DOCSLIB.ORG

A Developmental Approach to Behavioral Challenges: Nuts And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Developmental Approach to Behavioral Challenges: Nuts And A Developmental Approach to Behavioral Challenges: Nuts and Bolts Presented by: Jonine Biesman, Psy.D., ABPdN Guest Speaker: Cherisse Sherin, M.A. DIR FLOORTIME COALITION OF CALIFORNIA ANNUAL CONFERENCE, 2014 Some Typcial Problematic Behaviors (Can be Externalizing or Internalizing) • Aggression • Yelling and Screaming • Swearing/Name Calling/Being Cruel to Others • Crying Meltdowns • Difficulty Tolerating Losing • Refusal/Opposition • Conduct Problems (e.g., stealing, lying) • Impulsivity • Disrespect • Withdrawal • Drop in grades • Executive Functioning Weaknesses (e.g., poor disorganization, time management) • Sibling/Family Conflict • Getting Cognitively Stuck • Unable to Move Away from Obsessions and Compulsions • Anxiety • Non-responsiveness DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 1 • Seeming to Lack Motivation or Effort • Difficulty Separating; Cannot Seem to be Alone • Cannot Focus Is There a Role for Behavioral Plans? Sure, why not. Never turn away from anything that might possibly be helpful. BUT, in my humble opinion this is just one small piece of a much larger puzzle. Behavioral plans have their limitations. It is akin to putting a band-aide on a wound that requires more care and attention. Behavioral plans can be challenging to implement and are usually based solely on a contingency (if-then) line of thinking. They should be frequently evaluated and re-vamped because children quickly become desensitized to the same rewards and quickly discouraged if they do not earn what is set up. If relying solely on this method of interacting with children, there is no room for the development of internal resources. 101 Nuts and Bolts Strategies: Try the following and please feel free to speak up with “I’ve done this, but…” LET US KNOW YOUR OBSTACLES 1) Regulate, regulate, regulate. You are nowhere without regulation. 2) Offer empathy, reflection, and reassurance. 3) SLOW EVERYTHING DOWN! 4) Focus on the relationship, not the object or conflict itself. 5) Modify the environment as needed. 6) Examine your own responses and tools. The greatest success and progress will actually come with your changes. Stay calm and in control DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 2 no matter how out of control your child is. Manage yourself. Don’t take your child’s behavior personally. 7) Be patient. 8) Intimately know your child’s individual profile. 9) Seek parent education and novel ideas. Get really creative. Rely on crowd wisdom. We have to outsmart our kids. 10) Predict and prevent to the degree possible. 11) Stay calm, light, and matter-of-fact. 12) Do not be afraid to set limits. Limits are needed. Certain family rules and values are simply non-negotiable. 13) Do not let your kids see your stress. Sound confident and directive. Know when not to ask a question but instead when to provide structure and let your child know the plan. 14) Give the aura of being “all-powerful.” 15) Reduce language to the degree possible with an out of control child. 16) Don’t try and rationalize with someone who is irrational. 17) Understand the role of underlying emotion and how overwhelming strong emotion is for some children. We must understand these underlying emotions ourselves and help our children to better understand them as well. 18) Think holistically when considering the contributing factors to your child’s behavior. Consider your child’s educational model and the totality of your child’s day. Is there reasonable balance and support? 19) Implement ACTS OF KINDNESS. 20) Make sure your therapeutic intervention is frequent and intensive enough with a focus on generalization. 21) Artfully distract. 22) Offer choices but not too many (two is good and probably no more than three). 23) Be confident that you can help your child figure out the problem. 24) Break their code. Try and figure out what is really being communicated through challenging behaviors or words. For example, if your child is screaming, “I hate you!!!”… You might respond, “I think what you are trying to say right now is that you were really, really disappointed that we did not go to…” DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 3 25) Listen to what he/she wants to communicate (e.g., “Tell me your idea. I am listening.”) 26) Don’t butt heads. Learn the art of “Rolling with the Resistance.” Power struggles never get anyone anywhere. Know when to disengage and go about your business. 27) Be okay with compromising, negotiating; and yes, even bribing. 28) Choose your battles; Know when to back off and give time and space. 29) Understand sensory contributions. 30) Get an Occupational therapist to conduct a home visit to help create and rig sensory-regulatory solutions in the home. 31) Know when you need outside professionals. 