Nolan E. (ed.) - Autistic Spectrum Disorders (2004)(en)
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Autistic
Spectrum
Disorders
Practical Strategies
Autistic Spectrum
Disorders
Practical Strategies for Teachers and Other Professionals
■Challenges of ASD and how to meet them
■Off the shelf support
Northumberland County Council Communication Support Service
Autistic Spectrum
Disorders
Spoken Language Difficulties: Practical Strategies and Activities for Teachers and Other Professionals by Lynn Stuart, Felicity Wright, Sue Grigor and Alison Howey
(ISBN 1-85346-855-X)
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion by Gary Mesibov and Marie Howley (ISBN 1-85346-795-2)
Autism in the Early Years: A Practical Guide by Val Cumine, Julie Leach and Gill Stevenson
(ISBN 1-85346-599-2)
Educational Provision for Children with Autism and Asperger Syndrome: Meeting their Needs by Glenys Jones
(ISBN 1-85346-669-7)
ii
Autistic Spectrum
DisordersPractical Strategies
for Teachers and Other Professionals
Northumberland County Council Communication Support Service
David Fulton Publishers Ltd
The Chiswick Centre, 414 Chiswick High Road, London W4 5TF www.fultonpublishers.co.uk
First published in Great Britain in 2004 by David Fulton Publishers
Note: The rights of Lynn Stuart, Jennie Beckwith, Amanda Cuthbertson, Rosamund Davison, Sue Grigor, Alison Howey and Felicity Wright to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
David Fulton Publishers is a division of Granada Learning Limited, part of Granada plc.
Copyright © Lynn Stuart, Jennie Beckwith, Amanda Cuthbertson, Rosamund Davison, Sue Grigor, Alison Howey and Felicity Wright 2004
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library.
ISBN 1-84312-155-7
Pages from this book may be photocopied for use only in the purchasing institution. Otherwise, all rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior permission of the publishers.
Typeset by Pantek Arts Ltd, Maidstone, Kent
Printed and bound in Great Britain
iv
Contents
Foreword |
ix |
|||
Notes on contributors |
xi |
|||
Preface |
xii |
|||
Acknowledgements |
xiii |
|||
Section 1 |
|
Areas of difficulty |
1 |
|
Chapter 1 Behaviour |
3 |
|||
School |
3 |
|||
1 |
|
Playtimes |
3 |
|
2 |
|
Lunchtimes |
4 |
|
3 |
Assemblies |
5 |
||
4 |
|
Boundaries |
6 |
|
5 |
|
School rules |
7 |
|
6 |
Transitions |
8 |
||
Class |
9 |
|||
|
1 |
Anxiety |
9 |
|
|
2 |
Anger |
10 |
|
|
3 |
|
Disruptive behaviour |
11 |
|
4 |
Obsessions |
12 |
|
|
5 |
Unusual behaviours |
13 |
|
|
6 |
|
Distractibility |
14 |
|
7 |
Carpet time |
15 |
|
|
8 |
Following own agenda |
16 |
|
|
9 |
Changes in routines |
17 |
|
10 |
Organisation |
18 |
||
11 |
Coping in groups |
19 |
||
Suggestions for IEP targets |
20 |
|||
Chapter 2 Thinking and learning |
22 |
|||
Learning |
22 |
|||
1 |
|
Seeing the bigger picture |
22 |
|
2 |
|
Single channel focus |
23 |
|
3 |
|
Homework |
24 |
|
4 |
|
Independence |
25 |
|
Attention |
26 |
|||
1 |
|
Listening |
26 |
|
2 |
|
Starting a task |
27 |
|
3 |
|
Staying on task |
28 |
|
4 |
|
Fatigue |
29 |
v
Contents
Thinking |
30 |
|
1 |
Rigidity of thought |
30 |
2 |
Fact, fiction and imagination |
31 |
3 |
Thinking skills |
32 |
4 |
Mind reading |
33 |
Suggestions for IEP targets |
34 |
|
Chapter 3 Conversation skills |
36 |
|
Verbal |
36 |
|
1 |
Listener knowledge and listener needs |
36 |
2 |
Turntaking |
37 |
3 |
Initiating and developing conversations |
39 |
Non-verbal |
40 |
|
1 |
Body language and gesture |
40 |
2 |
Facial expression and eye contact |
41 |
3 |
Tone of voice |
42 |
Suggestions for IEP targets |
43 |
|
Chapter 4 Sensory and motor |
45 |
|
Undersensitivity |
45 |
|
1 |
Continual movement |
45 |
Oversensitivity |
47 |
|
1 |
Smell, touch and taste |
47 |
2 |
Sight |
48 |
3 |
Sound |
49 |
Motor control |
51 |
|
1 |
Fine and gross motor skills |
51 |
2 |
PE and games |
52 |
Suggestions for IEP targets |
53 |
|
Chapter 5 Language and communication |
54 |
|
Use |
54 |
|
1 |
Restricted interests |
54 |
2 |
Language development |
55 |
3 |
Unusual language features |
56 |
Comprehension |
57 |
|
1 |
Literal understanding |
57 |
2 |
Inference |
58 |
3 |
Verbal reasoning |
59 |
4 |
Following instructions |
60 |
Suggestions for IEP targets |
61 |
vi
Chapter 6 Social skills |
62 |
||
Social context |
62 |
||
1 |
|
Home/school relationships |
62 |
2 |
|
Social cues |
63 |
3 |
Inappropriate behaviour |
64 |
|
Social interaction |
65 |
||
1 |
Making friends |
65 |
|
2 |
Keeping and sharing friends |
66 |
|
3 |
|
Interactive play |
67 |
4 |
Empathy and emotional understanding |
68 |
|
Understanding others |
69 |
||
1 |
Lies and other language uses |
69 |
|
2 |
Jokes |
70 |
|
3 |
Accidents and bullying |
71 |
|
Suggestions for IEP targets |
72 |
||
Section 2 |
General strategies |
73 |
|
|
1 |
Social stories |
73 |
|
2 |
Circle of friends |
78 |
|
3 |
Using a buddy system |
79 |
|
4 |
Playtime strategies |
80 |
|
5 |
TEACCH approach |
81 |
|
6 |
Visual schedules and transition planners |
82 |
|
7 |
Setting up a work station |
83 |
|
8 |
The social filing cabinet |
84 |
|
9 |
Home/school liaison |
88 |
10 |
Conversation cue cards |
92 |
|
11 |
Organisation strategies |
96 |
|
12 |
Suggestions to improve motor skills |
98 |
|
13 |
Activities to promote non-verbal awareness |
104 |
|
14 |
The older pupil – a whole-school approach |
107 |
|
Section 3 An autistic view of the world |
115 |
||
Autistic voices |
115 |
||
A comparison of autistic spectrum disorders and |
|
||
neuro-typical responses |
118 |
||
Section 4 Resources |
121 |
||
Behaviour |
121 |
||
Thinking and learning |
121 |
||
Conversation skills |
122 |
Contents
vii
Contents
Sensory and motor |
122 |
Language and communication |
122 |
Social skills |
123 |
General |
123 |
An autistic view of the world |
123 |
Websites |
124 |
Games |
124 |
National courses |
124 |
Index of areas of difficulty |
125 |
viii