Teaching of students with different educational needs Books

Book SynopsisThis unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.Trade ReviewThis is the first book to focus on writing instruction and assessment for students with learning challenges. It is a timely and valuable resource for teachers and researchers. I look forward to using this book as a text in my undergraduate courses and graduate seminars in literacy instruction for students with special needs.--Linda H. Mason, PhD, Department of Educational and School Psychology and Special Education, Pennsylvania State UniversityAn especially practical resource, the book combines accessible summaries of research evidence on a variety of topics in writing with how-to ideas that can be implemented right away by a motivated clinician or teacher. Without giving short shrift to research, the contributors devote ample attention to the instructional needs of struggling writers and those who work with them.--Kenn Apel, PhD, CCC-SLP, Department of Communication Disorders, Florida State University This unique book combines advice on writing instruction and assessment for students with varying learning profiles--those with learning disabilities and language impairments as well as multilingual learners. Chapters present new theories and conceptual frameworks, and recent research. This is an appropriate text for advanced education courses. College and university instructors will have a wide array of chapters to choose from for their teaching.--Susan De La Paz, PhD, Department of Special Education, University of Maryland - A valuable text....The greatest strength of this book is its research base. Extensive reviews of the research in the areas that are addressed are presented along with lengthy lists of references at the end of each chapter. --NASP Communiqué, 4/29/2010ƒƒ Provides a very welcome addition to what is a rather sparse landscape of quality publications on what has often been described as the 'most neglected of the three R's'....Brings together the collected wisdom of an admirable array of writers and researchers from the USA to address various aspects of writing instruction and assessment. Troia's own credentials make him uniquely qualified to edit this valuable reference. --REACH Journal of Special Needs Education in Ireland, 10/24/2010Table of ContentsIntroduction, Gary A. TroiaI. Theoretical Grounding: The Nature of Writing Problems in Struggling Writers 1. Multiple Processes That Matter in Writing Instruction and Assessment, Virginia W. Berninger, Noelia P. Garcia, and Robert D. Abbott 2. Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities, Robert M. Klassen and Christine WeltonII. Contemporary Classroom Writing Instruction and Struggling Writers 3. The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers, Gary A. Troia, Shin-ju C. Lin, Brandon W. Monroe, and Steven Cohen 4. Connecting Reading and Writing Instruction for Struggling Learners, Timothy Shanahan 5. Informational Writing across the Curriculum, Carol Sue Englert, Cynthia M. Okolo, and Troy V. MariageIII. Teaching Composing to Struggling Writers 6. Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations, Steve Graham, Natalie G. Olinghouse, and Karen R. Harris 7. Written Composition Instruction and Intervention for Students with Language Impairment, Nickola W. Nelson, Froma P. Roth, and Adelia M. Van Meter 8. Teaching Written Expression to Culturally and Linguistically Diverse Learners, Anne W. Graves and Robert Rueda 9. Using Technology to Teach Composing to Struggling Writers, Charles A. MacArthurIV. Teaching Spelling to Struggling Writers 10. Teaching Spelling to Students with Language and Learning Disabilities, Louisa C. Moats 11. Spelling and English Language Learning, Pauline B. Low and Linda S. SiegelV. Assessment of Writing by Struggling Writers 12. Classroom Portfolio Assessment for Writing, Maryl Gearhart 13. Assessment of Student Writing with Curriculum-Based Measurement, Betty J. Benson and Heather M. Campbell 14. Language-Based Assessment of Written Expression, Cheryl M. Scott

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Book SynopsisGrounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and districtwide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. In a convenient large-size format, the book features helpful reproducibles, concrete examples, and questions for reflection and discussion. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewSwearer et al., leaders in the area of bullying prevention, have prepared an excellent resource for helping educators and practitioners understand bullying and its remediation. This well-documented book provides an easy-to-read review of the extent of the problem, the policies that schools and communities have used to address it, and ways to develop effective local solutions. I recommend this book to practitioners, and it will be an exceptional text for students in psychology, social work, education, counseling, and related areas.--Andy Horne, PhD, Dean and Distinguished Research Professor of Counseling Psychology, University of Georgia Any school that wants to seriously address bullying and victimization can benefit from the collective wisdom and expertise of these authors. Rather than promoting particular programs, the book distills the issues and processes that need to be considered and provides guidelines for making use of evidence-based best practices. In doing so, it allows school practitioners to develop approaches that fit their unique circumstances, and empowers them to become critical consumers of research. The case examples at the end of each chapter are particularly effective in translating theory into real-world practice. As a text, the book would be particularly well suited to graduate and advanced undergraduate courses in school psychology and counseling, educational administration, and education.--Shelley Hymel, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada This thoughtful, thorough staff development resource provides direction for establishing a strong anti-bullying program. The book takes you on a journey through the research and guides you in implementing the strategies discussed. The intervention strategies are very adaptable and 'school tested.'--Hugh McDermott, MEd, Principal, Irving Middle School, Lincoln, Nebraska Bullying is a complex social phenomenon that is of tremendous concern to school personnel, parents, and students. This 'must-have' guide from well-respected experts empowers professionals with invaluable information and tools. It is unique in providing a decision-making rubric for selecting appropriate anti-bullying strategies for particular settings. Program implementation and evaluation is also addressed. Succinct yet thorough, this book is truly a useful road map.--JoLynn V. Carney, PhD, LPCC-S, Department of Counselor Education, Counseling Psychology, and Rehabilitation Services, Penn State Do we need another book on bullying? You bet we do--and this is the book we need. While rooted in science, it is eminently readable, practical, and likely to make you successful in creating classrooms and schools where students respect and care about each other instead of bullying. I recommend this book to anyone who wants to eradicate the scourge of 'mean classrooms' which too often dominates our educational landscape.--William S. Pollack, PhD, Department of Psychiatry, Harvard Medical School; author of Real Boys - A practical and informative book built on extensive research and aimed at providing realistic strategies for the prevention and intervention of bullying. It provides insight into why bullying may occur, supported by theory and evidence from research....The chapter on cyber bullying offers useful information on what it is, the effects it has, and what can be done to reduce or prevent it. The authors offer practical strategies for creating and implementing anti-bullying policies within schools, including valuable information as to why some policies (zero-tolerance) do not work at reducing bullying. --www.youthinmind.info, 01/23/2009ƒƒ Those who are seeking to begin a bullying prevention or intervention program in their schools and those who are looking to find ways to build upon their existing programs will find a wealth of useful information in this book. The entire book is densely packed with the most up-to-date research findings. Most importantly, these research findings are translated into creative yet practical suggestions for schools....A very thorough and practical guide to prevention/intervention in schools. The research findings are effectively translated into practical strategies. Best of all, the suggested practices do not rely on any particular prevention program or package. Rather, the authors recommend making a change in the school climate by following a data-based decision-making model and utilizing the school's available resources. --NASP Communiqué, 01/23/2009Table of Contents1. Bullying Behaviors in Elementary, Middle, and High Schools2. Social-Ecological Problems Associated with Bullying Behaviors3. Understanding Bullying as a Social Relationship Problem 4. Developing and Implementing an Effective Anti-Bullying Policy, Susan M. Swearer, Susan P. Limber, and Rebecca Alley5. Legal Issues for School Personnel, Rebecca Alley and Susan P. Limber6. Using Your Own Resources to Combat Bullying7. Practical Strategies to Reduce Bullying 8. The Impact of Technology on Relationships9. Evaluating Your Efforts

