State after state is mandating that children with special needs be included in general education classroom. This book provides extra guidance so the teachers can prevent the behavior from recurring and research the behavior further.
State after state is mandating that children with special needs be included in general education classroom. This book provides extra guidance so the teachers can prevent the behavior from recurring and research the behavior further.
Beth Aune, OTR/L, currently has a private practice as a pediatric occupational therapist in the Coachella Valley area. She and her dedicated staff provide intervention for children with autism spectrum disorder, developmental disabilities, and other diagnoses in a variety of environments: early intervention in the home, for general and special education students in the school setting, and in the clinical setting. Beth has developed and presented numerous workshops and trainings for parents and educators that focus on the care and treatment of children with disabilities. She lives in Palm Desert with her three children. Beth Burt currently resides in Southern California with her husband, their two sons, two cats and a dog. Because of her experience with her own children, one with an autism spectrum disorder (ASD) and the other with a learning disability, she became an advocate. She has over 13 years of experience collaborating and advocating on the behalf of students with ASD and other disorders. She has been actively involved in numerous task forces and committees related to children, disabilities and education. She has presented numerous times in Southern California to colleges, conferences, parent groups and businesses. She is currently President of the Inland Empire Autism Society and is a board member of the Autism Society California and Visions R Us, a nonprofit organization that assists young adults with special needs in making the transition from high school to desired employment. Peter Gennaro is currently the Director of Special Education for the Alvord Unified School District in Southern California. He has served as Special Education Coordinator and as Program/Inclusion Specialist prior this. As a teacher, he taught classes for students with emotional disturbance and has taught direct service special education classes consisting of students with varying disabilities. In his current position he continues to work closely with teachers, service providers, and families to develop and implement successful student programs.
Inhaltsangabe
Introduction Section One: Movement Issues Arm- & Hand-flapping Arm-swinging Breaking Pencils and/or Crayons Bumping Into Other Students/Touching Inappropriately Chews on Shirt or Other Inappropriate Items Excessive Yawning Fidgeting at the Desk Out-of-Seat Behaviors Excessive Hugging, Leaning against People, or Pushing People Taking Off Shoes Section Two: Avoidance and Retreat Behaviors Avoiding Physical Contact or Messy Activities Covering Ears Hiding or Running Away When Upset Putting Head Down or "Shutting Down" Section Three: Difficulty with Routine and Academics Difficulty with Carpet Time Difficulty with Lining Up Difficulty Starting Assignments Difficulty with Small Group Activities Difficulty with Homework Losing Materials and Missing Assignments Messy Desk or Disorganized Binder Poor Handwriting Not Attending/Off Task or Not Following Directions Not Following Playground Rules Problems at Lunchtime Not Asking for Help Transitioning and the Insistence on Sameness Section Four: Social-Emotional Issues Saying Rude or Inappropriate Things Clothing Issues Difficulty Accepting Criticism Difficulty Making Decisions Excessive Talking Humming, Talking to Self, or Inappropriate Vocalizations/Odd Gestures Interrupting Laughing Excessively or Being Silly Little or No Eye Contact Smelling People or Objects Talking Loudly Temper Outbursts Appendix A: Movement Breaks/Goal-Directed Tasks Appendix B: Sensory Input Devices Appendix C: Calming Techniques Index
Introduction Section One: Movement Issues Arm- & Hand-flapping Arm-swinging Breaking Pencils and/or Crayons Bumping Into Other Students/Touching Inappropriately Chews on Shirt or Other Inappropriate Items Excessive Yawning Fidgeting at the Desk Out-of-Seat Behaviors Excessive Hugging, Leaning against People, or Pushing People Taking Off Shoes Section Two: Avoidance and Retreat Behaviors Avoiding Physical Contact or Messy Activities Covering Ears Hiding or Running Away When Upset Putting Head Down or "Shutting Down" Section Three: Difficulty with Routine and Academics Difficulty with Carpet Time Difficulty with Lining Up Difficulty Starting Assignments Difficulty with Small Group Activities Difficulty with Homework Losing Materials and Missing Assignments Messy Desk or Disorganized Binder Poor Handwriting Not Attending/Off Task or Not Following Directions Not Following Playground Rules Problems at Lunchtime Not Asking for Help Transitioning and the Insistence on Sameness Section Four: Social-Emotional Issues Saying Rude or Inappropriate Things Clothing Issues Difficulty Accepting Criticism Difficulty Making Decisions Excessive Talking Humming, Talking to Self, or Inappropriate Vocalizations/Odd Gestures Interrupting Laughing Excessively or Being Silly Little or No Eye Contact Smelling People or Objects Talking Loudly Temper Outbursts Appendix A: Movement Breaks/Goal-Directed Tasks Appendix B: Sensory Input Devices Appendix C: Calming Techniques Index
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