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Nolan E. (ed.) - Autistic Spectrum Disorders (2004)(en)

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Date: 2005.04.24 22:39:19 +08'00'

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