Asperger Syndrome-Practical Strategies for the Classroom; A teacher’s Guide.

asperger syndrome practicalAsperger Syndrome- Practical Strategies for the Classroom; A teacher’s Guide.

(XED Leise 1998)

This guide outlines the nature of the difficulties underlying AS, explains how they may give rise to problems in school and provides practical management suggestions. With a major focus on “making sense” of the difficulties encountered by persons with AS, common behaviors are discussed under the categories of “making sense of it” and “things to try”, making for a very practical approach. Pp.60.

If available, item can be checked out from the resource room at no cost.

 

Practical Solutions for Education Children with High-Functioning Autism and Asperger Syndrome

Practical solutionsPractical Solutions for Educating Children with High-Functioning Autism and Asperger Syndrome  By Mary Jane Weiss.

(XED Weiss 2007)

This book is designed to help parents and professionals address the unique challenges of these early learners by putting into place various kinds of support and assistance to ensure successful long-term outcomes. Further, to highlight practical applications, in each chapter of the book vignettes of real children illustrate the ideas and strategies introduced, culminating in two in-depth case studies that synthesize how the strategies described in the book can be used in combination to maximize success. The author devotes chapters stressing the importance of appropriate assessment and transition planning before introducing a series of interventions, with a major emphasis on applied behavior analysis. A final chapter on teamwork summarizes and expands on the need for close collaboration between parents, teachers and other staff, which is particularly acute when educating the youngest children on the autism spectrum. Pp.242.

If available, item can be checked out from the resource room at no cost.

With Open Arms: Creating School Communities of Support for Kids with Social Challenges Using Circle of Friends, Extracurricular Activities, and Learning Teams

With Open ArmsWith Open Arms: Creating School Communities of Support for Kids with Social Challenges Using Circle of Friends, Extracurricular Activities, and Learning Teams  By Mary Schlieder.

(XED Schli 2007)

Using familiar case studies in an easy-to-read format, this manual provides step-by-step instructions for how to implement Circles of Friends, participation in extracurricular activities, and professional Learning Teams to create both accepting peers and staff. Written by a teacher in the trenches, the book includes reproducible worksheets, Learning Team and Book Club study guides, Circle meeting forms and activities, charts, and checklists … everything you need to create your own supportive community for the kids you care about. Pp.131.

If available, item can be checked out from the resource room at no cost.

Answers to Questions Teachers Ask about Sensory Integration: Forms, Checklists, and Practical Tools for Teachers and Parents.

Answers to TeachersAnswers to Questions Teachers Ask about Sensory Integration: Forms, Checklists, and Practical Tools for Teachers and Parents  By Jane Koomar.

(XED Kooma 2007)

The authors have assembled an extensive and easy-to-use set of checklists and other tools that will be invaluable to every teacher and parent who has children with sensory integration challenges. Pp.63.

If available, item can be checked out from the resource room at no cost.

Simple Strategies That Work! Helpful Hints for All Educators of Students with Asperger Syndrome, High-Functioning Autism, and Related Disabilities

Simple Strategies that workSimple Strategies That Work! Helpful Hints for All Educators of Students with Asperger Syndrome, High- Functioning Autism, and Related Disabilities  By Brenda Smith Myles.

(XED Myles 2006)

This book provides ideas and suggestions that teachers can use to help a student with AS/HFA on the road to success. The book discusses problems that arise in the classroom and how teachers can adjust the classroom to accommodate, while not interfering with normal classroom routines. The book includes tables and boxes for quick reference and clear meaning. Also included is information on what can cause anxiety for the AS/HFA student, how this can lead to decreased academic and social performance, decreased attention to task, and potential increases in behavior problems, and what the teacher can do to assist. Pp.40.

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Teaching Young Children with Autism Spectrum Disorders to Learn

Teaching young ChildrenTeaching Young Children with Autistic Spectrum Disorders to Learn  By Liz Hannah.

(XED Hanna 2001)

This practical book is an invaluable resource for all who live and work with young children, ages three to seven, who have autistic spectrum disorders. Accompanied by cartoon drawings, the content includes key information and a range of very useful strategies helpful both to those who have little knowledge about autism and to experiences caregivers and teachers. Pp.120

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Teaching At Home: A New Approach to Tutoring Children with Autism and Asperger Syndrome

teaching at homeTeaching At Home: A New Approach to Tutoring Children with Autism and Asperger Syndrome  By Olga Holland.

(XED Holla 2005)

Faced with the apparent inability of her autistic son Billy to learn and socialize with other children at school, Olga Holland decided to teach him at home. Where traditional educational approaches had produced limited results, the author’s own method of teaching succeeded, over a period of two years, in enabling Billy to pass the test that allowed him to enter a class for gifted children. Teaching at Home explains the author’s approach, focused on adapting to the demands of Billy’s atypical mind and respecting his vivid imaginative world while attracting and retaining his attention. The author describes her use of sensory and memory techniques, social stories and humor, and gives useful advice on issues such as understanding body language, adapting the teaching environment, devising homework schedules and coping with distractions. Pp. 128.

