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About the Authors Laura C. Chezan is an associate professor of Special Education in the Darden College of Education and Professional Studies at Old Dominion University. She received her doctorate at the University of South Carolina and is a Board Certified Behavior Analyst-Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has co-authored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an Associate Editor for Preventing School Failure and as an editorial board member for several scholarly journals. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education. Katie Wolfe is an associate professor of Special Education in the Department of Educational Studies at the University of South Carolina. She received her doctorate in Disability Disciplines and Applied Behavior Analysis at Utah State University. She is a Board-Certified Behavior Analyst-Doctoral who has worked with children with autism spectrum disorder for over 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of 5 peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities. Erik Drasgow is a professor of Special Education and Chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.
The Guide to Evidence-Based Practices for Practitioners Working with Individuals with Autism Spectrum Disorder is an excellent resource for those interested in optimizing the educational, social/emotional, and behavioral outcomes of learners with autism spectrum disorder. Authors detail a unique framework that facilitates collaboration and guides pre- and in-service teachers to implement practices that are meaningful, effective, and socially valid. The applicability of content, particularly the emphasis on behavior, independence, quality of life, and family involvement across the lifespan, makes this book an essential addition to educator preparation programs.--Annemarie L. Horn, Old Dominion University Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder is a wonderful and practical resource for both novice and experienced practitioners. This text provides a succinct yet comprehensive guide for using evidence-based practices to support the needs of individuals with ASD. Its use of clear, concise explanations and examples will surely encourage practitioners to consistently reach for it throughout their practice.--Meka N. McCammon, University of South Florida The editors of this text have done outstanding work to provide practitioners a quality of life focused guide for teaching individuals with autism spectrum disorders (ASD). This book will appeal to school, home, and clinic-based service providers who are dedicated to improving outcomes for individuals with ASD from early childhood to secondary transition. Readers will appreciate the breadth of information ranging from foundational principles in special education and ASD, to specific strategies for assessment and intervention, to ethical applications.--Lauren LeJeune, University of South Carolina This text provides a thorough, yet clear and concise, summary of the rationale and implementation of evidence-based practices for students with autism spectrum disorders. Given the broad scope of the interventions detailed, it is an invaluable resource for both special education and general education teacher preparation programs.--Jonna Bobzien, Old Dominion University
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