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Successful Social Skills for Individuals with ASD
Students with autism or Asperger's Syndrome or related learning needs can have significant challenges in developing appropriate social skills. This department is filled with ideas to help teach appropriate skills for participating in social environments.
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Throwing Rocks
Aileen Hecht
I tried very hard to be friends with the kids in my neighborhood, four of which were my cousins, and four or so others living within a hundred yards as well. I really only followed them around (mostly the girls), observing, mimicking, assimilating, trying to learn to be like them so that I could not only be their friends but to make friends at school as well. They weren't necessarily popular but as far as neighborhood cliques go, I very much found the breaks from solitude appealing and somewhat more comforting than those provided by the classmates at school considering that half of the neighborhood playmates were family. Family is an entirely different entity than the classmates who were . . . keep reading
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It's Worth a Try!
Kerri Stocks
Here I am giving different strategies for you to use if you feel different feelings and emotions through out your day. A lot of times they may work, but sometimes they . . . keep reading
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When They Stare
Kerri Stocks
Some days it can feel like everyone is staring at you. Whether it is when you walk into a classroom and the kids look straight at you, or . . . keep reading
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Copying
Kerri Stocks
Sometimes when we feel we are not good enough, we watch other people or other children and think that if we were . . . keep reading
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Creating All-Inclusive Extracurricular Activities Can Aid Children with Autism
Mara Sapon-Shevin & Paula Kluth
In many schools, extra-curricular activities are part of a competitive ideology that separates and sorts students. Participation in extra-curricular activities is seen as the "right" or privilege of high achieving students, as a ticket to a better college, and as a way of preparing students for participation in competitive, societal forms of a particular activity. Thus, being on the football team is seen as a way of training a few excellent athletes who may go on to play professional football; being in the school play or chorus is a way of providing high level theatrical and musical experiences for students who excel in that area who then might pursue these activities in institutions of higher learning or as community members. . . . keep reading
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Mistakes! Ooops!
Kerri Stocks
A mistake is something that is incorrect. A mistake can be an error of judgment. Mistakes can happen anytime and anywhere but . . . keep reading
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Autism plays role in drama workshop
Marcia Manna
was Reid Moriarty's first time attending the Positive Action Community Theatre. The tousle-haired teen reluctantly followed his mother into the bare room with a wall of mirrors, where a . . . keep reading
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Me, Me, Me!
Kerri Stocks
Listening to other people talk can be very annoying. Sometimes you want to run or hide. Sometimes you may want to . . . keep reading
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Teaching Austic Children to Respond When They Can't Be Seen
Linda Hodgdon, M.Ed., CCC-SLP
I received a letter Dear Linda: At our last parent support meeting we went around the room and found that every parent had difficulties getting their child to answer to their name when called. We have kids on all levels of the spectrum and the problem seems to be across the board. How can we teach our kids to visually or verbally respond? We want to address this especially when they cannot be seen (i.e. in another room, or around the corner in a store, or behind a rack). Do you have a strategy for getting them to respond? Sincerely, Jane . . . keep reading
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Autism May Hinder Ability to Read Body Language
Autism may hinder a person's ability to see and read body language, making it difficult to gauge other people's feelings, a British study finds. Dr. Anthony Atkinson, of the Durham University psychology department, found that adults with autism spectrum disorder had trouble identifying emotions, such as anger or happiness, while watching short video clips of body movements. The videos had no images of faces or sound. Those who had the most difficulty identifying emotions also did poorly on a task in which they . . . keep reading
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What Can We Learn From Breakfast Wraps: Understand Learning Differences in Students with ASD
Linda Hodgdon, M.Ed., CCC-SLP
Do you get my point? We all don't think alike or learn alike. Are you one of those people who reads all the directions and then follows them step-by-step? Or do you just figure it out without consulting them? Can you see how this applies to more than just breakfast wraps? Does your style match your students? Your own style will guide how you teach all those routines of life. The challenge is to pick the right steps to help each student succeed. . . . keep reading
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Positive Effects of Owning a Dog for Children with Autism Spectrum Disorders
Lauren Padgett
For someone with autism, a dog can be a great way to teach friendship, empathy and responsibility. When my autistic son Lucas was 16, his older brother left for college. Within a few months, my husband and I began to notice how much Lucas missed his big brother and best friend. There was no one at home to get Lucas laughing at stupid videos on the internet, or to gently harass him with a "You're It", beginning an impromptu game of tag through the house. And while my husband and I both tried our best to fill that gap, it was painfully obvious that Lucas was lonely without Robert here. How could we provide someone like Lucas with a true, genuine friendship? . . . keep reading
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Thinking Ahead: Anticipating Negative Situations with Children with Autism
Linda Hodgdon, M.Ed., CCC-SLP
What was a recent situation you had to deal with where you did not have a visual support? Could you have anticipated the situation? Is the situation likely to be repeated? Is there some kind of generic visual cue that could have helped? For example: "wait" or "something is going to change" or some other phrase that could work in a lot of situations. We can't anticipate every situation that requires our intervention. There will always be surprises. But planning ahead for those most common events and needs will create environments where students can become increasingly appropriate and successful. . . . keep reading
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