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Book SynopsisParents can be invaluable partners in identifying students’ behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K-12 students. In a large-size format for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. School-based mental health professionals will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. The latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThe strength of this book is the authors' ability to succinctly elucidate assessments and methods and to provide realistic applications of empirically supported treatments. The book focuses on collaborating with parents in the manner that is most efficacious for the student. I have used the handouts and interventions in this book with great success in the school setting. The handouts and forms are practical and easy to use, and make applying the theories and concepts simple. I highly recommend this resource to school-based mental health professionals.--Nicholas G. Baird, EdS, School Psychologist, Nebo School District, Utah Anyone working in the schools will have noticed the positive impact of active parental involvement, and the need for more of it to improve student outcomes. This book is a valuable guide for any mental health professional seeking to build collaboration among school personnel, parents, and a struggling child. It offers practical information for tailoring assessment and intervention to the specific needs of the child, including concrete methods for children with internalizing, externalizing, and academic problems. It is very helpful to have a resource that clearly lays out the steps to build successful, evidence-based interventions that can generalize to both home and school. The information in this book is much needed in our field and can help us provide more effective services to the children who need them most.--Michelle S. Cox, EdS, school psychologist, Weber School District, Utah This book not only makes a strong case for including parents in efforts to help students with emotional, behavioral, and academic problems, but it also demonstrates how to do it. The authors do an especially nice job of synthesizing research in order to develop common strategies and approaches for working with families. An excellent resource.--Steven B. Sheldon, PhD, Center on School, Family, and Community Partnerships, Johns Hopkins University Children enter school with experiences, cultures, and dispositions that emanate from and are reinforced by one primary source: the family. Thus, effective methods and strategies for interfacing with families are essential for school-based service providers. This rich, in-depth guide sets the stage for highly effective collaborative experiences between schools and families. Focusing on evidence-based practices, Gimpel Peacock and Collett provide a plethora of practical tools--forms, strategies, and step-by-step procedures--all aimed at connecting schools and families to support student learning. A 'must-have' resource for practitioners.--Susan M. Sheridan, PhD, Willa Cather Professor and Professor of Educational Psychology; Director, Nebraska Center for Research on Children, Youth, Families, and Schools; University of Nebraska-LincolnI was very impressed with this book. It is a delight to read and provides extensive practical guidance for school psychologists and other school personnel who interact with children and parents on a daily basis. Each chapter provides a thoughtful, thorough discussion of relevant theories and methods for assessing and intervening with children experiencing emotional, behavioral, and academic problems, with an emphasis on ways to collaborate with parents. This book can and should be used as a text in graduate-level training courses in school psychology and education.--Jacquelynne S. Eccles, PhD, McKeachie Collegiate Professor of Psychology and Education, University of Michigan-Table of Contents1. Working Collaboratively with Parents2. Introduction to Emotional, Behavioral, and Learning Problems in School-Age Children 3. Assessment of Problems4. Interventions for Externalizing Problems 5. Interventions for Internalizing Problems 6. Interventions for Academic Problems, with Donna Gilbertson

