidence-Based Strategies in the ClassroomMaster List of AcronymsNASP ReferencesIndex