By Frank J. Sansosti PhD, Kelly A. Powell-Smith PhD, Richard J. Cowan PhD
Assembly a becoming want for school-based practitioners, this e-book presents very important instruments for bettering the educational, behavioral, and social results of scholars with high-functioning autism or Asperger syndrome (HFA/AS). Research-based top practices are awarded for accomplishing significant tests; participating with lecturers, scholars, and fogeys to avoid institution problems and challenge clear up after they ensue; and constructing potent individualized teaching programs (IEPs). In a large-size structure with lay-flat binding to facilitate photocopying, the booklet encompasses a wealth of sensible prevention and intervention recommendations, illustrated with concrete examples. Over a dozen reproducibles comprise interview kinds and commentary sheets.
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Additional resources for High-Functioning Autism Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in Schools Series)
2. 3. 4. 5. 6. 7. 8. No apparent delay in the development of language or ability to communicate Difficulty initiating and/or maintaining a conversation Tendency to dominate conversations, talking excessively about a topic of interest Difficulty taking turns during a conversation Failure to respond consistently to comments or questions from others Use of very formal language when speaking socially Demonstration of odd prosody when engaging with others Interpretation of jokes, sarcasm, and/or idioms literally Social Interactions As in classic autism, children and adolescents with HFA/AS demonstrate significant difficulties in their ability to interact with both peers and adults.
2002). In fact, Bauminger, Shulman, and Agam (2003) noted that individuals with HFA/AS play with other children less often and for a shorter period of time in comparison with their typically developing peers. Moreover, they may not share feelings of enjoyment about interests, activities, or accomplishments. , 2002). , Hoover vacuum cleaners, dinosaurs) regardless of the other individual’s interest or reaction (APA, 2000). , rolling of the eyes, looking away) or attempts to leave. This failure may appear as disregard for others’ feelings and may come across as insensitive.
Due to a weak central coherence, this incoming information often remains segmented; therefore, the knowledge of individuals with HFA/AS is of limited utility (Myles & Simpson, 2003). As a result of this processing style, children and adolescents with HFA/AS are often impaired in their ability to draw conclusions and to interpret information based on context, a skill that is important in both social and academic settings. A weak central coherence may explain why an individual with HFA/AS who has the appropriate ToM skills continues to struggle socially in real-world settings (Happé, 1997).
High-Functioning Autism Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in Schools Series) by Frank J. Sansosti PhD, Kelly A. Powell-Smith PhD, Richard J. Cowan PhD