Details

Social Skills Success for Students with Autism / Asperger's


Social Skills Success for Students with Autism / Asperger's

Helping Adolescents on the Spectrum to Fit In
1. Aufl.

von: Fred Frankel, Jeffrey J. Wood

20,99 €

Verlag: Jossey-Bass
Format: EPUB
Veröffentl.: 11.10.2011
ISBN/EAN: 9781118108611
Sprache: englisch
Anzahl Seiten: 304

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

The only evidence-based program available for teaching social skills to adolescents with autism spectrum disorders Two nationally known experts in friendship formation and anxiety management address the social challenges faced by adolescents with autism spectrum disorders (ASD). The book helps educators instruct youth on conversing with others, displaying appropriate body language, managing anxiety, initiating and participating in get-togethers, and more. The book is filled with helpful information on ASD to aid teachers who have received little training on the topic. Extremely practical, the book includes lesson plans, checklists, and sidebars with helpful advice. Based on UCLA's acclaimed PEERS program, the only evidence-based approach to teaching social skills to adolescents with ASD Contains best practices for working with parents, which is the key to helping kids learn social skills The authors discuss the pros and cons of teaching students with ASD in educational settings like full inclusion (good for academics but bad for social skills) and pull-out special day classes (where the reverse is true) Provides a much-needed book for teachers at all levels for helping students develop the skills they need to be successful.
Acknowledgments Introduction Our Approach to Social Skills Training The Knowledge Base Behind This Book Children's Friendship Training/PEERS Cognitive-Behavioral Strategies for Emotional Self-Regulation The Purpose of This Book How to Use This Book Part One: Basic Information About Teens with Autism Spectrum Disorder Chapter 1: What Is Autism Spectrum Disorder? Challenges Facing Neurotypical Teens Becoming Independent from Parents Preparing for a Vocation or Career Adjusting to the Physical and Psychosexual Changes of Puberty Developing Values and Identity Establishing Effective Relationships with Peers Symptoms of Autism Spectrum Disorders Misleading Aspects of Communication Deficits in Expression and Communication Easily Corrected Deficits in Understanding Others Coping with Anxiety-Producing Situations Chapter 2: Making Inclusion More Successful for Students with Autism History of the Inclusion Movement Parent Views About Inclusion Types of Educational Placement Traditional Teacher Roles in Partially and Fully Included Classrooms Research Findings on Inclusion Social Integration into School Life Mainstream Success of Students on the Autism Spectrum Approaches for Social Inclusion with Neurotypical Teens Teen Altruism Chapter 3: Classroom Management and Social Skills Groups Classroom Management for Teens with Autism Spectrum Disorders Segregated Students Partially Included Students Fully Included Students Consequences for Misbehavior Organizing Social Skills Groups for Teens How to Organize Groups at School How to Have Teens Take the Class How to Engage Teens in Class Discussions Have Some Fun Activities Have “Real-Life” Homework Involving Parents in Social Skills Training Part Two: Interventions for Basic Social Skills Chapter 4: Helping Students Expand Their Interests Problems in Conversation Versus Problems in Interests Socially Functional Interests Interference Due to Anxiety Building on Current Interests Assessing Teen Interests Lessons to Expand Interests Chapter 5: Improving Comprehension of Figurative Language Idioms Irony and Sarcasm Types of Sarcasm Recognizing Sarcasm Teaching Sarcasm and Irony Chapter 6: Improving Conversational Comprehension Goals of Conversations Ensuring Mutual Understanding Conversational Repair Strategies Teaching Better Task-Oriented Conversations, Accuracy Checks, and Repair Statements Chapter 7: Improving Social Conversations Potential Understanding of Conversational Goals Small Talk Parts of Conversations Chapter 8: Helping Students Choose Friends Neurotypical Teen Relationships Friends of Teens with Autism Spectrum Disorders The Internet and Friendships Appropriate Friends for Teens on the Spectrum Common Errors Adults Make in Offering Friendship Help Requiring Inclusion Attempting to Pair Students Assigning Peer Buddies How Educators Can Help Foster Friendships of Teens on the Spectrum Part Three: More Intensive Interventions to Help Kids Fit In Chapter 9: Understanding and Assessing Anxiety How Anxiety Works Clinical Levels of Anxiety How Anxiety Exacerbates Symptoms of Autism Spectrum Disorder Outbursts and Meltdowns Types of Anxiety in Students with Autism Social Anxiety Generalized Anxiety Separation Anxiety Assessing Anxiety Chapter 10: Interventions to Reduce Anxiety and Outbursts Phase I: Skill Building Knowing I’m Nervous Irritating Thoughts Calm Thoughts Keep Practicing Phase II: Practicing the Skills Lesson Plans Chapter 11: Preventing and Dealing with Victimization Types of Victimization Teasing Physical Aggression Bullying Cyberbullying Effective Ways of Handling Bullying Teaching Safety Improving Reputation Among Peers Informal Approaches to Head Off Continuing Bullying Effective Ways of Handling Cyberbullying Chapter 12: Working with Peer Mentors Commonly Used Alternatives to Mentoring Job Description of the Cross-Age Mentor Step 1: Selecting Mentors Step 2: Selecting Mentees Step 3: Mentor Orientation Step 4: Matching Mentor and Mentee Step 5: The Mentorship Term Step 6: Assessment Conclusion: Helping Kids with Autism Find Their Own Place in the World References Index
Fred Frankel, Ph.D., is a professor of Psychiatry and Biobehavioral Sciences at University of California, Los Angeles (UCLA) and the director of the UCLA Parent Training and Children's Friendship Programs. A coauthor of UCLA's acclaimed PEERS social skills training program and the author of Friends Forever: How Parents Can Help Their Kids Make and Keep Good Friends, he speaks regularly on the topic of autism and social skills to professionals and parents alike. More information is available at http://www.semel.ucla.edu/socialskills. Jeffrey J. Wood, Ph.D., is an associate professor of Education and Psychiatry and Biobehavioral Sciences at UCLA, and is a licensed clinical psychologist. He is the coauthor of Child Anxiety Disorders and is researching cognitive-behavioral interventions for students with autism and Asperger's syndrome, childhood anxiety, and the development of children's close friendships.
Written by Fred Frankel and Jeffrey Wood, two nationally known experts in friendship formation and anxiety management, this book draws from the only evidence-based program addressing the social challenges faced by adolescents with autism spectrum disorders (ASD). This valuable resource shows how to teach social etiquette as a series of simple rules to follow. Using this approach, teachers can offer adolescents with ASD an easy way to understand how to fit in with peers, based on social context. The book also contains best practices for working with parents—the key to helping kids learn social skills. Frankel and Wood offer down-to-earth suggestions designed for teaching youth on the spectrum how to converse with others, display appropriate body language, manage anxiety, initiate and participate in get-togethers, and more. They also discuss the pros and cons of teaching students with ASD in educational settings like full inclusion (good for academics but bad for social skills) and pull-out special day classes (where the reverse is true). Social Skills Success for Students with Autism/Asperger's is filled with practical information on ASD to aid teachers who have received little training on the topic and contains classroom-tested lesson plans, checklists, and sidebars offering helpful advice.

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