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Book SynopsisThis comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.Trade Review"Perhaps no topic is of greater interest today to educational researchers, policymakers, and practitioners than how best to meet the needs of ELLs. This state-of-the-art work, presented in a lively and accessible fashion, provides a thorough and practical treatment of this topic from leading experts in the field. A 'must have' for all of us."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This definitive book represents research-to-practice at its best. The contributors are cutting-edge researchers with significant practical experience. What makes the book unique is that it takes multiple perspectives--neurological, theoretical, behavioral, social, cognitive, environmental, and individual--and weaves them into a coherent and accessible tapestry, laying to rest the notion that ELLs are destined to lag behind their monolingual peers. Educators will be able to read this book and immediately begin to implement changes in their instruction. It could serve as a text in any teacher training program and could also be used in training other professionals, such as ESL instructors, reading specialists, school psychologists, and speech/n-/language pathologists."--Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University "A 'must read' for every inservice and preservice teacher. The book is extremely well organized, with excellent continuity from one chapter to the next. The contributors are outstanding scholars who present reader-friendly chapters that cover theory, research, and best practices for the classroom. This book should be adopted as a text in an ELL course or courses that deal with teaching any content area. Kudos to the editors on this important volume."--Lesley Mandel Morrow, PhD, Distinguished Professor of Literacy and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey - The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. --Choice, 2/3/2011ƒƒFor an individual reader, the greatest yield from this text might be more than the practical ideas they can apply. The text also has the promise of challenging assumptions, sometimes hidden and sometimes overt, that we as teachers or the systems within which we work make about language acquisition or the potential of ELLs. Detailed quantitative evidence and powerful qualitative descriptions offer a starting point for reflecting on one's own practice or advocating for change….A rigorous, challenging work Invaluable for educators from a variety of backgrounds, an opportunity to learn and to use theory and research-validated concepts and practices to change classrooms, policies, and personal beliefs. As has been noted, the substantial attention given to the topic of assessment and to the role of administrators is unique and adds to the value of this timely and important work.--Journal of Education, 9/9/2014Table of ContentsIntroduction, Marilyn Shatz and Louise C. WilkinsonI. Early Language Experience and School Readiness 1. The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education, Barbara T. Conboy 2. The Process of Acquiring a First and Second Language, Kathryn Kohnert and Giang Pham 3. Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children, Iliana Reyes and Susan M. Ervin-TrippII. Language and Literacy Principles and Practices in School 4. Ways to Words: Learning a Second-Language Vocabulary, Lisa M. Bedore, Elizabeth D. Peña, and Karin Boerger 5. The Role of Phonology in Orthographically Different Languages, Ellen H. Newman 6. Bilingualism and Cognitive Linkages: Learning to Read in Different Languages, Ellen Bialystok and Kathleen F. Peets 7. Learning English as a Second Language, María Estela BriskIII. Assessment and Interaction: Working with Children and Families 8. Communicative Repertoires and English Language Learners, Betsy Rymes 9. Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners?, Carol Westby and Deborah A. Hwa-Froelich 10. Implications for Assessment and Instruction, Alison L. Bailey 11. Extended Implications for Practice: Families as Allies, Leslie Reese and Claude Goldenberg 12. Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century, Diane August, Claude Goldenberg, William M. Saunders, and Cheryl Dressler

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Book SynopsisThis bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"One of the most comprehensive and current RTI resources available. What is special about this book is that it goes far beyond where other resources typically leave off. The authors do an excellent job of balancing research, theory, and illustrations and formats that will help implementers apply the concepts in their schools. They describe the key components of implementing RTI, including applications for diverse student populations. The book is written in an especially approachable, almost conversational style that will be consumable by a wide variety of professionals. It is a great resource for professionals beginning their RTI journey as well as those who have been implementing the approach for some time."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa"Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately. Because the book provides the means to evaluate individually implemented interventions, it can also be a valuable tool for service providers in private practice, such as child psychologists."--Brian Reichow, PhD, Child Study Center, Yale University School of Medicine"Given the widespread implementation of RTI around the country, it is critical for school psychologists, administrators, and other educational practitioners to have a firm grasp of its essential components. Why should we implement RTI? What should we do? How should we do it? Brown-Chidsey and Steege provide step-by-step guidance for building an RTI service delivery model, as well as practical examples and resources. This accessible book is a 'must' for professional development with school psychologists and school- and district-based leadership teams. The inclusion of systems-level guidance in the second edition addresses an essential aspect of implementation."--Jennifer Knutson, PhD, school psychologist and RTI consultant, Anchorage School District, Alaska -This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula. (on previous edition)--Perspectives on Language and Literacy, 8/5/2010Table of Contents1. Introduction: What Is Response to Intervention (RTI)? 2. Using Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI 3. RTI and Special Education: Prospects and Possibilities 4. Evidence-Based Interventions 5. Single-Subject Experimental Design 6. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment 7. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties 8. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion 9. Developing RTI Blueprints: Connecting the Dots 10. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction 11. RTI Reports: Formal Evidence of Student Progress 12. Frequently Asked Questions: Some Answers about RTI

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Book SynopsisThe Law of Special Education and Non-Public Schools provides an informed explanation of Section 504, the IDEA, their regulations, and the cases that they have generated. Even though, the authors offer educators information on the rights of children in non-public schools, this book is not a how-to manual. It is designed to help make educators and parents aware of the requirements governing the laws that impact the rights of children with disabilities in order to implement both Section 504 and the IDED. In light of the detail that the book provides, it serves as a current and concise desk reference for educators ranging from building or district level administrators to classroom teachers to resource specialists in special education and related fields.Trade ReviewThis book is a clear and concise treatment of the laws regarding special education in non-public schools. This should be a part of every non-public school administrator's library. The final chapter of the book deals with some very concrete and practical advice for non-public administrators. This chapter puts the laws into perspective in a clear and practical manner. For the non-public and religious schools who often grapple with trying to offer special education this book is a good guide to help administrators deal with the complex issues and laws. This truly is a must-read for those who want to reach out to families and students who come looking for hope. -- Reverend Dennis P. Hartigan, president, Central Catholic High School, OhioFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education forthe children in the nonpublic school.. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education for the children in the nonpublic school. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CTable of ContentsChapter 1 Introduction and Overview Chapter 2 Private Schools and the American Legal System Chapter 3 Section 504 of the Rehabilitation Act and Students with Disabilities in Non-Public Schools Chapter 4 Individuals with Disabilities Education Act Chapter 5 The IDEA and Non-Public Schools Chapter 6 Recommendations for Administrators in Non-Public Schools

