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Early Start for Your Child with Autism [electronic resource] : Using Everyday Activities to Help Kids Connect, Communicate, and Learn. by Rogers, Sally J.(SAGE)1731050; Dawson, Geraldine(SAGE)1820527;
Cover; Front Matter; Contents; Authors' Note; Acknowledgments; Introduction; Part I--Getting Started; 1--Setting Up Your Child's Early Intervention Program; 2--Taking Care of Yourself and Your Family; 3--How Your Early Efforts Can Help Your Child Engage with Others and Boost Your Child's Learning; Part II--Everyday Strategies to Help Your Child Engage, Communicate, and Learn; 4--Step into the Spotlight: Capturing Your Child's Attention; 5--Find the Smile!: Having Fun with Sensory Social Routines; 6--It Takes Two to Tango: Building Back-and-Forth Interactions7--Talking Bodies: The Importance of Nonverbal Communication8--"Do What I Do!": Helping Your Child Learn by Imitating; 9--Let's Get Technical: How Children Learn; 10--The Joint Attention Triangle: Sharing Interests with Others; 11--It's Playtime!; 12--Let's Pretend!; 13--Moving into Speech; 14--Putting It All Together; Appendix--Toys, Materials, and Books for Your Young Child with Autism; Resources; Index; About the AuthorsCutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorders (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids-including those with ASD-have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experience
Subjects: Electronic books.; Autism in children -- Treatment.; Autism in children;
On-line resources: CGCC online access;
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Solving Executive Function Challenges [electronic resource] : Simple Ways to Get Kids with Autism Unstuck and on Target by Kenworthy, Lauren.; Anthony, Laura.(SAGE)1963500; Alexander, Katie.; Werner, Monica.; Cannon, Lynn.; Greenman, Lisa.;
Cover; Book Title; Contents; About the Reproducible Materials; About the Authors; Foreword; References; Acknowledgments; Introduction and How to Use This Manual; For Whom Is This Book Written?; How to Use This Manual; Making Unstuck and on Target! a Way of Life; What Is Executive Function, How Is It Impaired in Autism Spectrum Disorder, and Two Ways to Help; What Is Executive Function?; How Is Executive Function Impaired in Autism Spectrum Disorder?; Two Ways to Help: Change the Environment and Teach New Skills; Chapter 2: Overview of the Unstuck and on Target! InterventionThree Executive Function SkillsHow Do You Make It Happen? Four Teaching Methods; Chapter 3: Unstuck: Teaching a Child to Be Flexible; What Is Cognitive Flexibility, and Why Is Being Flexible Important?; What Are the Key Words and Scripts or Phrases?; Teach by Doing: How to Model Being Flexible/Unstuck; How to Make It Fun; Key Visual and Technological Supports; Chapter 4: On Target: Planning to Achieve Your Goals; What Are Goal Setting and Planning, and Why Are They Important?; What Are the Key Words and Scripts or Phrases?; Teach by Doing: How to Model Goal, Plan, Do, CheckHow to Make It FunKey Visual and Technological Supports; Chapter 5: Target Goal; What Is a Target Goal, and Why Is It Important?; What Are the Key Words and Scripts or Phrases?; Teach by Doing: How to Model Staying on Target; How to Make It Fun; Key Visual and Technological Supports; Chapter 6: Troubleshooting: Changing the Environment to Solve Everyday Problems; Why Keep It Positive?; How to Keep It Positive; Why Avoid Overload?; How to Avoid Overload; Why Break Things Down (When This Child Is So Smart)?; How to Break Things Down and Help a Child Build up to Mastering New SkillsWhy Talk Less, Write More (When This Child Has a Bigger Vocabulary than I Do)?How to Talk Less, Write More; Why Should I Take Care of Myself (When It's My Child Who Is Having Difficulty)?; How to Take Care of Yourself; Why Have Coping Strategies Ready?; How to Have Coping Strategies Ready; Why Think "Can't, Not Won't"?; How to Think "Can't, Not Won't"; Why Make Technology My Ally?; How to Make Technology Your Ally; Endnotes; Appendix A: Sample Goal, Plan, Do, Checks; Appendix B:; General Best Practice Principles When Writing Executive Function Individualized Education Program GoalsSample GoalsSample Accommodations for Sam; Index; Unstuck & On Target!: IntroductionSAVE 20% when you order this guide during the month of July. Use Savings Code 3NEW0714.Quick-reference magnet included! As a bonus, you''ll also get a 4 x 6 magnet printed with key words and sample scripts from Unstuck and On Target! It’s a handy quick reference for the ""Goal-Plan-Do-Check"" process that helps students set and meet goals.How can you help kids with autism be flexible, get organized, and work toward goals-not just in school but in everyday life? It’s all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-
