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$ 76.95

From the publishers of the bestselling Behavior Intervention Manual , this practical manual is an indispensable resource for educators working with children with autism spectrum disorders. This compilation of IEP goals, objectives and intervention strategies for all 126 items on the Autistic Disorders Evaluation Scale, is designed to respond to the most typical behaviour problems exhibited by autistic students in schools. The proven interventions in this practical manual represent solutions which are both preventive and reactive. The Table of Contents, behaviors, and a sample of goals and objectives are available for viewing on this PDF. Check out all the Hawthorne products by putting the word Hawthorne in the search bar. ( Quick Search Hawthorne)

Category: Autism/Asperger
Subcategory: Professional/Educator/Parent
Series: Hawthorne
Publication Date: 01-01-2008
ISBN: 04020
Pages: 544

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Odin Books :: Mental Health & Educational Resources

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Odin Books, Mental Health & Educational Resources, Mental health books for consumers, patients, families, and clinicians.

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The hidden curriculum includes: unwritten rules, metaphors and idioms, jokes and riddles, and assumptions and expectations -- information that is typically hidden from individuals with ASD. The hidden curriculum is made simple in the revised and expanded edition of this popular book. The authors of this book, T he Hidden Curriculum for Understanding Unstated Rules in Social Situations for Adolescents and Young Adults, provide hundreds of hidden curriculum items and a series of instructional strategies that can be used to teach the hidden curriculum. Instructional aids include charts, forms, and templates designed to make the job of teaching and learning the hidden curriculum more effective. Foreword by Michelle Garcia Winner.

EDITORIAL REVIEWS
The Hidden Curriculum clarifies exactly what cues and mores are invisible to us who have Asperger Syndrome and related disorders. In addition to individuals who have social-cognitive disorders, this is a recommended read for every muggle, excuse me, non-autistic person, who interacts with those of us on the autism spectrum.
--Jennifer McIlwee Myers, Aspie-at-Large
Teaching the hidden curriculum of social rules is one of the most helpful things we do to support individuals with autism. We build social success by identifying the subtle rules and expectations embedded in social situations and providing guidance as to how to follow them. The Hidden Curriculum is an invaluable tool in these efforts. It tells you what to teach, how to teach it, and how to adapt your instruction to fit different situations. This book is useful for new parents, teachers, and professionals just learning how to help people with autism and remains a vital resource to experienced providers who have been working in the field for years. It is a versatile guide, applying to a wide range of situations and individuals with different needs. And this new edition contains even more curricular content, examples, and strategies to apply. It is a user-friendly, practical guide that helps us to provide the building blocks of social development.
--Jim Loomis, PhD, Center for Children with Special Needs
A few years ago, I was speaking with a friend who is on the spectrum when he noted that life would be much easier if someone would just show me the rules. With the publication of The Hidden Curriculum, Myles, Trautman, and Schelvan have done just that. Utilizing concrete examples of hidden curriculum items across myriad potential environments, the authors have provided families, professionals and persons on the spectrum with a truly practical approach to understanding the hidden rules associated with the complex social dialogue of life at home, in school and in the community. The Hidden Curriculum should be considered necessary reading.
--Peter F. Gerhardt, EdD, Gerhardt Autism/Aspergers Consultation Group, LLC

MEET THE AUTHORS

Brenda Smith Myles, PhD, is the recipient of the Autism Society of America's Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 1500 presentations all over the world and written more than 250 articles and books on ASD. Further, in the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.

Melissa L. Trautman, MsEd, is a special education teacher with several years of experience working with children with autism spectrum disorders. In addition, to co-authoring The Hidden Curriculum for Understanding Unstated Rules in Social Situations for Adolescents and Young Adults, she is the author of M y New School: A Workbook to Help Students Transition to a New School and co-author of the 2011 One-a-Day Hidden Curriculum Calendar for Children.

Ronda L. Schelvan, MsEd, has worked for more than 30 years in the field of special education, including extensive experience working/supporting students and families with special needs. She has presented and consulted nationally and internationally. In addition to serving as co-chair of Southwest Washington's Autism Consulting Cadre for 10 years, Ronda collaborated on the Autism Guidebook for Washington State. She has served as past president of the Southwest Washington Chapter of the Autism Society of Washington. Ronda also teaches classes and serves as a mentor for the Autism Outreach Project of Washington. Currently, she teaches for the Evergreen School District in Vancouver, Washington.
ISBN: 9781937473747

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The Hidden Curriculum for Understanding Unstated Rules in Social Situations for Adolescents and Young Adults

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The hidden curriculum includes: unwritten rules, metaphors and idioms, jokes and riddles, and assumptions and expectations -- information that is typically hidden from individuals with ASD. The hidden curriculum is made simple in the revised and expanded edition of this popular book.

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Autism Apps | Autism Software | Autism DVDs

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Autism apps, software, and videos for teaching social skills to children and teens with ASD.

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Oliver has always dreamed about where he will fit. Will he be in the mane of a unicorn? The tentacle of a pirate squid? The helmet of an astronaut? When he finally goes in search of his perfect place, he finds that trying to fit in is a lot harder than he thought. But like any puzzle, a little trial and error leads to a solution, and Oliver figures out exactly where he belongs.

Where Oliver Fits is a sweet and funny story that explores all the highs and lows of learning to be yourself and shows that fitting in isn't always the best fit.

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Oliver has always dreamed about where he will fit. Will he be in the mane of a unicorn? The tentacle of a pirate squid? The helmet of an astronaut? When he finally goes in search of his perfect place, he finds that trying to fit in is a lot harder than he thought.