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Book SynopsisEvidence based and practical, this book presents state-of-the-science approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel.Trade Review"This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource."--Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University "Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized."--Jim Larson, PhD, Coordinator, School Psychology Program, University of Wisconsin-Whitewater"Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively."--James M. Kauffman, EdD, Curry School of Education (Emeritus), University of Virginia "Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar–authors steers clear of hyerbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized." - Jim Larson, Coordinator, School Psychology Program, University of Wisconsin–Whitewater, USA"Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively." - James M. Kauffman, Curry School of Education (Emeritus), University of Virginia, USA"This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource." - Robert D. Friedberg, Department of Psychiatry, Penn State Milton Hershey Medical Center, Hershey, USA"This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioral disorders such as aggressive behaviors, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioral intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concerns....An indeed welcome guide to schools in general and specifically to institutions with a special education system....It assists schools in improving their practice, to look into the active participation, achievement, and retention of marginalized students in an institution. The lack of existing literature in this area further illuminates the potential usefulness of this guide." - Suraiya Hameed, Australian Journal of Guidance and Counselling, Vol. 22, No. 1, 2012Table of ContentsI. Foundations of Cognitive-Behavioral Interventions 1. Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification, Matthew J. Mayer and Richard Van Acker 2. Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models, John E. Lochman and Frank M. Gresham 3. Methodological Issues in Research Using Cognitive-Behavioral Interventions, Frank M. Gresham and John E. Lochman 4. Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land, Richard Van Acker and Matthew J. MayerII. Cognitive-Behavioral Interventions for Anger/Aggression 5. Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues, Stephen W. Smith, Julia A. Graber, and Ann P. Daunic 6. Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs, W. M. Nelson III and Janet R. SchultzIII. Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders 7. Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges, Adam S. Weissman, Diana Antinoro, and Brian C. Chu 8. Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs, Gretchen Schoenfield and Richard J. MorrisIV. Cognitive-Behavioral Interventions for Depression 9. Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel, John W. Maag, Susan M. Swearer, and Michael D. Toland 10. Cognitive-Behavioral Interventions for Depression during Childhood, Kevin D. Stark, Jenny Herren, and Melissa FisherV. Cognitive-Behavioral Interventions Addressing Other Needs 11. Attention-Deficit/Hyperactivity Disorder, George J. DuPaul, Lauren A. Arbolino, and Genery D. Booster 12. Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders, Laura Grofer Klinger and Amie WilliamsVI. The Future of Cognitive-Behavioral Interventions 13. The Cognitive–Ecological Model: Paradigm and Promise for the Future, Jaleel Abdul-Adil, Patrick H. Tolan, and Nancy Guerra 14. Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy, Michael M. Gerber and Emily Solari

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Book SynopsisThis much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewA well-timed, valuable resource for school staff, principals, and district leaders. This highly readable, straightforward book provides pragmatic, functional guidance for implementing an effective PBS system within a schoolwide model. Attention to the particular challenges of adolescent development and secondary contexts--along with realistic examples of students and schools--are unique strengths of the book. The authors provide a strong rationale for the use of PBS in middle and high schools, explain the work that must be done to set the stage for (and sustain) effective implementation, and describe implementation across all three tiers of response to intervention. This book would be an excellent text for administrative licensure and school psychology programs or for courses on advanced behavior management for teachers.--Deanne A. Crone, PhD, Center on Teaching and Learning, University of OregonThis book offers exactly what the title promises--a practical guide that is relevant for secondary settings. Readers will increase their understanding of the 'what,' 'why,' and 'how-to' of implementing PBS. The authors describe useful strategies that are grounded in research, emphasizing the critical importance of collaborating with teachers, administrators, and community stakeholders to enhance the school climate.--Hank Bohanon, PhD, School of Education, Loyola University ChicagoAs part of the initial research team working to implement these principles in a secondary school setting, I have observed firsthand the dramatic positive correlation to student success and improved school environment. When school personnel model proactive instruction that supports all areas of students’ learning needs, the results are better behaviors and test scores. This book provides specific and tested strategies for success in any educational setting--even with the most difficult students. Ready-to-use forms and questionnaires take school professionals smoothly through the process of creating solution-focused interventions.--Brenda Wesson, EdS, Nebo School District, Spanish Fork, UtahA comprehensive resource. This well-written, easy-to-read book covers all the essentials for educators in secondary settings to build consensus and implement schoolwide positive behavior supports in their schools. I highly recommend it for building administrators, teachers, school counselors, and school psychologists. This book would be an excellent choice for reading collectively for staff development, especially for a building leadership team.--Robert D. Richardson, PhD, evidence-based learning specialist, Canyons School District, UtahThis is an excellent, comprehensive book for educators dedicated to supporting secondary-age students in the context of three-tiered prevention models. The vignettes throughout the book are engaging and make the context more clear for the reader. Congratulations to the authors for this timely, highly useful resource.--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas -Table of Contents1. Foundational Ideas 2. Adolescent Needs and Secondary Settings 3. The Importance of School Climate 4. Planning for Implementation 5. Schoolwide Interventions 6. Monitoring Implementation and Outcomes Using Data 7. Schoolwide Screening 8. Targeted Interventions: Tier 2 9. Individual Interventions: Tier 3 10. Sustainability and Maintenance

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Book SynopsisThis collection of fun and adaptable activities, games, stories and handouts is a complete resource for supporting children coping with stress and difficult emotions. From engaging arts and crafts, to interactive stories and relaxing meditations, all the interventions and activities are thematically structured so that each chapter contains the means for building specific skills or overcoming behavioral issues. Each chapter contains suggested goals, positive affirmations and photocopiable handouts to enable a child to continue practising and learning new life skills outside of sessions with parents or professionals.The activities in this book are ideal for use with children aged 3-12 to help them rebalance and gain a strong grasp on their emotions.Trade ReviewConcrete and creative, useful and purposeful - these are tools that won't fall to the bottom of your toolbox. Easy to implement with clear direction and goals, these activities and insights would be great on their own or as a go to when you need a little something extra. Engaging for both child and practitioner, the take home activities will continue to reinforce the materials long after the session's ended. -- Janis Lilly, M.Ed., Directress, The LAND School: Learning and Nature Discovery!When it comes to fun and creative, as well as profoundly insightful therapeutic strategies, Bonnie Thomas never disappoints. Her new book More Creative Coping Skills for Children is packed with gems just waiting to be mined. She includes games, crafts, art, theater, improvisation, painting, writing, movement, stories, indoor and outdoor projects, and more - nearly any kind of creative and expressive intervention one can imagine is here! The range and scope of activities in this book addresses everything from day-to-day concerns such as practicing manners and getting along with others, to more intensive circumstances such as grief, loss and trauma and is truly awe-inspiring. I am consistently amazed at Ms. Thomas' seemingly endless ability to bring ever more imaginative and creative tools to aid therapists, teachers and parents in helping kids and teens grow and learn. Every therapist should have this book on the shelf and not be afraid to use it! Though the title says it is for children, many of the activities can also be used with teens as well as adults, individually and in groups. I will personally be using this book in my own therapy practice (including grown-ups!) and as a parent at home with my daughter. -- Karla Helbert, Psychotherapist and Author of Yoga for Grief and Loss and Finding Your Own Way to Grieve: A Creative Activity Workbook for Kids and Teens on the Autism SpectrumTable of ContentsIntroduction. 1. Building Interpersonal and Social Skills. 2. Creating Healthy Boundaries. 3. Reducing Oppositional Behavior. 4. Anger Management. 5. Increasing Focus/Reducing Impulsivity. 6. Taming Anxiety and Stuck Thoughts/Behaviors. 7. Social Anxiety and Selective Mutism. 8. Improved Sleep. 9. Sadness and Depression. 10. Increasing Self-Confidence and Self-Esteem. 11. Grief and Loss. 12. Traumatic Events and Illnesses. 13. Family Challenges.

