Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go! by Judy Endow, MSW.
(XED Endow 2011)
As students become better regulated and more able to communicate effectively, extreme behaviors decrease, sometimes subsiding altogether. While a functional behavior analysis (FBA) is usually the starting place for students with Asperger Syndrome (AS) or high-functioning autism (HFA) who are engaging in behaviors that do not serve them well, if used as the starting place for students with classic autism, an FBA has variable results, most often leaving us with the feeling that we are not making significant progress. Getting to Go! is unique in distinguishing this difference and recognizing the importance of first offering stabilization strategies that afford students a better regulated body, which often enables students with classic autism to increase their time in school, most of them working up to full-day participation. This simple-to-use book focuses on two major areas of stabilization found critical for students on the autism spectrum, sensory regulation and visual supports. With proper use of these strategies, the student with classic autism can get to GO! – that is, feeling regulated and supported. Once on GO!, the strategies that are helpful for students with AS/HF can be employed to maintain optimal game play throughout the day.
If available, item can be checked out from the resource room at no cost.