32) Schedule many times for recovery, bonding, and special dates. We call this re-attachment. 33) Offer positive feedback frequently. Catch the great moments and offer praise. 34) Tap into motivation. 35) Create mastery experiences across settings (home, school, community). Set your child up for success. 36) Identify and build upon INTERESTS AND STRENGTHS (e.g., www.thrively.com). 37) Really appreciate how much bang for your buck you can get from play with a purpose if developmentally relevant. Let your child process their strong feelings through play, to represent their feelings and impulses symbolically where it is safe. Eventually, you will bring their play themes around full circle to reflect on their personal experiences. 38) Know how to direct conversations in a manner that will promote thinking, problem-solving and internal capacities. Don’t underestimate the power of playing dumb. 39) Know when a neurobiological problem will benefit from neurobiological support. 40) Rule out any medical complications. 41) Carefully evaluate sleep and nutrition. 42) Work on developing Big Picture Thinking and Perspective Taking. 43) Use “Thinking Bubbles and Talking Bubbles.” 44) Flush angry feelings down the toilet or bury them in the sand. DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 4 45) Ask your children their wishes. What does an ideal day look like to them? 46) Teach your kids about “GRIT.” 47) Agree to use the re-set button; there are ALWAYS opportunities to make good choices and try again. 48) Ensure that your treatment team communicates and brainstorms regularly. 49) Move your child into calm choices when they seem to be over-excited (writing a letter, drawing a picture, listening to music, taking a walk, swinging). Help empower them. 50) Stay on top of Evidence Based Practices and emerging fields such as Neurological Music Therapy. 51) Remain aware and attuned. Read signals carefully. Some children need to be watched much more closely than others (some even moment by moment) 52) Use books and social stories to represent children’s challenges symbolically. 53) Be on the same page with the other primary caregivers in the house. Be predictable, reliable, and consistent. 54) Make sure your child gets enough movement and exercise during the day. It does not have to be organized sports. Exercise can come in many different forms. Mastering sensory motor challenges is excellent for the developing brain. 55) Advocate for your child. If accommodations or educational support services are required, ensure that they are procured and implemented. Don’t be afraid to ask for daily communication from your child’s teacher so you know what frame of mind and body to expect when he/she returns home. 56) If behavior is out of control and unsafe; ensure safety first. Remove dangerous items. Keep a more sterile environment if necessary. Explain repeatedly, as many times as necessary, that violence is not acceptable and yours is not a violent family. 57) Let your child know what he/she CAN do instead. 58) If you are in the car and your child is causing problems, pull over until the situation is stabilized. Do what is necessary to get home safely. DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 5 59) Be prepared to change your course and plan for the day if you need to. Your ability to be flexible is vital. Two rigid people never make a situation work. 60) Be aware of placing your child in an unfair situation. Have realistic expectations. 61) Remove yourself and your child’s siblings if you have to, as long as your child can not get hurt. 62) Bring in an outside person such as a neighbor. Sometimes a child will act differently in front of other adult figures for fear of embarrassment or judgment. 63) Create save havens at home and calming spaces. 64) Use humor to diffuse tough situations and defiance. 65) Let your child play head of the household for thirty minutes. 66) Have your teacher talk to your child about their expectations for them at home, if behaviors are difficult at home but not at school. 67) Offer daily structure and visual reminders. 68) Learn from trial and error. If what you are doing is not resulting in change, don’t waste time trying to repeat what has not worked in the past. 69) Be intriguing. Effectively capture attention (e.g., “Wait, wait, wait, wait, wait! I have an AMAZING idea!!!” Or, “Guess what?!! I bet you’ll never guess what I am thinking…”) 70) If your child is having difficulty shifting attention, it may be necessary to offer some help. For example, move in closer. Be explicit (e.g., “It’s time.” “I can see this is really hard for you. I am going to help.”) 71) For very extreme behaviors, don’t be reticent to be direct in communicating to your child when an action is against the law and to contact authorities if necessary.
Load more

Recommended publications
  • Girls on the Autism Spectrum
    GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg.