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Book SynopsisDrawing on her extensive practical experience, Liz Williams provides a highly accessible and much-needed guide to promoting positive behaviour in early years settings. In this book, she explains why children may act in the way that they do and how behaviour should be understood differently in children of different ages. She demonstrates that social and emotional capacities differ greatly in these crucial development years and how this impacts on the support needed at each stage. The book considers a host of factors influencing positive behaviour, such as environments and the importance of planning, and looks beyond the child to show the vital role that staff and parents have in promoting appropriate behaviour. Written in clear and understandable language, this book is full of ideas that early years workers can easily implement in their day-to-day work.Trade ReviewAn invaluable straight forward practical guide to support practitioners working in early years settings based on a wealth of experience of what makes a difference. -- Sue Graham, Nursery Director, Locking Stumps NurseryAn easy to read book with strategies that support early years setting to promote a positive approach to behaviour. A quick read (great for time poor earlier years practitioners) and something you can dip back in and out of as you need to -- Jennie Johnson MBE, Chief Executive, Kids Allowed LimitedThis reflective book on positive behaviour management in Early Years' settings explores how to support children effectively with their personal, social and emotional development. There is also a chapter on self-regulation, which is particularly useful for giving children in their Early Years not only the tools to regulate their own behaviour but also the vocabulary to describe their emotions and actions -- Laura Henry, Early Years SpecialistThis book provides a helpful and accessible introduction to providing the conditions in which children's social skills can positively develop. Offering some basic guidance, hints and tips the author introduces the importance of observation, self- reflection and positive response to challenging situations. -- Karen Graham, Rossett Training LtdTable of ContentsIntroduction. 1. Definitions of behaviour. 2. Why we and children behave as we do. 3. Why two-year-old behaviour may be different from three or four-year-old behaviour. 4. Teaching self-regulation. 5. What we mean by nurture. 6. The importance of physical environments and their impact on behaviour. 7. The importance of expectations and teaching positive behaviour. 8. Focussing on primary behaviours. 9. Rights, rules and responsibilities. 10. Observing behaviour within a setting. 11. Antecedents behaviour and consequences. 12. The importance of having a plan when it all goes wrong. 13. Staff feelings. 14. Building trust with children and parents. 15. Ten very important things to remember.

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Book SynopsisHelp children with motor coordination difficulties to develop their gross motor skills in a fun way with this guided programme for children and young people aged 5-18.Activity worksheets provide detailed descriptions of how gross motor tasks can be accomplished through incremental stages, culminating in the achievement of the specific task. The step-by-step programme is divided into two sections: * learning basic skills, which includes balance, jumping, climbing, skipping, ball skills, riding a bike and more* developing specific sports skills, which includes football, badminton, basketball, netball, tennis, bowling and more. The Stepping Stones Curriculum will enable adults to chart the progress of a child and allow children to become engaged in mastering motor coordination skills. Supplementary aids such as warm up and cool-down activity sheets, an initial assessment tool and a certificate of achievement will help parents and professionals to deliver the programme effectively at home or at school.Trade ReviewAs an occupational therapist working with children, Helping Children to Improve Their Gross Motor Skills provides the perfect breakdown for motor skill acquisition. Its simple, motivating and clear structure ensures it can be given to parents/carers and schools with effective outcomes. This will definitely be my go-to book for many years to come. -- Dani Goodman, Senior Therapist for children with learning disabilitiesThe Stepping Stones Curriculum is a must-have resource for educators and therapists alike. The book is laid out clearly; making it easy to understand and implement in multiple settings. The resources required are easily accessible and inexpensive. Rachel White chooses to celebrate the child or young person's successes and efforts in measurable steps instead of just focusing on the end result of skill acquisition. -- Ann-Marie Baker, Occupational TherapistThis is one of the most thoroughly practical and useful resources I have ever read for helping children with their gross motor skills. Not only does it guide development of their motor and sport skills, but it also boosts their confidence and engagement by empowering them to choose their own goals. I Love the way it allows you to easily incorporate the goals into their learning plans and to track their progress in measurable terms. -- Monica Leo, Occupational Therapist, Sprout Paediatric Therapy ServicesTable of ContentsForeword. Testimonials. 1.The Evidence Base for the Stepping Stones Programme. 2. Programme Information Sheet. 3. Frequently Asked Questions. 4. Flowchart for School Based Programmes. 5. Programme Resources Sheets. 6. Initial Assessment Tool. 7. Choosing Your Programmes Sheets. 8. Session Warm Up and Cool Down Activity Sheets. 9. Home/School Communication and Progress Sheet. 10. Certificate of Achievement.

