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"Groupwork for Children with Autism Spectrum Disorder: Ages 3-5" is the first of three books promoting a multidisciplinary approach to working with children on the autism spectrum. The author team of speech & language therapists and occupational therapists have used their experience of working together in this way to create a practical resource for professionals working with children with ASD in small groups. The book aims to develop the children's skills in seven key areas of development: Communication & language; Socialisation; Play; Sensory; Motor; Behaviour; and, Emotional. Case studies, working examples, photocopiable checklists, assessment forms and session sheets are provided for group facilitators to: assess individual needs; set individual targets; create personalised programmes; plan & run group sessions; evaluate progress; and, carry out peer reviews. Forty photocopiable activities, differentiated according to the developmental area being targeted as well as the developmental level of the child, are also included. "Groupwork for Children with Autism Spectrum Disorder: Ages 3-5" provides an invaluable resource for speech & language therapists, occupational therapists, physiotherapists, play therapists, family therapists, teachers, support staff and all those working to develop the children's skills in small groups. Parents and carers are actively encouraged to participate in groupwork with their child. 'I enjoyed joining in the group and being part of my child's therapy'.
A short, easy-to-read theoretical background to ASD focusing on the underlying impairments and their impact on sensory processing, motor development, play, language and communication skills, social skills, emotional development and behaviour.
A short, easy-to-read theoretical background to ASD focusing on the underlying impairments and their impact on sensory processing, motor development, play, language and communication skills, social skills, emotional development and behaviour.
This photocopiable pack is designed to be used in group work with children and young people on the autistic spectrum who are in mainstream schools, and contains: the team handbook, with background information on autistic spectrum disorders and advice on planning social interaction groups; the resource bank book, containing a range of games, activities and photocopiable resources for groups; a CD with resource materials which may be printed off and used in group work; and, two sets of cards for use in social interaction groups. The pack is the outcome of the authors' work with children and young people with autistic spectrum disorders in Scotland, which was supported by the Scottish Executive Education Department.
Designed to bring practitioners up to date with what they need to know in order to plan inclusive practice for children with Autitic Spectrum Disorder. Up-to-the-minute support covering requirements of the SEN Code of Practice and the new Early Years Foundation Stage Open-ended activity sheets so tat all colleagues can follow a child's 'play plan' when interacting and supporting a child Specific targeted learning outcomes for children with SEN
The book, illustrated by a child with autism spectrum disorder, can be used to open the discussion about children with special needs.
The purpose of this study was to examine to what extent preschool aged children diagnosed with Autism Spectrum Disorder were able to coordinate their actions with their parent partner. This study examined simple coordinated movements, as well as sequential and simultaneous actions: coordinating physical position, back and forth actions, face to face actions, parallel actions, movements, and starting and stopping. The study utilized nineteen subjects, 16 males and 3 females, with a pre-existing diagnosis of Autism Spectrum Disorder. Subjects ranged in age from 3 years, 0 months to 5 years, 5 months, with a mean age of 3 years 8 months. The subjects' abilities to coordinate their actions with partners were evaluated using archived videotaped segments of the Relationship Development Assessment focusing on Stage Three-Coordinated Actions (Gutstein, 2000). Results indicated statistically significant evidence that preschool children diagnosed with ASD are not able to socially coordinate their actions with a parent partner. This finding is significant in consideration of diagnostic criteria and characteristic deficits in the diagnosis of Autism Spectrum Disorder and in the treatment interventions of individuals with disorder.
This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual children’s strengths and deficits. Topics featured in this book include: Naturalistic Teaching Strategies (NaTS) for developing play and social skills. Teaching play and social skills with video modeling. Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. Visual Activity Schedules and Scripts. Parent-implemented play and social skills intervention. Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.