The Baudhuin Preschool of Nova Southeastern University, under contract with the School Board of Broward County, Florida, provides an innovative four-tiered program for children with autism and related disorders. Each of the four tiers represents a continuum of services, strategies, and environments from the most restrictive to an inclusive prekindergarten class. A variety of educational and support services are offered to parents and other family members.
Get full access to this article
View all access options for this article.
References
1.
Abidin, R. R. (1995). Parenting stress index (3rd ed.). Odessa, FL: Psychological Assessment Resources, Inc.
2.
Bayley, N. (1993). Bayley scales of infant development (2nd ed.). San Antonio: Psychological Corp.
3.
Boll, G. T., & Shearer, M. (1986). Developmental profile III. Los Angeles: Western Psychological Services.
4.
Cripe, J., & Bricker, D. (1993). Family Interest Survey. Baltimore: Brookes.
5.
Frost, L. A., & Bondy, A. S. (1994). The picture exchange communication system and training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.
6.
Glover, M. E., Preminger, J. L., & Sanford, A. R. (1988). The early learning accomplishment profile for developmentally young children: Birth to 36 months. Lewisville, NC: Kaplan Press.
7.
Hohmann, M., Banet, B., & Weikart, D. P. (1979). Young children in action. Ypsilanti, MI: High Scope Press.
8.
Holmes, D. L. (Ed.). (1990). Eden institute curriculum series. Princeton, NJ: Eden Institute Foundation, Inc.
9.
Individuals with Disabilities Education Act of 1990, U.S.C. 20, 1400 et seq.
10.
Lovaas, O. I. (1981). Teaching developmentally disabled children: The me book. Austin, TX: PRO-ED.
11.
McGinnis, E., & Goldstein, A. P. (1990). Skill streaming in early childhood: Teaching prosocial skills to the preschool and kinder-garten child. Champaign, IL: Research Press.
12.
Nehring, A. D., & Nehring, E. F. (1992). LAP-D: Learning accomplishment profile-diagnostic. Lewisville, NC: Kaplan Press.
13.
Odom, S. L., & McConnell, S. R. (1993). Play time—social time: Organizing your classroom to build interaction skills. Tuscon, AZ: Communication Skill Builders.
14.
Olson, D. H., Portner, J., & Bell, R. Q. (1982). FACES II: Family adaptability and cohesion evaluation scales. St. Paul: University of Minnesota, Family Social Services.
15.
Parks, S. (1992). HELP strands: Curriculum based assessment birth to 3 years. Palo Alto, CA: Vort Corp.
16.
Santa Cruz County Office of Education. (1987). Help for special preschoolers assessment checklist: Ages 3–6. Palo Alto, CA: Vort Corp.
17.
Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching and the TEACCH System. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism (pp. 243–268). New York: Plenum.
18.
Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale (CARS). Los Angeles: Western Psychological Services.
19.
Schreibman, L. (1994). General principles of behavior management. In E. Schopler & G. B. Mesibov (Eds.), Behavior issues in autism (pp. 11–38). New York: Plenum.
20.
Spanier, G. B. (1986). Dyadic adjustment scale. North Tonawanda, NY: Multi Health Systems, Inc.
21.
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales: Interview edition. Circle Pines, MN: American Guidance Service.
22.
Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (1992). Preschool language scale–3. San Antonio: Psychological Corp.