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Book SynopsisOh no! It's raining!Oh no! People everywhere!Oh no! It's getting noisy!But I count to ten, take a deep breath...and I'm okay.This rhyming story helps children aged 3-7 face unfamiliar surroundings and experiences and feel less anxious when they are out and about. It offers calming techniques that can help when things don't go to plan, when you get stuck in a crowd, or when you start to feel tired at the end of a long day. Particularly suited to children with special needs and learning differences, including autism, symbols on each page help pre-readers begin to recognise words. With bright illustrations, and accompanying notes, lesson plans and worksheets available to download, this book can be used to help children think about situations they find tricky and better cope with feelings of anxiety.Trade ReviewA lovely resource with appropriate strategies for supporting unexpected changes which can occur from time to time. Not just a book, but a tool for helping to find and explore solutions for a range of circumstances, both at home or in an educational setting. -- Claire O'Neill, SEN Teacher, Richmond, UKA brilliantly illustrated and engaging book, full of calming strategies and with clear sentences and symbols that empower even our pre-readers. My son who finds sitting still and even reading at home difficult, sat engaged for the whole book! The beautiful visuals express a range of emotions which my son could connect with. -- Claire Moss, Parent to a child with autismAimed at children with special educational needs including autism, this book will also be useful for children who suffer from great anxiety for other reasons... The counting and breathing technique figures in many of them will be of real use. The simple, large-figured illustrations are colourful and very easily understood... There are down-loadable resources for teachers as well. An excellent choice for SEN groups. -- Healthy Books * healthybooks.org.uk *This wonderful and bright book has been designed with the anxious child in mind, to help them to look at situations and to find ways to cope with any feelings that arise. Each page contains symbols to help pre-readers and visual learners understand the concepts... In helping children, the text will also help adults understand some of the feelings children will associate with anxiety-causing situations, offering ideas for how to offer help and support. This is a valuable book. -- Eye MagazineTable of ContentsN/A.

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Book SynopsisWhen Highfurlong School welcomed their new school dog, Doodles, they couldn't have imagined the many ways in which he would change school life for the better.From helping to cheer up an upset child to developing a sense of collective responsibility, the benefits both to pupils' learning and social and emotional wellbeing have been significant and surprising. Packed with heartwarming stories, amusing anecdotes and useful insights, this is essential reading for teachers and school management thinking about including a school dog on their 'staff'.Table of Contents1. The Benefits of Animals as Therapy. 2. The Decision to use a Puppy. 3. Top Tips for Choosing your Puppy. 4. Introducing your Puppy to School. 5. Practical Issues and Finances. 6. The Puppy's Intended Remit in School. 7. Doodles' Success - Extra Curricular. 8. Doodles with the Children - Case Studies. 9. The Unexpected Benefits of Doodles. 10. How Doodles is used in Lessons. 11. Other Therapy Dogs. 12. Mischievous Doodles. 13. Future Plans.

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Book SynopsisDrawing on the work of innovative educators, this edited volume shows how adopting a solutions focused approach can offer new constructive ways forward for special education. Diverse international contributors from both the world of special education and solutions focused thinking, offer ways to rethink special education and to focus on what can be done rather than what can't. Each chapter offers insights into how solutions focused thinking can reframe special education and the tangible results for children, families and schools.Chapters on teaching and learning, behaviour support, human resources, school leadership and family and community show how a solutions focused approach can be transformative for all aspects of special and inclusive education.Trade ReviewThis book provides a useful precis of some ways to employ the insights from solution-focused brief therapy within the context of special education. It draws on methods applied in several different countries and applied by well-known practitioners in the field. The contents are clearly presented and easy to follow. The emphasis on SF coaching is especially valuable for the UK at this time. I would recommend a copy of this book to every team working with those with special needs. -- Dr Alasdair J Macdonald, Consultant Psychiatrist and Family Therapist (retired)This book is a much needed resource to support educators to move beyond the traditional special education model and consider 'practice-based evidence' to support future policy and practice. The chapters present a unique blend of research and stories from the field that will support new ways of thinking for teachers and school principals working in special and mainstream schools. -- Suzanne Carrington, Professor and Associate Dean (Research) in the Faculty of Education, Queensland University of Technology (QUT), AustraliaTable of ContentsPreface. Introduction. 1. SFSE System Philosophy and Practices for a System that Works. 2. Solutions Focused Special Education Leadership. 3. Diagnoses or Solutions - Different Pathways for Supporting Students with Diverse Learning Needs. 4. Solutions Focused Special Education Human Resources. 5. Solutions Focused Special Education Teaching and Learning Process. 6. Solutions Focused Special Education Behaviour Support. 7. Solutions Focused Partnerships with Family and Community. 8. Conclusion.

