Fred Frankel (UCLA), Jeffrey J. Wood (UCLA)

Social Skills Success for Students with Autism / Asperger's

• Broschiertes Buch

Produktbeschreibung

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).

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Produktdetails

• Verlag: John Wiley & Sons Inc
• Seitenzahl: 256
• Erscheinungstermin: 15. November 2011
• Englisch
• Abmessung: 236mm x 180mm x 14mm
• Gewicht: 452g
• ISBN-13: 9780470952382
• ISBN-10: 0470952385
• Artikelnr.: 33608601

Autorenporträt

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.

Inhaltsangabe

About the Authors iii
Acknowledgments v
Introduction 1
Our Approach to Social Skills Training 3
The Knowledge Base Behind This Book 4
Children's Friendship Training/PEERS 4
Cognitive-Behavioral Strategies for Emotional Self-Regulation 6
The Purpose of This Book 7
How to Use This Book 8
Part I: Basic Information About Teens with Autism Spectrum Disorder 11
Chapter 1: What Is Autism Spectrum Disorder? 13
Challenges Facing Neuro typical Teens 14
Becoming Independent from Parents 14
Preparing for a Vocation or Career 15
Adjusting to the Physical and Psychosexual Changes of Puberty 16
Developing Values and Identity 16
Establishing Effective Relationships with Peers 16
Symptoms of Autism Spectrum Disorders 18
Misleading Aspects of Communication 18
Deficits in Expression and Communication 19
Easily Corrected Deficits in Understanding Others 22
Coping with Anxiety-Producing Situations 24
Chapter 2: Making Inclusion More Successful for Students with Autism 27
History of the Inclusion Movement 28
Parent Views About Inclusion 29
Types of Educational Placement 29
Traditional Teacher Roles in Partially and Fully Included Classrooms 32
Research Findings on Inclusion 32
Social Integration into School Life 33
Mainstream Success of Students on the Autism Spectrum 34
Approaches for Social Inclusion with Neuro typical Teens 35
Teen Altruism 37
Chapter 3: Classroom Management and Social Skills Groups 43
Classroom Management for Students with Autism Spectrum Disorders 44
Segregated Students 44
Partially Included Students 45
Fully Included Students 46
Consequences for Misbehavior 47
Organizing Social Skills Groups for Tweens and Teens 48
How to Organize Groups at School 49
How to Have Teens Take the Class 49
How to Engage Teens in Class Discussions 50
Have Some Fun Activities 50
Have ''Real-Life'' Homework 50
Involving Parents in Social Skills Training 51
Part II: Interventions for Basic Social Skills 53
Chapter 4: Helping Students Expand Their Interests 55
Problems in Conversation Versus Problems in Interests 56
Socially Functional Interests 57
Interference Due to Anxiety 58
Building on Current Interests 58
Assessing Student Interests 59
Lessons to Expand Interests 62
Chapter 5: Improving Comprehension of Figurative Language 73
Idioms 74
Irony and Sarcasm 75
Types of Sarcasm 76
Recognizing Sarcasm 76
Teaching Sarcasm and Irony 77
Chapter 6: Improving Conversational Comprehension 87
Goals of Conversations 88
Ensuring Mutual Understanding 89
Conversational Repair Strategies 90
Teaching Better Task-Oriented Conversations, Accuracy Checks, and Repair
Statements 91
Chapter 7: Improving Social Conversations 99
Potential Understanding of Conversational Goals 100
Small Talk 101
Parts of Conversations 102
Chapter 8: Helping Students Choose Friends 109
Neurotypical Teen Relationships 110
Friends of Teens with Autism Spectrum Disorders 111
The Internet and Friendships 113
Appropriate Friends for Teens on the Spectrum 113
Common Errors Adults Make in Offering Friendship Help 115
Requiring Inclusion 115
Attempting to Pair Students 116
Assigning Peer Buddies 116
How Educators Can Help Foster Friendships of Teens on the Spectrum 117
Part III: More Intensive Interventions to Help Kids Fit in 121
Chapter 9: Understanding and Assessing Anxiety. 123
How Anxiety Works 124
Clinical Levels of Anxiety 125
How Anxiety Exacerbates Symptoms of Autism Spectrum Disorder 126
Outbursts and Meltdowns 128
Types of Anxiety in Students with Autism 129
Social Anxiety 130
Generalized Anxiety 132
Separation Anxiety 133
Assessing Anxiety 135
Chapter 10: Interventions to Reduce Anxiety and Outbursts 147
PhaseI: Skill Building 150
Knowing I'm Nervous 150
Irritating Thoughts 151
Calm Thoughts 152
Keep Practicing 153
PhaseII: Practicing the Skills 154
Lesson Plans 155
Chapter 11: Preventing and Dealing with Victimization 187
Types of Victimization 188
Teasing 188
Physical Aggression 189
Bullying 190
Cyberbullying 194
Effective Ways of Handling Bullying 198
Teaching Safety 198
Improving Reputation Among Peers 199
Informal Approaches to Head Off Continuing Bullying 200
Effective Ways of Handling Cyberbullying 205
Chapter 12: Working with Peer Mentors 211
Commonly Used Alternatives to Mentoring 213
Job Description of the Cross-Age Mentor 213
Step 1: Selecting Mentors 214
Step 2: Selecting Mentees 216
Step 3: Mentor Orientation 218
Step 4: Matching Mentor and Mentee 218
Step 5: The Mentorship Term 219
Step 6: Assessment 220
Conclusion: Helping Kids on the Spectrum Find Their Own Place in the World
227
Resources and References 229
Index 239