Subjects: Electronic books.; Autism in children -- Rehabilitation.; Autism in children -- Treatment.;
© 2014., Brookes Publishing,
On-line resources: CGCC Online access;
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How Everyone on the Autism Spectrum, Young and Old, Can... [electronic resource] : Become Resilient, Be more Optimistic, Enjoy Humor, Be Kind, and Increase Self-Efficacy - A Positive Psychology Approach by Groden, June.(SAGE)1671497; Kantor, Ayelet.; Cooper, Woodard.;
How Everyone on theAutism Spectrum,Young and Old, can… become resilient, be more Optimistic, enjoy Humor, be Kind, and increase Self-Efficacy: A Positive Psychology Approach; Foreword; Contributors; Introduction and Assessing Positive Traits; What is positive psychology?; Historical perspectives on developmental disabilities; An emphasis on values; ASPeCT Scale - Assessment Scale for Positive Character Traits; 1. Optimism; What is optimism?; Rationale for focusing on optimism; How to nurture optimism; Changing explanatory style; Optimism in autism; Nurturing optimism in the classroom2. HumorWhat is humor?; Rationale for focusing on humour; What's so funny? Developmental stages of humor in early childhood; Humor in people with autism; Nurturing humor in individuals with autism; Teaching the rules of humor to individuals with autism; The role of parent and teacher as a source of humor; Application of humor in the home and classroom; 3. Self-Efficacy; What is self-efficacy?; Self-efficacy and self-esteem; rationale for focusing on self-efficacy; The development of self-efficacy; Interpretation and judgment of outcomes; Nurturing self-efficacy in individuals with autismConclusion4. Kindness; Rationale for focusing on kindness; Components of kindness: empathy and perspective taking; How is kindness nurtured in typical children?; Kindness in autism; Teaching kindness to individuals with autism; Conclusion; 5. Resilience; What is resilience?; rationale for focusing on resilience; Factors that make persons with autism more vulnerable and less resilient; What can be done to foster resilience?; Nurturing resilience; Internal (personal) factors; External factors; Resilience-promoting intervention for individuals with autismThe expected resilience outcome in individuals with autismConclusion; 6. Activities that Promote Optimism; Positive affirmations; Positive scanning; Positive expectations; Racing toward optimism; What optimism is and what it isn't; Dealing with my problems in the most optimistic way; 7. Activities that Promote Humor; Flying balloons; Funny faces; Monkeys jumping on the bed; Cloudy with a chance of meatballs; Funny pictures; Animal surprise!; Simon says; Comic strips; Joke of the day; 8. Activities that Promote Self-Efficacy; Being persistent; Using an errorless learning techniqueHelping at home by doing things I am good atTeaching social initiation and play using video modeling; Being a good rider on the bus; Developing self-efficacy in problem solving; Overcoming challenges; Look what I did in art class; I set my goals!; Earning 'I can do it' badges; 'I can do it' tree; 9. Activities that Promote Kindness; Identifying opportunities for performing kind acts I; Identifying opportunities for performing kind acts II; The positive pyramid; Animal therapy; Giving baskets; Passing the kindness pin; Giving compliments; Kindness tree; Random acts of kindness; Secret pal10. Activities that Promote ResilienceEncouraging people on the autism spectrum to foster positive emotions and character traits can dramatically improve their lives in every way, and help to strengthen their ability to cope with everyday challenges and setbacks.Drawing on the key concepts of positive psychology, this book looks in detail at five positive character traits - resilience, optimism, humor, kindness, and self-efficacy - and offer tried and tested strategies for bolstering each strength in individuals with ASD. The authors provide rich and varied lesson plans which contain a multitude of activities designed to build on
Subjects: Electronic books.; Autism -- Treatment.; Autism in children -- Treatment.; Autism spectrum disorders -- Treatment.;
© 2011., Jessica Kingsley Publishers,
On-line resources: CGCC online access;