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what to do when you worry too much: a kid's guide to overcoming anxiety

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What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety

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Up to 90% off Textbooks at Amazon Canada. Plus, free two-day shipping for six months when you sign up for Amazon Prime for Students.

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From the renowned authority on education and parenting, "an in-depth approach to aid parents and teachers to work together with behaviorally challenging students" ( Publishers Weekly) - now revised and updated.

School discipline is broken. Too often, the kids who need our help the most are viewed as disrespectful, out of control, and beyond help, and are often the recipients of our most ineffective, most punitive interventions. These students - and their parents, teachers, and administrators - are frustrated and desperate for answers.

Dr. Ross W. Greene, author of the acclaimed book The Explosive Child, offers educators and parents a different framework for understanding challenging behavior. Dr. Greene's Collaborative & Proactive Solutions (CPS) approach helps adults focus on the true factors contributing to challenging classroom behaviors, empowering educators to address these factors and create helping relationships with their most at-risk kids.

This revised and updated edition of Lost at School contains the latest refinements to Dr. Greene's CPS model, including enhanced methods for solving problems collaboratively, improving communication, and building relationships with kids.

Dr. Greene's lively, compelling narrative includes:

Tools to identify the problems and lagging skills causing challenging behavior

Explicit guidance on how to radically improve interactions with challenging kids and reduce challenging episodes - along with many examples showing how it's done

Practical guidance for successful planning and collaboration among educators, parents, and kids

Backed by years of experience and research and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid (and their classmates).
PLEASE NOTE: When you purchase this title, the accompanying reference material will be available in your Library section along with the audio.

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lost at school: why our kids with behavioral challenges are falling through the cracks and how we can help them

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them (Audible Audio Edition): Ross W. Greene PhD, Nick Podehl, Brilliance Audio: Amazon.ca: Audible Audiobooks

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March 9, 2015
The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com. For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.
I have a follower who is a teacher and she asked me to do a "Ten things I'd like to tell teachers about autism" list. I came up with 12 things that I would tell my son's teachers in grade school if I could go back in time.
1. Autism is a huge spectrum.
If you have taught other children with autism you may have a good general idea of what autism looks like but my son will still be different than the others. If you have questions about my son or how autism affects him, ask me. Nothing will impress me more about you than your willingness to learn about my son and his needs.
2. A routine and transition warnings are helpful for a child with autism.
While we know that flexibility is an important life skill and one we need to work on, my son does not handle surprises or big changes in his routine well. Things like a substitute teacher, a fire drill, or a field trip are all going to cause anxiety for my son. A warning and clear instructions will help. A visual schedule would be a helpful tool for my son. A five-minute warning, a two-minute warning, and tolerance are needed.
3. A child with autism needs extra time to process language.
Use simple language and short sentences. Give no more than two-step instructions. Give my son at least three full seconds after you make a statement or ask a question to respond. If you choose to repeat, do not rephrase, as then he will have to start processing over again. Trying to hurry my son will only slow him down further.
4. Receptive language and expressive language are two different things.
My son may understand much more than you think he does. He may not be able to put into words all the things he wants to say. On the other hand he may be able to quote long complicated phrases or passages without understanding any of the meaning of the words. It is difficult to know exactly what my child really knows and what he still needs to learn sometimes.
5. Children with autism are literal.
Figurative language and abstract ideas are a mystery to a child with autism. So, when you say things like, "Pick up the pace" and your other students know you want them to walk faster, my son will be looking for something called "pace" that he should be lifting from the floor. These things happen all day long.
6. A child with autism can get stuck on one subject.
My son obsesses about things that do not matter to you or I. He might want to talk about Disney movie characters for a long period of time and there will be little you can do to distract him. He gets stuck in a continuous loop. Occasionally these topics of interest can be incorporated into his learning but mostly they distract him from learning.
7. A child with autism may need help with social interactions.
My son will probably appear disinterested in his peers and he may actually be disinterested but he will never learn social skills unless we keep trying. You have him in a perfect setting for teaching social skills. It is an environment I cannot recreate at home. It would be so helpful if you would use every opportunity available there to teach and reteach social skills.
8. Sensory issues are a distraction for many children with autism.
Sounds that are barely noticeable to you may distract my child and keep him from learning. Textures may cause my son to recoil in disgust. Smells may cause him to gag. Please be considerate of this. Over stimulation can sometimes overwhelm him and cause a meltdown. A meltdown looks similar to a temper tantrum but it is not the same at all.
9. Children with autism use stereotypic behaviors or repetitive behaviors when they are excited, bored, or stressed.
My son will need redirection throughout the day. The behaviors will cause him to appear odd to his peers. Please consider giving the class an age appropriate definition of autism to help his peers understand.
10. Positive Reinforcement will be helpful but punishments will not.
Punishments or threats of punishment will probably result in anxiety and impede progress. He will work toward a reward but will shut down if he fears a punishment.
11. People with autism tell the truth as they see it.
My son may let you know you need to lose weight, you need a shave, or your breath smells bad. Do not take it personally. A sense of humor is a must when working with children with autism.
12. Kids with autism are not scary or unlovable. They are just different.
Sometimes different is intimidating but educating yourself about autism and about my son will help. I'm can help with that! I will willingly answer any questions you have.

For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.

Everyone deserves the chance to reach their full potential. We need your help to tell lawmakers that improving education for children and young adults with autism is a priority for our community. Sign the petition here to have your voice heard.

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12 Things I'd Like Teachers to Understand about Autism | Autism Speaks

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March 9, 2015 The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com.

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I See Things Differently: A First Look at Autism: Thomas, Pat: 9781438004792: Books - Amazon.ca