    [Show full text]
  • 2019 CATALOG Dear Friend
    Over 20 Years of Excellence in Autism Publishing 2019 CATALOG Dear Friend, Future Horizons was created to meet the needs of teachers, therapists, and family members who face the challenge of autism. Our books, videos, and conferences bring you the most current information possible to aid in that challenge. It is our strong belief that every child and adult with autism can improve and contribute to the lives of those who love them and, just as importantly, contribute to society. We at Future Horizons pride ourselves in bringing to the mission not only a strong sense of professionalism, but one that is based on personal relationships. All of us have family members or friends who are affected. Future Horizons would not exist today without two very special men. The first is my brother, Alex, whom I had the pleasure of growing up with as I watched him develop into FROM THE PUBLISHER THE FROM a fine young man. Alex was a light that lit up lives wherever he went. Whether working with TEACCH in North Carolina, speaking at conferences, attending Alex Gilpin family gatherings he enjoyed so much, or working in the jobs he held, his delightful sense of humor, courtesy, and caring improved the lives of all who knew him. You could not help but smile back at his infectious grin and I never heard him say an unkind word about anyone. Alex is the genesis for this company. My father, R. Wayne Gilpin, was the man who brought the company to life. After writing the book inspired by Alex, Laughing and Loving with Au- tism, he found other materials that needed a good publisher.
    [Show full text]
  • People with Autism Spectrum Disorder in the Workplace: an Expanding Legal Frontier
    \\jciprod01\productn\H\HLC\52-1\HLC105.txt unknown Seq: 1 23-JAN-17 10:48 People with Autism Spectrum Disorder in the Workplace: An Expanding Legal Frontier Wendy F. Hensel1 Over the past two decades, there has been a significant increase in the number of children diagnosed with autism spectrum disorder (ASD). Recent estimates suggest that ASD may affect as many as one out of every 68 children in the United States, an increase of over 78% since 2007. Although some of this increase can be attributed to the enhanced awareness and focus on early inter- vention resulting from public education campaigns, much of the cause remains unknown. Nearly half of all individuals diagnosed with ASD possess either average or above average intelligence, but only a small percentage are employed, regard- less of their level of educational attainment or individual qualifications. One study of adults with high functioning autism identified employment “as the single biggest issue or barrier facing them.” In the next eight years alone, experts predict a 230% increase in the num- ber of young people with ASD transitioning to adulthood. As these numbers grow, there inevitably will be pressure to change the status quo and expand employment opportunities for them. At the same time, as a result of the amend- ments to the Americans with Disabilities Act, litigants of all disabilities are in- creasingly successful in establishing coverage under the statute and increasing protection against disability discrimination in employment. Taken together, there is little doubt that increasing numbers of individuals with ASD will enter the labor pool over the next decade.
    [Show full text]
  • Building Community Among Autistic Adults DISSERTATION Submitted In
    UNIVERSITY OF CALIFORNIA, IRVINE Voices of Belonging: Building Community Among Autistic Adults DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Anthropology by Heather Thomas Dissertation Committee: Associate Professor Keith M. Muprhy, Chair Professor Victoria Bernal Professor Tom Boellstorff 2018 © 2018 Heather Thomas DEDICATION To my mentors, loved ones, and colleagues "Everyone has his or her own way of learning things," he said to himself. "His way isn't the same as mine, nor mine as his. But we're both in search of our Personal Legends, and I respect him for that." Paulo Coelho, The Alchemist ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION ix INTRODUCTION 1 Research Problem 3 Background 4 Research Sites 17 Methods 23 CHAPTER 1: Autistic Narrative 28 What Autistic Narratives Do for Autistic Adults 33 Disability Narratives 36 The Spectrum 45 Narrative and Identity Making 50 Group Identification and Disidentification 64 Conclusion 70 CHAPTER 2: Rhetorical Characters of Autisticness 71 Characterizing Autisticness 79 Prospective Members' Goals 81 Diversifying the Autistic Cast 83 Creating an Intersectional Space 105 Conclusion 112 CHAPTER 3: Learning to Be Autistic 109 Autistic Teachers & Autistic Students 121 Lateral Engagements 149 Conclusion: Autistic Proof Spaces 164 CHAPTER 4: Disidentification 158 Labelling & the Reality of a "Disorder" 170 Risky Formerly-Autistic Subjects 179 Countering Certified Autism Experts 183 Anti-Psychiatry in Disidentifiers' Narrative Revisioning 186 Reclassified Neurodivergence 192 Conclusion 199 CONCLUSION 192 iii REFERENCES 199 APPENDIX A: Key Interlocutors & Their Groups 210 APPENDIX B: Glossary 212 iv ACKNOWLEDGMENTS I am deeply grateful for each member of my dissertation committee.
