Reaching and teaching the child with autism spectrum disorder : using learning preferences and strengths / Heather MacKenzie.
Material type:
TextPublication details: London ; Philadelphia : Jessica Kingsley, 2008.Description: 272 p. : ill. ; 25 cmISBN: - 9781843106234 (pb : alk. paper)
- 184310623X (pb : alk. paper)
- 616.85882 MACK
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
| Standard Loan | Moylish Library Main Collection | 616.85882 MACK (Browse shelf(Opens below)) | 1 | Available | 39002100344184 |
Enhanced descriptions from Syndetics:
Reaching and Teaching Children with Autism provides a positive approach to understanding and educating children on the autism spectrum. The book gives greater insight into the perspective and behavior of a child with autism and explores how the child's learning preferences, strengths and interests can be used to facilitate learning and enhance motivation.
Based on well-researched theory and extensive clinical experience, the author provides a comprehensive model for developing lifelong independent learning skills in children with autism between the ages of 3 and 12 years old. The book describes the underlying principles, learning preferences and strengths typical of children with autism and offers a detailed but flexible program structure based on these concepts. Easy to follow activities and approaches are described in each chapter, along with clear examples and illustrations.
This accessible and practical book is an essential resource for parents, teachers, support workers, therapists and others concerned with learning and development in children with autism.
Includes bibliographical references (p. 230-236) and index.
Reframing the traditional definition of autism -- Learning preferences and strengths model -- Learning preferences and strengths in children with autism spectrum disorder -- Program planning with learning preferences and strengths -- Program structure -- Program content -- Program process -- Behavior in children with autism -- Putting the pieces together: an overview of the learning preferences and strengths model.
Table of contents provided by Syndetics
- Preface (p. 11)
- A new clinical perspective (p. 11)
- Development of the LPS model (p. 14)
- Advantages to the LPS model (p. 15)
- What this book can help you do (p. 16)
- Chapter 1 Reframing the Traditional Definition of Autism (p. 19)
- Traditional definition of autism (p. 19)
- No two people with autism are the same (p. 20)
- Strengths in autism (p. 20)
- Looking beyond behavior (p. 20)
- Learning from those with autism (p. 21)
- Autism reframed (p. 22)
- Autism as a cognitive style (p. 23)
- Qualitative differences between brains (p. 24)
- Systematic and social brains (p. 24)
- Coherent and piece-meal brains (p. 25)
- Learning Preferences and Strengths (p. 26)
- Chapter 2 Learning Preferences and Strengths Model (p. 28)
- Learners as "crystals" (p. 28)
- Learning preferences (p. 29)
- Learning strengths (p. 33)
- Chapter 3 Learning Preferences and Strengths in Children with Autism Spectrum Disorder (p. 37)
- Learning preferences (p. 37)
- Learning strengths (p. 44)
- Determining the Learning Preferences and Strengths Profile of a child with autism (p. 47)
- Chapter 4 Program Planning with Learning Preferences and Strengths (p. 51)
- Key program components (p. 51)
- Where to start the LPS program (p. 55)
- What motivates children with autism? (p. 56)
- Consider the child's basic needs first (p. 58)
- Consider yourself (p. 58)
- Chapter 5 Program Structure (p. 61)
- Importance of structure (p. 61)
- A Learning environment (p. 63)
- B Schedules, plans, and routines (p. 73)
- C Tasks and activities (p. 82)
- Structure to expand Learning Preferences and Strengths (p. 88)
- Chapter 6 Program Content (p. 93)
- Learning framework (p. 94)
- Where to start (p. 95)
- A Learning/Cognitive skills (L/C) (p. 96)
- B Social/Communication skills (S/C) (p. 114)
- C Self-Regulation skills (S/R) (p. 140)
- Incorporating all stages of information processing and multiple skills (p. 158)
- Chapter 7 Program Process (p. 171)
- Mediated learning (p. 171)
- Seven Pillars of Mediated Learning (p. 173)
- Ways to begin mediating (p. 184)
- Chapter 8 Behavior in Children with Autism (p. 190)
- What is behavior in children with autism? (p. 190)
- What is problem behavior? (p. 191)
- The relationship between behavior and stress (p. 192)
- Stressors in children with autism (p. 195)
- Distress reactions in children with autism (p. 195)
- Regaining equilibrium in children with autism (p. 197)
- The 'crisis plan' (p. 201)
- Ways to avoid distress reactions (p. 202)
- Chapter 9 Putting the Pieces Together: An Overview of the Learning Preferences and Strengths model (p. 219)
- The Learning Preferences and Strengths model (p. 219)
- Effectiveness of the LPS model (p. 226)
- Becoming an expert in the LPS program (p. 227)
- Where might the future lie for a child with autism? (p. 228)
- Final words (p. 229)
- References (p. 230)
- Appendix I Some Free Internet Resources (p. 233)
- Learning activities and materials (p. 233)
- File folder activities (p. 235)
- Visual organizers (p. 235)
- Reader's Theatre (p. 235)
- Songs and rhymes (p. 235)
- Children's book database (p. 236)
- Appendix II Learning Preferences and Strengths Profile (p. 237)
- Appendix III Frameworks and forms for Observation and Planning (p. 245)
- Observing Learning Preferences and Strengths - child alone (p. 246)
- Observing Learning Preferences and Strengths - child in a peer group (p. 247)
- Inventory of Child Likes and Dislikes (p. 248)
- Observing Learning Processes (p. 249)
- Lesson Planning Form (p. 251)
- Lesson Planning and Implementation Checklists (p. 252)
- Communication Skills Checklist (p. 255)
- Stressors, Distress Reactions and Calming Strategies Checklist (p. 259)
- Problem Solving Format (p. 262)
- Sample Preschool Literature-Based Curriculum Plan (p. 263)
- Story Format (simple) (p. 264)
- Story Format (more complex) (p. 265)
- Social Rule Format (p. 266)
- Index (p. 267)