W. Ashcroft, S. Argiro and J. Keohane: Success Strategies for Teaching Kids with Autism

There have been many diverse and complex treatments (Napolitano et al. 2010; Sancho et al. 2010) developed in order to target improving the quality of lives of individuals with autism spectrum disorders (ASD). By implementing efficient interventions across a variety of environments and people with whom the individual comes into contact with on a consistent basis, the symptoms to this neurological disorder may be minimized (Meyers and Johnson 2007). Therefore, identifying, developing, and applying such treatments would be an essential process for a teacher to conduct when instructing children diagnosed with a form of autism since a considerable amount of a child’s time is spent within a school setting. However, since there is wide range of conflicting research available regarding what methods should be used and what factors should be taken into consideration (Rogers and Vismara 2008) when teaching students with autism, educators may require input regarding what particular scientific and evidence based practices should be utilized based on their reported history of effectiveness. (Ascroft et al. 2010) attempt to provide one such solution to this issue for teachers when they discuss academic, social, and behavioral interventions using practices of applied behavior analysis (ABA) in Success Strategies for Teaching Kids with Autism. The content presented throughout the book first serves to advocate practices of ABA when working with children with an ASD in a classroom. Ashcroft et al. (2010) start building their defense as to why integrating ABA in educational programing should be a necessary component for teachers working with children diagnosed with an ASD. While chapter 1 provides an overview of the characteristics, symptoms, and possible causes associated with the various forms of autism spectrum disorders, chapter 2 establishes a basic foundation for the inclusion of ABA in classroom settings as the authors cite federal laws and a variety of other sources (New York State Department of Health, Early Intervention Program 1999) to support their claims. Chapter 3 is dedicated to describing the science of applied behavior analysis and to provide common terminology and examples to behavioral principles that could increase or decrease specific behavior. The terms explained by the authors are basic components that anyone implementing ABA interventions should be fluent with. However, caution should be noted as the wording may not have been handled accurately in a several instances when the authors try to describe a few of the terms when offering readers with examples and ‘tips.’ After several of the principles of ABA are outlined, the authors offer an array of approaches to implementing behavioral procedures within a classroom environment in chapter 4. Here, the authors put forth the necessary effort at indicating the broad range of means in which ABA may be employed across the many methods in which a child may learn. The authors make respectable attempts at describing these somewhat complicated procedures using practices of ABA for the layperson. However, if an educator were eager to implement these strategies within their own classroom, they would be recommended to seek out further literature in order to gain more knowledge regarding the development of these interventions than what was presented throughout this chapter to better ensure the strategies success when implemented. As it relates to chapter 5, Ascroft et al. (2010) noted the importance of conducting comprehensive ABA based J. B. Smith (&) Leadership Department, University of Memphis, 1437 Dexter Lake Drive, Apt. 301, Cordova, Memphis, TN 38016, USA e-mail: BrianSmithBCBA@gmail.com