Reader Favorites

The list shows the most widely read articles on this site.

1. My Calming Page: Helping Children with Cognitive and Social Disorders Control Emotion - A Completed Example
   Visual aid that can be used to help children with cognitive and social disorders control their emotions. A completed example. . . . keep reading
   
   
2. Visual Strategies: 25 Reasons to Use Visual Strategies
   Linda Hodgdon, M.Ed., CCC-SLP
   We use visual tools to accomplish a purpose. Perhaps we use something visual to help a student understand a situation. Maybe we provide a visual prompt so a student can accomplish a task more independently. Think of the PURPOSE of a visual tool. Defining the student's NEEDS guides the decision about what kind of tool to use. Identifying the purpose of a visual tool helps us know how to use it. Is your school or home environment set up to provide the visual support your students can benefit from? . . . keep reading
   
   
3. Terms of Use
   We invite our members to enjoy all the features this site has to offer. But we must require that each member abide by certain rules so that no one's rights are stepped on. . . . keep reading
   
   
4. Using Visual Strategies to Improve Transitions - Audio - 1 minute 17 seconds
   I would like to learn how to use visual strategies with younger kids with Autism behavior to improve transition between activities. Effective strategies are discussed. . . . keep reading
   
   
5. Brushing Teeth
   Brushing Teeth . . . keep reading
   
   
6. Emotions: Help Students with ASD to Communicate What They Need
   2 X 2 pictures
   I don't want it, I don't like it, hungry, thirsty, sad, cry,
   too noisy, scared, I'm mad, mad, I forgot, sick . . . keep reading
   
   
7. First Year of College: Lessons from a Parent of a Child with Asperger Syndrome
   Julie Coulter
   My husband and I began a new phase in life last fall as our son left home to attend college. After struggling with ADD and Asperger Syndrome through special education programs in a mainstream environment for 13 years, he had graduated from high school successfully. We are proud of his hard work and the steps he took to get to college. We are very grateful to all the teachers who helped our son prepare for college in high school. We are also very thankful for college programs for students with special needs. . . . keep reading
   
   
8. Encouraging Fitness in Children
   Easy tips for incorporating healthy habits in a daily routine. . . . keep reading
   
   
9. Communicating What Happenend at School - Visual Aid
   Today at School is a simple system to enhance home-school communication. The page is prepared by the student at school to take home. Then the student can use the page to help communicate what happened at school. This page could be used by verbal or non-verbal students. Non-verbal students can point to what happened. Verbal students can use the page to help them remember what to talk about. . . . keep reading
   
   
10. Reacting to Agitation, Escalation and Outburst in Autism Spectrum Disorders
    Rebecca Klaw, MS, Med
    Part 3 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with AutisM Spectrum Disorders Before we begin... a word about consequences Children who are developmentally compromised in the areas of flexibility and frustration management usually: Lack the capacity to manage emotions associated with frustration well enough to think clearly in the midst of crisis; and Lack the ability to shift their thoughts from their agenda to your agenda even when faced with very meaningful consequences. . . . keep reading
    
    
11. Understanding Inflexible-Explosive Children in Autism Spectrum Disorders
    Rebecca Klaw, M.S,, M.Ed.
    Part 1 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with Autism Spectrum Disorders In the literature about working with individuals with Autism Spectrum Disorders, attention is routinely given to proactive or preventive strategies for helping children manage their lives smoothly. These strategies are based on insight into a child's particular challenges, recognition of their particular strengths, and acknowledgement of their particular communication style and skill level. The strategies that all of us know, and use, are also based on the understanding of sensory differences and the child's often pervasive need for sameness and routine. . . . keep reading
    
    
12. Understanding the Need for Using Visual Strategies in Teaching Students with Autism Spectrum Disorders
    Linda Hodgdon, M.Ed., CCC-SLP
    Understanding WHY is Half the Battle. Using visual strategies with students used to be rare. Now it is a more common practice for educators who have a lot of experience working with autism. In my Visual Strategies Workshops at least 75% of the people indicate that they use some visual tools with students. They see great results from this method of communication support. That is why they are attending the workshop. They want to learn more. The problem is. . . .there are still a lot of people who have difficulty understanding the need. Some of them struggle and argue and fight to try to avoid accepting the need for this communication approach. . . . keep reading
    
    
13. Understanding the Stages of Crisis Leading to Meltdown in Autism Spectrum Disorders
    Rebecca Klaw, M.S,, M.Ed.
    Part 2 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with AutisM Spectrum Disorders Agitation/Escalation Many things can trigger agitation in children with autism: Not getting what he/she wants Not doing what he/she wants to do Not being able to regulate to environmental stimuli Not being able to regulate to internal stimuli . . . keep reading
    
    
14. Teaching Children Health Skills
    Ideas for teaching children basic personal care skills in a variety of ways. . . . keep reading
    
    
15. 3 Invisible Skills Critical for Good Communication with Special Needs Students
    Linda Hodgdon, M.Ed., CCC-SLP
    One common question I get about using visual strategies involves prerequisites for success. People want to know if there are some skills to teach before using visual supports with students. My answer to that is NO. You can start today to support your communication with visual cues and visual tools. Just remember there are many kinds of visual supports Objects are visual tools. Your body can be used to get attention and communicate information. So, getting in a child's visual field and holding up his coat so he can put his arms in is a great way to use visual cues and supports. . . . keep reading
    
    
16. Using Photos to Communicate with Individuals with Autism Spectrum Disorders
    Linda Hodgdon, M.Ed., CCC-SLP
    Learning effective conversation skills ranks as one of the greatest challenges for students with autism spectrum disorders (and lots of other students with communication or behavior difficulties). Conversation is complex. It requires exactly the abilities that are difficult for these students. Success with conversations requires many skills such as: Engaging another person Deciding what to talk about Using appropriate language to share thoughts or information . . . keep reading
    
    
17. Using Visual Strategies with ASD Individuals: Success Stories (Part 21)
    Do you have a success story or an experience story or some comments about your experience using visual strategies? Here's what they shared: I have experienced that visual strategies are very very helpful not only to children with asd but also to children with dyslexia and to foreign students. I generally believe that what is to be taught, should be done in many different ways, because children acquire knowledge in many different ways. We need to be flexible and adapt to every child's learning needs. . . . keep reading
    
    
18. I Forgot my Password
    I forgot my password. Help! . . . keep reading
    
    
19. Austism: A Special Problem Requiring Many Professional Roles to Effectively Handle
    Linda Hodgdon, M.Ed., CCC-SLP
    I had an opportunity recently to observe a professional debate. Two people. Two different professional roles. Both serving students with autism. They were staking out their territory. One person was trying to make the boundary lines very clear. He was the expert in his field and he did not want the other person to cross the line. No one else was permitted to know about "his stuff." He was protecting his turf. In fact, he became angry when the other person said something to cross into his territory. It Takes a Lot of Information I began to think about all the different people that provide information to help understand the challenges of Autism Spectrum Disorders. . . . keep reading
    
    
20. Researchers Identify Gene Variant Associated with Autism and Gastrointestinal Dysfunction
    A study led by researchers at the University of Southern California and Vanderbilt University have identified a specific gene variant that . . . keep reading
    
    

Displaying 1 thru 20 of 478 Found     Next