Future Horizons Incorporated

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Autism & Education: The Way I See It: What Parents and Teachers Need to Know

Temple Grandin
Part 1: The Importance of Early Education The Importance of Early Educational Intervention Do Not Get Trapped by Labels Economical Quality Programs for Young Children with ASD Different Types of Thinking in Autism Higher Expectations Yield Results Teaching Turn Taking What School Is Best for My Child with ASD? Part 2: Teaching & Education Finding a Child's Area of Strength Teaching How to Generalize The Importance of Developing Talent Teaching People on the Autism Spectrum to Be More Flexible Teaching Concepts to Children with Autism Bottom-Up Thinking and Learning Rules Laying the Foundation for Reading Comprehension Motivating Students Getting Kids Turned On to Reading Too Much Video Gaming and Screen Time has a Bad Effect on Child Development Therapy Animals and Autism The Importance of Choices The Importance of Practical Problem-Solving Skills Learning to Do Assignments that Other People Appreciate Learning Never Stops

Bobby and Mandee's Don't Hide Abuse: Children's Safety Book

Robert Kahn

Bobby and Mandee's Good Touch/Bad Touch: Children's Safety Book

Robert Kahn

Bobby and Mandee's Good Touch/Bad Touch: Children's Safety Book

Robert Kahn

I have an Autism Boost

Jennifer Gilpin Yacio

No More Meltdowns: Positive Strategies for Managing and Preventing Out-of-Control Behavior

Jed Baker
Foreword Introduction THE PROBLEM Chapter 1: Meltdowns: When rewards and punishments are not enough What is a meltdown? The usual parenting advice: start with rules and consequences The limits of discipline: when rewards and punishments no longer work But aren't meltdowns just manipulative behavior? Can we really expect no more meltdowns? An overview of the four-step model for reducing meltdowns Chapter 2: What are meltdowns made of? Fight, flight or freeze response Temperament Difficulties with abstract thinking and perspective taking Inflexibility An explosive combination THE SOLUTION Chapter 3: Accepting and appreciating our children Controlling our own frustration Building competence Avoiding learned helplessness The 80/20 rule Anticipating frustration as part of learning When to avoid power struggles Chapter 4: De-escalating a meltdown How to de-escalate a meltdown Distractions When too much distraction can make things worse Helping children find their own distractions and calming strategies Steps for creating self-calming strategies Chapter 5: Understanding why repeat problems occur Understanding the triggers The ABCs of behavior: Antecedent, Behavior, Consequence Getting the ABCs: Interviews and observations Seeing the pattern Chapter 6: Creating a prevention plan The components of a good prevention plan A prevention plan for Kevin The four types of meltdown situations Plans for the Four Types of Meltdown Situations Chapter 7: Demands Do your schoolwork Try it, it's delicious Hurry up, the bus is coming Clean up Let's go to the party Chapter 8: Waiting Just wait You can't always get what you want Okay, time to stop playing Chapter 9: Threats to self-image Winning isn't everything It's okay to make mistakes But names will never hurt you Chapter 10: Unmet wishes for attention I can't play with you now Don't be jealous Time to go to bed Chapter 11: Closing thoughts: Finding your own way Prevention plan form References

Ten Things Every Child with Autism Wishes You Knew: Revised and Updated

Ellen Notbohm
Chapter One: I am a whole child. Chapter Two: My senses are out of sync. Chapter Three: See the difference between won't (I choose not to) and can't (I'm not able to). Chapter Four: I am a concrete thinker. I interpret language literally. Chapter Five: Listen to all the ways I'm trying to communicate. Chapter Six: Picture this! I am visually oriented. Chapter Seven: Focus and build on what I can do rather than what I can't do. Chapter Eight: Help me be social. Chapter Nine: Identify what triggers my meltdowns. Chapter Ten: Love me without "if."

The New Social Story Book

Carol Gray