PrefaceChapter 1 Introduction The ASD Nest Program Classroom Guideposts The Three-Tier Model of Supports for the ASD Nest Program Case Examples Conclusion Chapter 2: Classroom Guideposts Overview of the ASD Nest Program Prevention Strategies Instructional Strategies and Supports Social Supports That Strengthen Social Relational Development and Social Cognition Replacement Behavior Positive Reinforcement Systems Using the Classroom Guideposts Conclusion Chapter 3: Three-Tier Model of Supports Using the Tier I Classroom Checklist of Strategies and Supports Using the Tier I Checklist of Strategies and Supports for Individual Students Using the Tier II Checklist of Strategies and Supports for Individual Students Using the Tier III Checklist of Strategies and Supports for Individual Students Conclusion Chapter 4: The Three-Tier System and the Classroom Guideposts in Action The Tier I Classroom Checklist in Operation The Tier I Checklist of Strategies and Supports for Individual Students The Tier II Checklist of Strategies and Supports for Individual Students The Tier III Checklist of Strategies and Supports for Individual Students References About the Authors
This well-researched and evidence-based program was formulated in response to the severe shortage of educational programs designed for higher functioning school-age children with ASD, which often leads to inappropriate placement, and a lack of supports...all of which inevitably results in poor educational experiences. The program uses a positive behavior support approach and incorporates strategies that address areas of difficulties common in children with ASD, specifically sensory functioning, social relatedness, self-regulation, managing anxiety, and selective cognitive problems. This program helps children function comfortably and successfully in mainstream settings in their schools and communities, whenever feasible, with decreased need for professional support.
Shirley Cohen earned a PhD in developmental psychology from Teachers College, Columbia University. She worked as a kindergarten and first grade teacher, a remedial reading teacher, and a teacher of children with autism before becoming a faculty member at Hunter College of the City University of New York (CUNY.) Dr. Cohen held numerous roles at the college: Director of the CUNY/NYS Regional Center for Autism Spectrum Disorders; Chair of the Department of Special Education; Associate Dean and Interim Dean of the Hunter College School of Education. Dr. Cohen, the author of several books in the area of disability, worked with colleagues from New York University and Hunter College to develop the Nest program and co-edited the original edition of the book on that Model. She retired from Hunter College in 2011. Allison Graham Brown is the Executive Director of the Nest Support Project at New York University (NYU) in the Steinhardt School of Culture, Education, and Human Development. Allison earned a BA in psychology from Ohio State University and an MA in education from NYU. Allison has been a proud member of the Nest community since 2006, beginning as a New York City Public School special education teacher at the first Nest middle school. In 2013, she joined the Nest Support Project at NYU and held numerous roles: Instructional Support Specialist, Director of Professional Development, and Director of the Secondary Education Department. During her tenure she supported the launch of the Nest model in Denmark and led the development of the Nest high school model. Allison has been an adjunct lecturer at Hunter College and NYU. Allison partners with school communities, specifically working with school leadership to enhance their equitable and inclusive practices, deepen understanding of neurodiversity, and implementing neurodiversity-affirming and strength based practices.