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Book SynopsisThis book helps adults to understand firesetting behaviour in children and teens and provides strategies to work with them to address the behaviour. Drawing upon the latest juvenile firesetting research and utilising child development theory to underpin its safety messages, the book explores why young people might set fires in the first place and contextualises firesetting in terms of communication and gaining the attention of carers and other adults.The chapters lay out practical, tried-and-tested steps that professionals and carers can take to address firesetting behaviour, and suggests how to further support any child or teen who sets fires. This includes summaries of the latest evidence-based support strategies and a range of creative activities that can be used in direct work with children and teenagers who set fires, tailored to specific age ranges. Combining expert advice on firesetting behaviour with straightforward practices, this comprehensive book can be used by anyone working with young people to help them intervene and prevent it.Trade ReviewChildren and teenagerswho set fires is anabsorbing and accessibleintroduction to understandingjuvenile firesetting. Part manual,part paean to her roots in theWelsh Valleys, Joanna Foster'sfirst book is a well-judged andacutely observed insight into anarea that she has worked in formany years and clearly loves.All fire and rescue serviceshave some form of juvenilefiresetting interventionprogramme; Joanna used tomanage the London Fire Brigadeteam before striking out on herown a few years ago. It is not anarea that gets a lot of attention -it is not mentioned once in theState of Fire and it is unlikely to bein any of the individual fire andrescue service inspection reportseither. It is a specialist corner runby dedicated staff who should allread this book... This book has a naturallylimited audience but reallyit should have wider appeal.Children need adults whoare kind, caring and above allable to help them navigate thecomplexities of life. Joanna'sbook provides the tools to helppractitioners be their guides. * Fire Magazine *It's a handbook that provides intelligent, highly effective, practical approaches to understanding young people who set fires. Foster writes with warmth and passion giving insightful, sensitive advice grounded in a caring, child-centred philosophy that will be beneficial to anyone who works with vulnerable young people. A must-read for educators everywhere. This book has the power to save lives. -- Tamsin Winter, author of Being Miss Nobody and Jemima Small Versus the UniverseJoanna Foster has done a wonderful job of producing a highly accessible text that introduces the reader to best practice in fire safety work with children and young people. This book is highly engaging to read and should be essential reading for those tasked with the difficult job of addressing fire setting in children and young people. -- Professor Theresa A. Gannon, Director of CORE-FP, University of KentWhat a wonderful read. The author's warmth, care, love and commitment to this important area of work is evident in every word on the page. The book is informative and provides a great deal of insight into the area of fire setting. This book generously provides practitioners with practical tools, confidence and inspiration to undertake work in this area. The exercises are brilliant in their simplicity and in my view are transferable to a variety of other disciplines. A superb book. -- Roz Morrison, Criminal Justice SpecialistTable of ContentsAbout the authorAcknowledgementsForewordPrefaceChapter One - What Exactly is Juvenile Firesetting Behaviour?Chapter Two - Whose Problem and Who's Listening?Chapter Three - Why Does it Happen? Chapter Four - What Works?Chapter Five - Working with Children Aged 0 - 7 YearsChapter Six - Working with Children Aged 8 - 11 YearsChapter Seven - Working with AdolescentsChapter Eight - Adapting our Work and Providing Additional SupportChapter Nine - Working with Jenny-Lee: A case studyChapter Ten - EndingsAppendix I - SUGGESTIONS FOR GIVING POSITIVE FEEDBACK AND APPROVAL Appendix II - NFPA® Sparky® ACTIVITIESAppendix III - QUESTIONS FOR TUMBLING TOWERAppendix IV - FIRE SAFETY QUIZAppendix V - FIRE TRIANGLEAppendix VI - HOUSE OF DREAMSAppendix VII - FIRE SCENARIOSAppendix VIII - GRAPHING TECHNIQUEAppendix IX - M1 CASE STUDYAppendix X - RIPPLE EFFECTAppendix XI - HEART EXERCISE (EXAMPLE ONE)Appendix XII - HEART EXERCISE (EXAMPLE TWO)Appendix XIII - JOANNA'S MAGIC ONIONAppendix XIV - CINQUAINSAppendix XV - FIRE SAFETY JOURNEYReferencesFurther ReadingOrganisations, Helplines and Websites Offering Support and Advice

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Book SynopsisFRIEND is a social, communication and play-based program to help school-aged children with social challenges. All students deserve a positive school experience where they can reach their social and academic potential. However, this can prove difficult for students with challenges such as attention deficit, anxiety, or autism spectrum disorders, who may struggle daily with social situations. This manual provides everything educators need to support these students with their social skills in everyday situations, throughout their school years. This program is designed to help any student with social challenges, no matter how subtle. For students without social challenges, it teaches tolerance, acceptance and understanding. The characteristics of successful social skills programs are described, with an emphasis on how FRIEND implements them through three key components: the Peer Sensitivity Curriculum, the FRIEND Lunch Program and the FRIEND Playground Program. These can be implemented individually or in any combination as a comprehensive program. Parents and family are offered information on working together with schools and implementing FRIEND strategies at home and in the community. Emphasizing peer sensitivity, education and a supportive environment, FRIEND is for any educator wanting to create an inclusive and safe atmosphere for students to learn social skill-building strategies.Trade ReviewFRIEND® strategies can make a world of difference for the isolated child. This book will be of great help to parents, teachers, and others who would like to help children socialize and support one another. A great asset to anyone who works with children with social challenges. -- Lynn Kern Koegel, PhD, CCC-SLP, Clinical Professor, Stanford School of Medicine, Pivotal Response Treatment (PRT) for AutismTable of Contents1. Introduction2. The Benefits of FRIENDS3. Implementation Strategies4. Data Drives FRIEND5. Peer Sensitivity Program6. FRIEND Lunch Program7. FRIEND Playground Program8. Strategies for Parents9. ConclusionAppendix I: Introductory DocumentsAppendix II: Planning ToolsAppendix III: Social Functioning InterviewsAppendix IV: Super Skills Profile of Social Difficulty Appendix V: Observation Recording FormAppendix VI: Tip SheetsAppendix VII: Implementation Checklists Appendix VIII:FRIEND Activity Guide

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Book SynopsisMeet the Keep-Calm Guru, our expert guide to the art of staying cool, calm, and in control in the face of overpowering feelings!This illustrated book introduces wise ways for children to recognize and cope with anxiety, anger, frustration, and other difficult emotions. Using everything from yoga poses and pressure holds, to deep breathing and relaxing coloring activities, the Keep-Calm Guru shows kids how to take back control and feel cool, calm, and just right.Suitable for children with sensory and emotional regulation difficulties aged approximately 7-14 years.Trade ReviewThere is something for everyone in this toolbox of tangible strategies for staying calm and in control. The book cleverly and clearly explores what we feel, why we feel like that and how we can address those feelings. Well explained ideas for readers and clear guidance for supporting adults makes for a book that many will find indispensable. -- Pooky Knightsmith, Child and Adolescent Mental Health SpecialistSometimes when I'm angry I hurt people and it makes me sad afterwards. Mum taught me some of these ideas to help me be more controlled and they really work. I'm going to teach them to my friends too so we can all be calm and kind. -- Lyra, age 6This book speaks the gentle, smart language that empowers kids to recognize their feelings and learn practical approaches to feel and function better. It's filled with powerful techniques-from deep breathing exercises to sensory modulation tools, from journaling to positive self-talk and yoga poses-that can make a big difference each and every day for stressed-out kids and teens. -- Lindsey Biel, M.A., OTR/L, Occupational Therapist, Author, Sensory Processing Challenges: Effective Clinical Work with Kids & Teens, Co-author, Raising a Sensory Smart ChildEmotional and sensory regulation can present as an insurmountable obstacle when difficulties arise and effects behaviors and everyday tasks. Brukner not only tackles these issues head on, but does it from a perspective of an expert occupational therapist and Mother. This allows for sensible practicality teamed with proven evidence based research that truly garners results. -- Dr. Frederick B. Covington, OTD, www.ontimepediatrics.comA fantastic resource to help children learn strategies to regulate emotions and senses. Self-regulation is a key to success for all students, from social situations to learning students need to use different strategies to regulate their emotions. This ready-to-use book full of timesavers and proformas is a must for all schools and families. -- Sue Larkey, TeacherLots of practical, easy-to-use methods to help kids calm down. -- Temple Grandin, author of Thinking in Pictures and The Autistic BrainTable of ContentsPart 1: For Kids. 1. Meet the Keep-Calm Guru. 2. What Is Your Light?. 3. The Mind-Body Connection. 4. The Big Four: Slow and Tired, Fast and Emotional, Fast and Wiggly, and Just Right. 5. Making Abstract Feelings Tangible. 6. Specific Steps to Get to that Just Right Feeling. 7. How This Book Works. 8. Anywhere Body Breaks: The Science Behind the How, the Why, and the What. 9. Anywhere Body Breaks. 10. Tools: Using the Stuff Most of You (Probably) Already Have. 11. Big Body Breaks: Or Shall We Say, Yoga. 12. The End of Our Journey - For Now. 13. Sum it Up. Part 2: For Adults. Acknowledgements. 14. For Parents and Caregivers - How to Get the Most Out of this Book. 15. For Teachers and Therapists - How to Get the Most Out of this Book. 16. Maslow's Hierarchy of Human Needs and its Connection to Child Development. 17. Supports to Promote Overall Self-Regulation. Appendix 1: 'Just Right' Checklist. Appendix 2: 'Draw and Jot Journaling' Card. Appendix 3: 'My List of Ten' Card. Appendix 4: 'Positive Affirmations' Bookmark. Appendix 5: 'Just Right' Self-Monitoring Checklist. Appendix 6: At a Glance Reminder Desk Strips: Anywhere Body Breaks, Tools, and Big Breaks/Yoga. Appendix 7: At a Glance Reminder Bracelets: Anywhere Body Breaks Only.