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Unraveling the Mystery of Autism and Pervasive Developmental Disorder : A Mothers Story of Research and Recovery. by Seroussi, Karyn.;
Intro -- Dedication -- Acknowledgments -- Foreword by Bernard Rimland, Ph.D. -- Introduction -- Part One: Miles's Story: Hunting the Jabberwock -- Prologue -- One: The Diagnosis -- Two: A Plan of Action -- Three: The Importance of the Diet -- Four: Science's Questions, My Answers -- Five: Red Flags -- Six: "Trials" -- Seven: Breakthroughs -- Eight: Moving Forward -- Epilogue -- Part Two: The Diet -- Nine: Questions and Answers -- Ten: First Steps: How to Get Started -- Eleven: Going Gluten-Free -- Twelve: So, What Can I Feed My Child? -- Thirteen: Basic Recipes -- Appendix -- About the Author -- Index -- Copyright.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Autism in children-Nutritional aspects..; Autism in children-Treatment.;
On-line resources: CGCC online access;
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Treatment Planning for Children with Autism Spectrum Disorders [electronic resource] : An Individualized, Problem-Solving Approach. by Chedd, Naomi.; Levine, Karen(SAGE)1677921;
Treatment Planning For Children With Autism Spectrum Disorders; Table of Contents; Preface; Acknowledgments; About the Authors; 1 Introduction: Looking at Treatment Planning Through a Different Lens; Defining Best Practices; Media Overload; A New Way of Thinking About Autism Treatment; Core Deficits of Autism; How the Book Is Organized; Why There Is Confusion About Evidence Based Practice in Treating ASD; Case Studies; About the Appendices; 2 What Is Evidence-Based Practice?; What Is So Important About EBP?; Common Errors in Evaluating Treatments; Correlation Versus CausalityDetermining Treatment Effect When the Child Is Receiving Multiple TreatmentsEmotions Versus Logic; Face Validity; How Can Treatments Be Evaluated?; History of Evidence-Based Practice in Psychology; Brief History of EBP and Autism; Evolution and Expansion of EBP; EBP as it Pertains to Autism; Clinical Judgment; Autism-Specific Versus Nonspecific Treatments; The Evolution of Treatment Models and Terminology; Client Voice in What to Treat and How to Treat; Family Preferences; What Is Important to Study? What Is Important to Treat?; The Role of Context in Treatment SelectionPositive and Negative Policy Implications of Uses of EBP in Autism TreatmentsConclusions and Recommendations; 3 The Individualized, Problem-Solving Treatment Process; Our Beliefs and Biases; The Role of Children's Emotions; The Challenge of Generalization; Strengthening Social Connections; Step 1: Gather Background Information; Keep Asking Questions; Whose Priorities?; Making the Right Match; Starting in the Middle; Step 2: Identify the Problem; Identifying Onset May Lead to a Quicker Solution; "But He Never Does This at School "; Input From Key PlayersStep 3: State the Hypothesis, Yours and OthersFBAs Provide Valuable Information; The Blame Game; Step 4: Review Research; Get Team Input; Literature Reviews; Think Like a Scientist; Step 5: Design the Treatment Plan; Determining Length of Treatment; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Monitoring Satisfaction; Evaluating Effectiveness; Help With Data Collection; Step 7: Redesign the Plan as Needed; Unintended Consequences; Plan for Changes Over Time; Moving From Theory to Practice; 4 Jamal: A Previously Happy Preschooler DisengagesStep 1: Gather Background InformationProgram Components; Step 2: Identify the Problem; Seeking Out an Experienced Consultant; Looking for Explanations; Step 3: State the Hypothesis, Yours and Others; Same Techniques, Different Styles; Step 4: Review Treatment Approaches; Time to Warm Up; More Than One Approach Needed; Step 5: Designing the Treatment Plan; Targeting Behaviors for Data Collection; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Step 7: Redesign the Plan as Needed; 5 Katherine: A 9-Year-Old Learns to Cope With Her Own Explosive EpisodesStep 1: Gather Background InformationDiagnoses of autism in children are on the rise, and while some clinicians have training and experience in this area, the majority does not. This book reviews a variety of interventions and treatments that can be used with children who have autism spectrum disorders. It discusses the advantages and limitations of each method, including developmental appropriateness. Psychologists and counselors working with children with autism will find helpful illustrations to each approach, as well as guidance on each treatment plan's impact on the family.
