Table of Contents
Preface
Chapter 1. Unlocking the Transformative Potential of Meaningful Play for Children with ASD
Goodson C. Dzenga1, PhD, Nyasha Dzenga2, Med, MSc, Kudakwashe Mandebvu2, MSc, Argnue Chitiyo3, PhD and Lubna Alzayyat4, MA (ABD)
1Department of Education, University of Montana Western, Dillon, Montana, USA
2Department of Curriculum and Instruction, Tennessee Technological University, USA
3Department of Special Education, Ball State University, Muncie, Indiana, USA
4Department of Education Foundation and Leadership, Duquesne University, Pittsburgh, Pennsylvania, USA
Chapter 2. Uncovering the Landscape of Teacher Preparedness in Addressing Childhood Anxiety Disorders: A Review of the Literature and Results of a Localized Study
Philip Allen, MA
Department Chair for Student Support Services at the American School of Doha, Doha, Qatar
Chapter 3. Everyday Creativity as a Part of Self-Efficacy among Parents Who Have Children with Special Needs
Noora Ronkainen, Tanja Äärelä and Satu Uusiautti
University of Lapland, Rovaniemi, Finland
Chapter 4. A Review of Quality Inclusive Practices in Early Childhood Education: What Works and How to Move Forward
Sara Movahedazarhouligh, PhD
Leadership, Policy, and Advocacy in Early Childhood, University of Northern Carolina at Wilmington, North Carolina, USA
Chapter 5. Rethinking Applied Behavior Analysis: Addressing Concerns and Exploring Future Directions
Goodson C. Dzenga1, Argnue Chitiyo2, Nyasha Dzenga3, Lubna Alzayyat4and Kudakwashe Mandebvu3
1Department of Education, University of Montana Western, Dillon, Montana, USA
2Department of Special Education, Ball State University, Muncie, Indiana, USA
3Department of Curriculum and Instruction, Tennessee Technological University, USA
4Department of Education Foundation and Leadership, Duquesne University, Pittsburgh, Pennsylvania, USA
Chapter 6. Special Education Trends Across the Four Nations of the United Kingdom
Alan J. Marsh, PhD
Independent Researcher, Nottingham, UK
Chapter 7. A Beginner’s Guide to Improving Activity Transitions Using Video Modeling
Brendon Nylen and Seth King
University of Iowa, Iowa City, Iowa, USA
Chapter 8. Discrete Trial Training for Sight Word Reading: Classroom Applications for Children with Intellectual Disabilities
Jenny Feng, MA and Seth King, PhD, BCBA-D
Department of Teaching and Learning, University of Iowa, College of Education, USA
Chapter 9. Using Facebook to Teach Social Communication Skills to Students with Autism
Joy F. Xin1, S. Jay Kuder1 and Genna Cajio2
1Rowan University, Glassboro, New Jersey, USA
2Yale School, Medford, New Jersey, USA
Index
