By Robin L. Gabriels PsyD, Dina E. Hill PhD
People with autism and their caregivers face distinctive demanding situations in later adolescence and formative years. This quantity interprets learn at the wishes of this inhabitants into useful ideas for clinicians and educators. The ebook good points brilliant case examples and an in-depth, reproducible overview shape. obtainable assistance and hands-on feedback are supplied for helping confident habit, verbal exchange, and social abilities; handling matters with regards to psychological and actual overall healthiness and sexuality; aiding households entry companies and navigate the criminal method; and optimizing the tutorial and transition making plans technique.
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Additional info for Growing Up with Autism: Working with School-Age Children and Adolescents
Sample text
Bradley, E. , Summers, J. , Wood, H. , & Bryson, S. E. (2004). Comparing rates of psychiatric and behavior disorders in adolescents and young adults with severe intellectual disability with and without autism. Journal of Autism and Developmental Disorders, 34(2), 151–161. , Locascio, J. , Choroco, M. , Spencer, E. , Malone, R. , et al. (1990). Stereotypies and tardive dyskinesia: Abnormal movements in autistic children. Psychopharmacology Bulletin, 26(2), 260– 266. , & Sigman, M. (1993). Parental perception of emotional expressiveness in children with autism.
2003). DSM-IV disorders in children with borderline to moderate intellectual disability: I. Prevalence and impact. Journal of the American Academy of Child and Adolescent Psychiatry, 42(8), 915– 922. Donnellan, A. , LaVinga, G. , & Fassbender, L. L. (1998). Progress without punishment: Effective approaches for learners with behavior problems. New York: Teachers College Press. Douglas, R. , & Martin, K. A. (2004). Neuronal circuits of the neocortex. Annual Reviews of Neuroscience, 27, 419–451. , & Koegel, R.
O Time Out o Ignoring o Redirection o Consequences o Visual Cues o Token System o Physical Prompts o Positive Praise o Physical Holding Explain: I. Self-Regulation (Calming) Strategies and Reinforcements: Please list any calming strategies, special interests/characters, activities, toys, or food items that calm your child or assist with their behavior management. (continued) 29 CHILD AND CAREGIVER INFORMATION FORM (page 3 of 11) III. Communication Ability A. How does your child communicate his or her needs (check all that apply)?