Subjects: Electronic books.; Autism in children - Treatment.;
On-line resources: CGCC Online Access;
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Autism Spectrum Disorder : by Lubetsky, Martin J.(DLC)1610095; Handen, Benjamin L.(DLC)1610090; McGonigle, John J.(DLC)1610085;
Cover -- Contents -- 1 Autism-Historical Perspective, Theories, and DSM Diagnostic Criteria -- 2 Recognition of Autism Spectrum Disorder - Early Identification and Diagnosis -- 3 Medical Evaluation and Comorbid Psychiatric Disorders -- 4 Neurobiology of Autism Spectrum Disorder -- 5 Functional Behavioral Assessment (FBA) -- 6 Introduction to Treatment Chapters: Treatment Overview -- 7 Early Childhood Interventions -- 8 Language Interventions -- 9 Feeding, Sleep, and Toileting Interventions -- 10 Educational Issues: School-Age -- 11 Transition-Age and Adult Interventions -- 12 Addressing Behavioral and Emotional Challenges in School-Age Children and Adolescents with ASD -- 13 Social Challenges and Social Skills Interventions -- 14 Pharmacological Interventions -- Future Directions -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Z.Autism Spectrum Disorder of the Pittsburgh Pocket Psychiatry Series highlights current key topics for this developmental neurobiological disorder: early identification and diagnosis; medical, psychiatric, behavioral, social, educational and language evaluations and treatment approaches; genetics and neurobiology; and transition-age and adult services. This book incorporates practical clinical knowledge within a didactic framework to provide a comprehensive overview of Autism Spectrum Disorder (ASD) across the lifespan.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2016. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Autism in children -- Diagnosis.; Autism in children -- Treatment.;
On-line resources: CGCC online access;
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Practical Ethics for Effective Treatment of Autism Spectrum Disorder. by Brodhead, Matthew T.; Quigley, Shawn P.; Cox, David J.(DLC)1920301;
Front Cover -- Practical Ethics for Effective Treatment of Autism Spectrum Disorder -- Copyright Page -- Contents -- About the Authors -- Series Foreword: Critical Specialties in Treating Autism and Other Behavioral Challenges -- Purpose -- Read Me (Preface) -- What This Book Is -- How This Book is Organized -- What This Book Is Not -- Key Terms -- Moving Forward -- Acknowledgments -- Matt's Acknowledgments -- David's Acknowledgments -- Shawn's Acknowledgments -- 1 Introduction to ABA, Ethics, and Core Ethical Principles -- Paradigms of Clinical Ethics: Providing the Groundwork -- Dominant Paradigms in Clinical Ethics -- Virtue Ethics -- Consequentialism -- Deontology -- Western Clinical Codes of Ethics -- Formal Codes of Clinical Ethics -- Increasing Market Share Through Codification -- Principles of Bioethics: The Material for Building -- The Belmont Report -- Respect for Persons -- Beneficence -- Justice -- ABA and Ethics: What We Have Built So Far -- Multiple Theories Influence the BACB Code -- Influence From Virtue Theory -- Influence From Consequentialism -- Influence From Deontology -- The Consequences of Influence From Multiple Ethical Paradigms -- ABA and Ethical Theory: Why BCBAs Should Care -- Chapter Summary -- Questions to Help You Incorporate This Chapter Into Your Practice -- 2 Contextual Factors That Influence Ethical Decision-Making -- Basic Research on Choice Behavior -- Different Reinforcers for Different Behaviors -- Delayed and Probabilistic Outcomes -- Insurance Billing -- Balancing Harm With Intervention Effectiveness -- Balancing Time Spent on Program Development -- Summary -- Factors That Affect Clinical Decision-Making -- Length of Time to Make a Decision -- Amount of Information Available -- Expertise and Background -- Availability of Resources -- Summary -- Chapter Summary.Questions to Help You Incorporate This Chapter Into Your Practice -- 3 Creating Behavioral Systems to Support Ethical Behavior in Autism Treatment -- A Brief Introduction to Behavioral Systems Analysis -- Six Steps of Behavioral Systems Analysis -- Case Examples of Behavioral Systems Analysis -- Case Study 1: A System that Creates an Organizational Culture of Ethics -- The Problem -- The Solution -- Ethics Coordinator -- Individual Training and Supervision -- Group Training and Supervision -- Process Map -- Measuring Outcomes and Conclusion -- Case Study 2: A Step-by-Step Process for Interacting with Nonbehavioral Professionals -- The Problem -- The Solution -- Task Analysis -- Measuring Outcomes and Conclusion -- Case Study 3: Ensuring Client and Caregiver Consent in Treatment -- The Problem -- The Solution -- Obtaining Consent -- Culturally Appropriate Assessment and Intervention -- Measuring Outcomes and Conclusion -- Chapter Summary -- Questions to Help You Incorporate This Chapter Into Your Practice -- 4 Identifying Your Scope of Competence in Autism Treatment -- Scope of Competence Within Scope of Practice -- Identifying Your Own Scope of Competence -- What Coursework Experiences Define My Scope of Competence? -- What Experiences in Various Settings Define My Scope of Competence? -- What Supervision Experiences Define My Scope of Competence? -- Consider Your Answers in the Context of Successful Treatment Outcomes -- How to Broaden Your Scope of Competence -- When to Seek Additional Training and When to Refer a Client -- A Need for an Honest Evaluation -- Chapter Summary -- Questions to Help You Incorporate This Chapter Into Your Practice -- 5 The Decision-Making Process of Evidence-Based Practice -- Definitions from Medicine and Psychology -- The Three-Legged Stool Analogy -- Defining Evidence-Based Practice in Applied Behavior Analysis.Manualized Procedures Validated Through Research -- Evidence-Based Practice as a Decision-Making Process -- Using Evidence-Based Practice in Applied Behavior Analysis -- Identifying the Best Available Evidence -- Identification of a Clinical Problem -- Regular Contact With the Research Literature -- Organizational Efforts -- Evaluating Evidence Once You Find it -- The BCBA Practitioner as a Researcher, Now and Forever -- The BCBA Practitioner as a Synthesizer -- The BCBA Practitioner as a User -- Integrating Evidence With Client Considerations -- Integrating Evidence With Professional Expertise -- Case Studies in EBP in ABA -- In-home Therapy: EBP, You're Doing it Wrong -- Analysis -- EBP in Special-Education: You're Missing the Point -- Analysis -- Vocational Training: EBP Done Right -- Analysis -- Chapter Summary -- Questions to Help You Incorporate This Chapter Into Your Practice -- 6 Interdisciplinary Collaboration -- Recommendations for Professional Interactions -- Respect Cultural Differences -- Respect Legal, Regulatory, and Policy Barriers -- Limit Technical Jargon Whenever Possible -- Nonbehavioral Treatment Recommendations -- Additional Recommendations -- Chapter Summary -- Questions to Help You Incorporate This Chapter Into Your Practice -- 7 Common Errors and Mistakes Made During Ethical Analyses and Application -- Wrongful Appeals to Authority -- Incomplete Analyses -- Multiple Relationships Run Afoul -- Death by PowerPoint, or Make Your Funk the P-Funk -- Chapter Summary -- References -- Index -- Back Cover.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Autism spectrum disorders in children-Treatment..; Autism spectrum disorders-Treatment.;
On-line resources: CGCC online access;
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Reframe Your Thinking Around Autism [electronic resource] : How the Polyvagal Theory and Brain Plasticity Help Us Make Sense of Autism by Bridges, Holly.;
REFRAME your thinking around AUTISM; Disclaimer; Foreword; Preface; 1. Where We Are; 2. What We Know; 3. Something New - The Polyvagal Theory; 4. The Polyvagal Theory in More Detail; 5. The Social Engagement System; 6. Living is an Embodied Experience; 7. Learning to Be; 8. The Gifts of the Autist; 9. Integrating the Nervous System; 10. Brain Plasticity and Autism; 11. The Process of Discovery and Self-Image; 12. Anat Baniel and Brain Plasticity; 13. The Nine Essentials; 14. Some Other Integration Techniques; 15. Where We Go From Here; Conclusion; Some Resources to Explore; BibliographyAbout the AuthorBlank Page; IndexOutlining a new, optimistic way to understand autism, this concise and accessible book offers practical ideas to help children on the spectrum grow.The Polyvagal Theory suggests autism is a learnt response to early stressors - the result of a child being in a prolonged state of 'fight or flight' while their nervous system is still developing. This book explains the theory in simple terms and incorporates recent developments in brain plasticity research (the capacity of the brain to change throughout life) to give parents and professionals the tools to strengthen the child's brain-body connecti
Subjects: Electronic books.; Affect (Psychology).; Autism in children; Autism in children--Treatment.; Autism; Social interaction;
© 2015., Jessica Kingsley Publishers,
On-line resources: CGCC online access;
