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Comprehensive Autism Planning System (CAPS) for Individuals with Autism Spectrum Disorders and Related Disabilities

Shawn A. Henry | Brenda Smith Myles
€43.99
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A01=Brenda Smith Myles
A01=Shawn A. Henry
ASD
Asperger's syndrome education
Asperger's syndrome in children
Asperger’s syndrome education
Asperger’s syndrome in children
Author_Brenda Smith Myles
Author_Shawn A. Henry
autism in children
autism spectrum disorders education
autistic children education
autistic youth education
Category=JNFK
Category=JNSL
Category=JNT
Category=VFJR1
educators autism
eq_bestseller
eq_health-lifestyle
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
learning-disabled children education
neurodiversity

Product details

  • ISBN 9781957984957
  • Dimensions: 216 x 279mm
  • Publication Date: 06 Aug 2024
  • Publisher: Future Horizons Incorporated
  • Publication City/Country: US
  • Product Form: Paperback
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Description
The Comprehensive Autism Planning System for Individuals (CAPS) is a reflection of its creator. In his role as a state and national leader, Shawn Henry serves as an advocate for autistic individuals. Shawn and co-author Brenda Smith Myles clearly describe each element of the CAPS model in a well-organized text. Throughout the book, the authors and expert contributors highlight a variety of evidence-based strategies that correspond to each area of the CAPS. The CAPS model illustrates their ability to create meaningful change through realistic and practical means. The CAPS is simple, yet powerful.

This tool helps teachers and educational teams plan and implement a student’s education across the school, including the Individualized Education Program (IEP), and the curriculum relevant to the student. It takes the team through the process of planning out the goals/objectives to be targeted in each activity of the day, the modifications and accommodations that should be provided to support the student in each activity, the sensory supports needed to help the student stay engaged, and the communication and social supports for successful learning.

It shows the type of data to collect for each area and helps to note what reinforcers have been shown to be successful. While this system was developed for use with individuals on the autism spectrum, it can also be an essential tool for any student, regardless of the types of supports and needs they have. There are also vocational and transitional formats that are available for students making the transition to work.

The CAPS has been updated to address current trends in special education instruction and research. In this edition, emphasis is placed on:

  • Inclusion
  • Successful practices that support learning for autistic students
  • Updated evidence-based practices and case studies that apply the CAPS system to post-secondary education and employment

Through the CAPS, individuals with autism have access to meaningful instruction that will allow them to reach their potential.
About Brenda Smith Myles | Shawn A. Henry
Shawn A. Henry is executive director at the Ohio Center for Autism and Low Incidence (OCALI), where he concentrates on developing statewide change efforts in promoting advances in the training of professionals serving students with autism and providing supports for families. He was previously the program director of training and evaluation at the Kentucky Autism Training Center, University of Louisville (KATC), where he coordinated targeted professional development throughout the state. These experiences, as well as serving as an elementary special education teacher, primarily teaching students with autism, led Shawn to develop the Comprehensive Autism Planning System (CAPS).

Brenda Smith Myles PhD, formerly a professor in the Department of Special Education at the University of Kansas, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, American Academy of Pediatrics Autism Champion, and two-time recipient of the Council for Exceptional Children Burton Blatt Humanitarian Award. She served as the editor of the journal Intervention in School and Clinic and has been a member of the editorial board of several journals. Brenda has made over 3000 presentations all over the world and written more than 300 articles and books on ASD. In addition, she collaborated with the three organization who identified evidenced-based practices in autism. Further, in a survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.

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