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A Land We Can Share: Teaching Literacy to Students with Autism

land we can shareA Land We Can Share: Teaching Literacy to Students with Autism  By Paula Kluth.

(XED Kluth 2008 Literacy)

This book demolishes the ‘great wall of exclusion’ that has often kept learners with autism segregated from literacy, reading, and language arts activities, the final frontier of inclusion. Filled with clear real-life examples, tools and practices, Paula Kluth and Kelly Chandler-Olcott have built a new foundation that promotes inclusive literacy assessment, development, and learning. Pp.248.

If available, item can be checked out from the resource room at no cost.

SCERTS ® Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders Volume I and II

scerts modelSCERTS ® Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders Volume I and II by Barry M. Prizant, Ph.D., CCC-SLP, Amy M. Wetherby, Ph.D., CCC-SLP, Emily Rubin, CCC-SLP, Amy C. Laurent, Ed.M., OTR/L, & Patrick J. Rydell, Ed.D.

(XED Priza)

This model provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. SCERTS® supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual’s progress as he or she works toward a goal).

If available, item can be checked out from the resource room at no cost.

TEACCH Transition Assessment Profile (TTAP) Second Edition

teacch transition assessmentTEACCH Transition Assessment Profile (TTAP) Second Edition 

TEACCH Transition Assessment Profile (TTAP)-Second Edition is a newly titled and major revision of the Adolescent and Adult Psychoeducational Profile (AAPEP). This comprehensive test was developed for adolescents and older children with autism spectrum disorders, particularly those who have transition needs. The TTAP is structured to satisfy those provisions in the Individuals with Disabilities Education Act (IDEA) or 2004, which require adolescents to be evaluated and provided with a transition plan.

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Life Skills Activities for Special Children

lifeskillsactivitiesLife Skills Activities for Special Children by Darlene Mannix.

(XED Mainni 1992)

Teaching life skills to special children can be challenging to both parents and educators. Use these 145 lessons with reproducible activities to help your children experience success and independence at home, school, and in the community. Pp. 368.

If available, item can be checked out from the resource room at no cost.

Educating Children and Youth With Autism: Strategies for Effective Practice

educating children and youth with autismEducating Children and Youth With Autism: Strategies for Effective Practice by Richard L. Simpson and Brenda Smith Myles.

(XED Simps 1998)

The contributors of these 11 articles concentrate on the practical needs of professionals for the most current information about ASDs, focusing on such topics as understanding and responding to the needs of children and youth with ASDs, assessing functionality, setting instructional strategies, managing students with ASDs, promoting social and communicative competence, including children and youth with ASDs in general education settings, encouraging self-determination, conducting transition planning, and assisting or conducting intervention and treatment. Pp. 537.

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Working Together for a Brighter Future: Unique Approaches for Educating High Functioning Students with Autism

workingtogetherforabrighterfutureWorking Together for a Brighter Future: Unique Approaches for Educating High Functioning Students with Autism by Marilyn F. Hays and Veronica Zysk

(XED Hays)

The main focus of this book presents behavior changing process, the academic process, social communication, and finally some case studies of students who were diagnosed with autism. Pp. 280.

If available, item can be checked out from the resource room at no cost.

Inclusive Programming of Middle School Students with Autism/Asperger’s

inclusiveprogrammingmiddleschoolInclusive Programming of Middle School Students with Autism/Asperger’s by Shelia Wagnor.

(XED Wagne 2002)

The author covers everything from academic requirements and homework issues to social conflicts, such as dress codes and raging hormones. Pp. 205.

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Surviving Due Process: When Parents and the School Board Disagree, Stephen Jeffers v. School Board

survivingdueprocesssSurviving Due Process: When Parents and the School Board Disagree, Stephen Jeffers v. School Board by Esq. Kathleen S. Mehfoud, Esq. Peter W.D. Wright, Esq. Darrel Tillar Mason, and VAVS Productions.

(XED Survi 2004)

In this DVD you will see how a case is prepared and presented by both sides in a Due Process hearing. 2 hours.

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IEP and Inclusion Tips for Parents and Teachers

iepandinclusiontipsIEP and Inclusion Tips for Parents and Teachers by Anne Eason, ESq and Dr. Kathleen Whitbread

(XED Eason 2006)

This book provides strategies that encourage parent and teacher participation in the IEP process. It encourages both teams to work together to be one team, which is beneficial to the child. It also provides notes and letters that parents can use to follow up with the staff of a school.

If available, item can be checked out from the resource room at no cost.