Library Services for Youth with Autism Spectrum Disorders

Library Services for Youth with Autism Spectrum Disorders

by Lesley S. J. Farmer

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Overview

Farmer offers librarians in or outside a school environment all the information they need to build a library literacy program geared towards children with autism spectrum disorders.

Product Details

ISBN-13: 9780838911815
Publisher: American Library Association
Publication date: 05/10/2013
Edition description: New Edition
Pages: 160
Product dimensions: 6.00(w) x 9.00(h) x 0.56(d)

About the Author

Lesley S. J. Farmer, professor at California State University, Long Beach (CSULB), coordinates the Teacher Librarian Program and manages the CSU ICT Literary Project. She earned her MS in library science at the University of North Carolina, Chapel Hill, and received her doctorate in adult education from Temple University. Farmer has worked as a librarian in K–12 school settings as well as in public, special, and academic libraries. She chaired the Special Libraries Association's Education Divisions and IFLA’ School Library Section, and had leadership roles in several other library associations. Farmer is a Fulbright scholar and has received national and international grans. She has also been honored with several professional association awards, including the ALA Haycock Leadership Award. Farmer’s research interests include media literacies and data analytics. A frequent presenter and writer for the profession, Farmer has published three dozen professional books and more than two hundred professional book chapters and articles.

Table of Contents

Introduction: Developmental Characteristics of Youth with ASDs xi

Chapter 1 Youth with ASDs in Libraries and Other Educational Settings 1

A Word, about Public Places 2

Libraries from the View of Youth with ASDs 4

Educational Settings 6

Learning Issues 12

What Helps Youth with ASDs Learn? 15

References 17

Chapter 2 Team Management Approach 19

Team Member Contributions 19

Coordinated Service Teams 25

Developmental Team Functions 30

References 35

Chapter 3 Inclusion and Universal Design in Libraries 37

An Overview of Inclusion and Universal Design 38

The Law and Autism Spectrum Disorders 40

Facilities 49

Resources 52

Interaction 53

Learning Activities 56

Concluding Thoughts 58

References 59

Chapter 4 Resources 61

The Senses and Autism Spectrum Disorders 62

The Role of Technology 63

Technology Resources for Youth with ASDs 72

Resource Management 85

References 86

Chapter 5 Teaching Youth with ASDs 87

The Librarian's Role in Instruction 88

Setting Up the Physical Conditions for Learning 88

Getting Started 89

Instructional Methods 90

Multisensory Teaching 95

Communication Skills 97

Interaction Issues 106

Learning Activities 108

Assessment 112

Concluding Thoughts 114

References 114

Chapter 6 Focus on Reading 117

Reading Resources 118

Reading Issues 127

Reading Skills 129

Reading Guidance 131

Story Hours 132

References 134

Chapter 7 The Social Role of the Library 135

Librarian Social Engagement 135

Peer Social Engagement 137

Social Skills Development 139

The Social Side of Emotions 143

References 144

Chapter 8 Behavior Management 147

Assessment 148

Applied Behavioral Analysis 149

Pivotal Response Treatment 151

Social Communication, Emotional Regulation, and Transactional Support 152

Sample Programs for Preschoolers 153

Dealing-with Meltdowns 155

Sample Behavior Management Techniques 157

A Word about Response to Intervention 161

References 162

Chapter 9 Training 165

Overview of ASD Training 165

Training for Educators 166

Training for Library Staff 172

Training for Parents and Guardians of Youth with ASDs 173

Training for Peers of Youth with ASDs 175

Training Resources 180

References 181

Chapter 10 Measuring Impact through Action Research 183

What Is Action Research? 183

Thinking about Methodology 184

Action Research on the Individual Level 186

Action Research on the Library-Program Level 188

References 189

Chapter 11 The Perspective of a Public Library 191

Partnerships and Training 193

Collection Development 194

The Center as Space 196

Community Outreach 197

Challenges 199

Successes 200

Conclusion 202

Appendix 205

Bibliography 215

Glossary 223

Index 227

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