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Social Communication Cues for Young Children with Autism Spectrum Disorders and Related Conditions [electronic resource] : How to Give Great Greetings, Pay Cool Compliments and Have Fun with Friends by Varughese, Tarin.(SAGE)1606298;
Social Communication Cues for Young Children with Autism Spectrum Disorders and Related Conditions: How to Give Great Greetings, Pay Cool Compliments and Have Fun with Friends; Introduction; 1: Initiating Social Interaction; Rule 1: Greeting Others; Rule 2: Joint Attention; Rule 3: Asking for Help; Rule 4: Responding to Comments; Rule 5: Sharing Ideas/Accomplishments; Rule 6: Asking Questions; Rule 7: Getting Clarification; Rule 8: Asking Someone to Play; Rule 9: Initiating Conversation; Rule 10: Repairing Misunderstandings; 2: Maintaining Social Interaction; Rule 1: Small TransitionsRule 2: Large TransitionsRule 3: Maintaining Play; Rule 4: Turn-Taking; Rule 5: Watching Peers at Play; Rule 6: Organizing Play; Rule 7: Deciding Who Goes First; Rule 8: Negotiating; Rule 9: Navigating a "Bump in the Road"; Rule 10: Exiting a Game; 3: Body Positioning; Rule 1: Staying with the Group; Rule 2: Exiting the Group; Rule 3: Body Positioning; Rule 4: Using Your Words Not Your Body; Rule 5: Asking and Waiting for the Answer; Rule 6: Personal Space; 4: Perspective-taking; Rule 1: Thinking About Others; Rule 2: Use of Pronouns; Rule 3: Positioning of Objects/ItemsRule 4: Affecting Emotions of OthersRule 5: Acknowledging Comments; Rule 6: Reading Body Cues; Rule 7: Clarifying "Why Are You ; Rule 8: Expressing Empathy; 5: Visual Modality; Rule 1: Listening with Eye Contact; Rule 2: Speaking with Eye Contact; Rule 3: Using Eyes to Ask Yes/No ; Rule 4: Entering Play Already Underway; Rule 5: Localizing Sound with Eyes; Rule 6: Shifting Gaze when in Group; Rule 7: Using Gaze to Track; 6: Emotional Regulation; Rule 1: Understanding Likes/Dislikes; Rule 2: Tone of Voice; Rule 3: Understanding One's Own ; Rule 4: Understanding Emotions ofRule 5: Appearance of Emotions on SelfRule 6: Emotional Situations; Rule 7: Embarrassment; Rule 8: Human Relatedness; 7: Developing Humor; Rule 1: Understanding Rules of ; Rule 2: Power of Humor; Rule 3: Literal v. Non-literal Language; Rule 4: Experimenting with Humor; Rule 5: Effect of Humor on Others; Social Skills Checklist ; Bibliography; IndexChildren need effective communication skills as a foundation for successful participation in activities at home, school and in the community. Children with Autism Spectrum Disorders are often unable to learn social skills from environmental cues and require direct teaching and lots of practice.This collection of social communication cues will enable parents and professionals to help children with social development difficulties navigate their social world and enjoy interacting with their peers. Each section begins with a simple social rule; the reason why the child may be having difficulty in
Subjects: Electronic books.; Autism in children -- Treatment.; Language disorders in children -- Treatment.; Social skills in children;
© 2011., Jessica Kingsley Publishers,
On-line resources: CGCC online access;
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A Friend's and Relative's Guide to Supporting the Family with Autism [electronic resource] : How Can I Help?. by Palmer, Ann.(SAGE)1758538;
A Friend's and Relative's Guide to Supporting the Family with Autism: How Can I Help?; Foreword by Stephen M. Shore; Acknowledgments; Introduction; 1. Understanding Autism Spectrum Disorders; 2. Living with ASD; 3. Mothers, Fathers, and Siblings; 4. Extended Family and Friends; 5. Supporting Each Other; 6. Adjusting to Life with ASD; 7. Top Ten Tips for Family Members and Friends; Helpful Books and Websites; References; Index; Blank PageWhen a child is diagnosed with an autism spectrum disorder (ASD), what the family really need, and often lack, is positive reassurance and understanding from those closest to them. This book is packed with advice on how extended family members and friends can provide the necessary support. Explaining the diagnosis and characteristics of ASD, this helpful guide uses examples from real families to illustrate the complex feelings that parents and each member of the family are likely to go through after a child is diagnosed. It gives practical tips on help that might be needed most, details the po
Subjects: Electronic books.; Autism in children -- Diagnosis.; Autism in children -- Treatment.; Autism in children; Autistic children -- Care.; Autistic children -- Services for.;
On-line resources: CGCC online access;
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