By Frank J. Sansosti PhD, Kelly A. Powell-Smith PhD, Richard J. Cowan PhD
Assembly a growing to be want for school-based practitioners, this e-book presents very important instruments for bettering the tutorial, behavioral, and social results of scholars with high-functioning autism or Asperger syndrome (HFA/AS). Research-based most sensible practices are offered for engaging in significant checks; taking part with lecturers, scholars, and oldsters to avoid college problems and challenge clear up once they ensue; and constructing powerful individualized education schemes (IEPs). In a large-size layout with lay-flat binding to facilitate photocopying, the ebook encompasses a wealth of useful prevention and intervention thoughts, illustrated with concrete examples. Over a dozen reproducibles contain interview kinds and commentary sheets.
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Extra resources for High-Functioning Autism Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in Schools Series)
Inattentiveness appears to be the function of: classroom distraction people and/or peers confusion and/or stress overstimulation objects (inside or outside classroom) 4. Student demonstrates good reading accuracy: Yes No Yes No 5. Student exhibits poor problem-solving skills: Yes No 6. Student organizational skills are limited: Yes No but has poor text comprehension: Poor organization consists of: misplaced academic supplies unpreparedness messy desk/backpack/locker 7.
Through collaborating with multiple stakeholders, student support personnel are in a unique position to assist in fostering a comprehensive approach to assessment and intervention for children and adolescents with HFA/AS. The Roles of Parents and Other Key Stakeholders A review of the ecological model was intended to highlight the paramount importance of working with multiple stakeholders to both (1) develop a broad understanding of each student and (2) guide in the development, implementation, and evaluation of individualized programming for children with pervasive needs.
2002) and talk about it to the point at which they annoy others. For example, an elementary-age student, Angelo, was fascinated with “pyramid juice,” an elixir that ancient pharaohs drank to improve their vitality. Angelo talked incessantly about pyramid juice and often became upset when other students would change the subject to a discussion of soccer. Uninterested in soccer, Angelo would quickly attempt to change the conversation back to pyramid juice. Such behavior was quickly rebuffed, and Angelo’s peers walked away from him to talk about soccer.