Students with autism are often brilliant but struggle to get and keep jobs due to social skill deficits and splinter skills. This book will help students start thinking socially through intentional social skill lessons based on evidence based practice including peer based instruction and intervention. Using peers to teach social skills is an easy way to shift the culture and climate of your entire school building and even district.
İçerik tablosu
PREFACE 1
INTRODUCTION 5
Common Characteristics of Students With ASD 5
Common Educational Approaches Used With Students With ASD 7
Sensory Processing Disorders and ASD 8
Overview of the Book 13
CHAPTER 1
Sensory Integration and Sensory Processing Disorder 15
Our Senses 15
The Sensory Integration Process 17
Sensory Dysfunction 29
Sensory Dysfunction in Students With ASD 38
CHAPTER 2
Sensory Integration Planning for Adolescents 41
Sensory Assessment 41
General Intervention Considerations 48
CHAPTER 3
A Sensory Buffet: Choosing the Right Interventions 53
Sensory Buffet 54
Sensory Systems 57
Putting It All Together: The “How To” 86
CHAPTER 4
Self-Regulation 89
Self-Regulation and Students With ASD 90
Anxiety and Meltdowns 95
Ways to Teach Self-Regulation 98
CHAPTER 5
A Sensory Buffet as Part of Educational Programming 107
The Ziggurat Model 107
Case Study: Asid 110
Comprehensive Autism Planning System (CAPS) 112
Home-School Communication 114
Case Study: Miguel 118
CHAPTER 6
Sample Sensory Buffet Schedules for School 123
REFERENCES 127
APPENDIX 133
Teen Sensory Tools Survey 134
Adult/Adolescent Checklist (Age Twelve and Up) 135
Steps in Determining Intervention Strategies for ROA
(Registration Orientation Arousal) Difficulties 138
The Sensory Scan Worksheet 139
Ziggurat Worksheet 141
Comprehensive Autism Planning System Worksheet 142
The ECLIPSE Model Self-Regulation Activity 143
Sensory Buffet School Communication Form 144
Sensory Buffet Home Communication Form 145
Website Resources 146
Yazar hakkında
Megan R. Barrett, M.Ed., is currently a special education teacher for grades 6-8 at Ankeney Middle School in Beavercreek, Ohio. Megan’s 9 years of teaching experience have come in both general and special education classrooms across elementary and middle school settings. Along with assistance from Jennifer M. Schmidt, Ms. Barrett piloted the PEERspective model, as well as created and implemented a social skills class curriculum at the middle school level. This program has been used the past three years at Ankeney Middle School. The class is designed to help students with autism and other communication needs be successful throughout their day. As an enthusiastic educator, Megan has presented the PEERspective program at several conferences focusing on autism and collaboration as it relates to special education. Megan was recently recognized as Beavercreek City Schools 2019 Teacher of the Year and continues to be an active member of Beavercreek City Schools’ Autism Coalition Team. As a way of educating her peers and colleagues, along with supporting students with various learning needs, Megan presents at local universities in order to help fellow teachers find success in helping students with autism and other behavior issues through use of the PEERspective model.
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