    [Show full text]
  • Name of Guide Library List
    NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching
    [Show full text]
  • Books and Movies About Asperger Syndrome (AS), Marriage, and AS in Women by Eva Mendes, LMHC, NCC Asperger/Autism Specialist and Couple’S Counselor
    Books and Movies about Asperger Syndrome (AS), Marriage, and AS In Women by Eva Mendes, LMHC, NCC Asperger/Autism Specialist and Couple’s Counselor Dated: June 2nd, 2014 I often recommend that my clients read a book or two to help on their journey of discovery, learning, healing and happiness. The books are listed in random order. If you have a suggestion to add to this list, please do send me an email at [email protected] Thank you! The list is organized under the following topics: 1. Asperger Syndrome (Autism Spectrum) and Marriage 2. General books on Asperger Syndrome/Autism Spectrum 3. Movies and TV shows on Asperger Syndrome/Autism Spectrum 4. Cognitive Behavioral and Dialectic Behavior Therapy 5. Buddhist thought and philosophy 1. Asperger Syndrome/Autism Spectrum and Marriage: ❏ The Other Half of Asperger Syndrome by Maxine Aston This book is focused on various non­spectrum or NT (neurotypical) spouse perspectives and experience in the AS marriage. Validating narratives of what it means to be with an AS partner. ❏ Aspergers in Love by Maxine Aston This book is based on numerous interviews of couples in an AS marriage or relationship. Also includes strategies for dealing with the difficulties of a neurodiverse marriage. ❏ The Asperger Couple’s Workbook by Maxine Aston One of Maxine’s later books, offers activities, illustrations and worksheets for couples to use in their marriage. ❏ Marriage with Asperger Syndrome: 14 Practical Strategies by Eva Mendes A paper I wrote for couples where one or both partners have AS. I have 14 distinct categories of strategies and behaviors couples can use to create ease and harmony in their marriage or long­term relationships.
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • Financial and Non-Financial Disclosures
    FINANCIAL / NONFINANCIAL DISCLOSURE AUTHORS/SPEAKERS Jed Baker, Ph.D., M.A.; Handling Challenging Behavior & Teaching Social Skills, Earned his Ph.D. in clinical psychology (1992); M.A. (1990) from University of Albany, NY and is a Director of Social Skills Training Project in Somerset, NJ. Current practice: Director of Social Skill Training Project (Private Practice) in Somerset, NJ. Disclosure: Financial — Author/Speaker for Future Horizons, Inc. and receives honorarium fees and royalty payments. Nonfinancial — No relevant nonfinancial relationships exist. Dr. Temple Grandin; The Way I See It, Awarded Ph.D. in Animal Science from the University of Illinois (1989) and is currently a Professor at Colorado State University. Current practice: Professor of Animal Science at Colorado State University, Fort Collins, CO. Disclosure: Financial — Author/Speaker for Future Horizons, Inc. and receives honorarium fees and royalty payments. Nonfinancial — Speaker is an adult with high functioning autism. No relevant nonfinancial relationships exist. Dr. Tony Attwood; The Complete Guide to Asperger’s Syndrome, Professional Qualifications: Ph.D. from University of London, UK (1984); M.Sc. in Clinical Psychology from the University of Surrey, UK (1975); B.A. (Hons.) in Psychology from University of Hull, UK (1973) and is currently an Adjunct Professor at Griffith University, Queensland, Australia & Consulting Psychologist to Minds & Hearts Clinic in Brisbane, Queensland, Australia. Current practice: Adjunct Professor at Griffiths University in Queensland, Australia; and, Consulting Psychologist to Minds & Hearts Clinic in Brisbane, Queensland, Australia. Disclosure: Financial — Author/Speaker for Future Horizons, Inc. and receives honorarium fees and royalty payments. Nonfinancial — No relevant nonfinancial relationships exist. FINANCIAL / NONFINANCIAL DISCLOSURE AUTHORS/SPEAKERS Britt Collins; Sensory Parenting, M.S., OTR/L, Pediatric Occupational Therapist and M.Sc.
    [Show full text]
  • Download 22 Things a Woman Must Know If She Loves a Man With
    22 THINGS A WOMAN MUST KNOW IF SHE LOVES A MAN WITH ASPERGERS SYNDROME DOWNLOAD FREE BOOK Rudy Simone, Maxine C. Aston | 112 pages | 15 May 2009 | JESSICA KINGSLEY PUBLISHERS | 9781849058032 | English | London, United Kingdom 22 Things a Woman Must Know If She Loves a Man with Asperger's Syndrome This one is a very easy and quick read and has a lot of valid points, but I think is a bit too generalised when it comes to a large group of the ASD population. Yes, my password is: Forgot your password? It delivered on all accounts. In Simone told Time Magazine that she initially self diagnosed with Aspergers after failing to find a doctor within miles of where she lived who would believe her. It left me feeling quite negative about my husband, which isn't useful. I talked to men with AS and I got their opinions on different aspects of relationships. Like x 1 Creative x 1. She talks with humour and honesty about the quirks and sensitivities that you may come across when getting to know your partner. Each segment or point has an illustration which I found highly colourable and stress relieving. The Accountant Barfi! See details. Dec 24, Alex rated it really liked it Shelves: autism. There will probably be no public displays of affection. Retrieved Quotes from 22 Things a Woman I loved this and would recommend it to any woman. Just a moment while we sign you in to your Goodreads account. Table of Contents Introduction. Sign in to Purchase Instantly. Many of them do fit me.
    [Show full text]
  • The Asperkid's (Secret) Book of Social Rules
    Asper The kid’s - Secret - Book of Social Rules The Handbook of Not-So-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome Illustrated by Jennifer Cook O’Toole Brian Bojanowski “The Asperkid’s (Secret) Book of Social Rules is a must-have resource for tweens and teens with Asperger syndrome. By exposing the ‘secret’ thinking of NTs and opening each chapter with a list of ‘need-to-knows,’ O’Toole sensitively and candidly explains the social rules that often confuse teens with Asperger syndrome. The graphics, humor and short chapters make the book lively and accessible, while O’Toole’s own experiences as an individual with Asperger syndrome help teens connect personally with her insightful, practical advice.” —Diane M. Kennedy and Rebecca S. Banks, authors of Bright Not Broken: Gifted Kids, ADHD, and Autism “The joy of knowing that the mistakes of the past have a good chance of melting away is the real, not-so-secret ingredient that makes this book shine.” —Michael John Carley, Executive Director, GRASP, ASTEP, and author of Asperger’s From the Inside Out “Asperteens rejoice! Finally someone has produced a guide to the mysteries of teenage social etiquette. Jennifer’s brilliant writing style serves up huge, life-changing advice in small, bite-sized chunks, making this an invaluable reference point for navigating the difficult path between childhood and adult life. If you’re a teenager, buy a copy. If you’re older, buy one too—it’s never too late to learn those ‘secret rules’ and apply them in your life.” —Helen Wallace-Iles, founder and director, Autism All-Stars UK, and mother of four children on the autism spectrum “Wow! This book is awesome.
    [Show full text]
  • Talking to Your Child About Having Autism Spectrum Disorder
    Arlington Public Schools December, 2012 General Tips Where to begin? Use the terms (Autism, ASD, Asperger’s) Use books, social stories, or other tools (see resource list) When to tell my child? Start at a young age If your child is having any problems with self-esteem or not fitting in If they have questions about IEPs, testing , or any part of feeling “different” What to tell them? Be honest and offer facts Answer questions **Many children already know before their parents tell them! Make talking about ASD a celebration, not just a focus on deficits and difficulties Having ASD provides many strengths and can lead to great talents and success – even for those with significant forms of autism Communities of support are available online and in person Fantastic role models! Good Things About Having ASD Ability to see and remember details Being able to stay focused on certain tasks for a long time Honest and direct communicators Problem solving in new and creative ways REALLY good at things areas of strength and interest Friends who are loyal and interesting! Many people diagnosed with or thought to have ASD have achieved great success Heather Kuznich Temple Grandin Shigeru Miyamoto Albert Einstein Craig Nicholls Steven Stephen Wiltshire Spielberg Bill Gates Daryl Hannah Satoshi Tajiri Popular Autism Pride Sayings Autism. Around since Noah lined up the animals and counted them. “For success in science and art, a dash of autism is essential” Hans Asperger Autism is not a tragedy... ignorance is. “Autism is as much a part of humanity as is the capacity to dream.” Kathleen Seidel Celebrate Neurodiversity Normal is just a setting on a dryer Don’t Dis My Ability Aspitude I have Autism.
    [Show full text]
  • Autism Library List.Xlsx
    Autism Library Title Creator Location Type UPC/ISBN ID/Barcode Applied Behavior Analysis The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573316 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573317 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573318 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5573319 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5750251 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750252 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750254 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750253 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4‐7 Years: A Step‐by‐Step Treatment Manual Including ..
    [Show full text]