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Book SynopsisChildren can struggle to engage with and articulate certain emotions, which can have a profound impact on their behaviour, confidence and ability to form relationships, follow instructions and perform tasks. This resource for teachers, therapists, counsellors and parents uses children's literature and some of its well-known characters, such as the Rainbow Fish and Stanley Yelnats IV from Holes, as a basis for practical activities that enable children to express and manage these emotions.Social-emotional literacy training assists students in developing important life skills such as the ability to develop good relationships and empathy skills, as well as being able to understand, manage and communicate their own emotions. This book offers an introduction to social-emotional literacy, followed by activities related to emotions such as empathy, friendship, grief and self-esteem, aiming to embed this literacy training into daily school and home activities to increase children's chances of future success.Trade ReviewI was blown away by this book! The sheer quantity of resources is amazing, but the methodology of using these resources concurrently with clinicians, parents, and teachers is brilliant. -- Jennifer Taylor, LCSW, RPT-S, Jennifer Taylor Play Therapy Services, Honolulu, HIWhat a jewel of a tool for therapists, teachers, parents, and anyone who loves witnessing the healthy social-emotional development of our sweet kiddos! The concepts and practical exercises in this book are truly demonstrative of Dr. Elswick's depth and breadth of clinical and research experience. I can't wait to integrate this creative approach into my work with children and adolescents! -- Madison L. Brunswick, LCSW, BCCTable of Contents1. Introduction to Social-Emotional Literacy. 2. Assessment and Progress Monitoring Social-Emotional Skills. 3. Empathy Skills. 4. Friendship/Social Skills. 5. Bullying/Conflict Resolution. 6. Grief/Loss. 7. Feelings/Emotions. 8. Facing Fears/Courage. 9. Being Truthful. 10. Uniqueness/Differences. 11. Self-esteem. 12. Conclusion. Resources and References.

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Book SynopsisEverything we know about the world we live in starts with information we take in through the senses. This book explains the way our sensory system works and shows how small inefficiencies in this complex system can have a huge impact on a child's behaviour. Through easily relatable examples and metaphors, the book describes the variety of sensory processing differences that can occur in children in a jargon-free way and offers practical advice to help manage these differences.It explains how children's varying sensory thresholds - the point where a behavioural response to a stimuli is generated - affects the way they view the world. Each section includes occupational therapy evaluations of children with a range of sensory thresholds, and shows how this influences their behaviour through professional observation reports, offering a summary and recommendation for each child. Presented with a clear focus, without long lists of syndromes and symptoms, this is the ideal starting point for parents and professionals working with children with sensory processing issues.Trade Review"He really got my kid." "It makes sense." "I get it now," - every parent's response after a Matt Mielnick OT evaluation. As the director of the preschool evaluation program who assigned Matt to assess hundreds of our active, anxious, sometimes checked out little ones, my job was made easier because of the confidence I had in his ability to clarify to parents what was happening with their child. He made me proud to be part of the process. -- Tina Wells, M.S. S.A.S. District Administrator NYC DOEMr. Mielnick evaluated my son for OT services through the Department of Ed Pre-school program. Throughout that process I was impressed with his unique insight into my son's sensory issues and his ability to communicate that information in non-clinical language. His report has helped educators and therapists to position my son for greater success in school. -- Angela Bankson, ParentIn this book, Matt Mielnick lends a voice born from countless evaluations of young children struggling with sensory processing difficulties, as well as from innumerable discussions with parents who themselves are struggling to understand their children's often baffling behaviors, and how to best respond to them. Recognizing that there are rarely simple answers to explain complex issues, [Mielnick] strives to give us something to work with by explaining the brain-body relationship and taking us on a tour of the sensory system so we can begin to grasp the method to the madness at hand, recognize the stress it places not only on the child but the family as a whole, and begin to put strategies in place to help the child increase their availability for learning and more adaptively interact with their environment. -- Michele Kohler LCSW, Evaluation Unit Supervisor at New York League for Early LearningThe author is a Pediatric Occupational Therapist specializing in working with young children and in this book he aims to provide information that is easy for parents and professionals to understand, rather than an academic publication... Mielnik writes in a style that uses metaphors and images and some extended case studies to illustrate the evaluation process with specific children... A very useful introduction to this field. -- Mary MountstephenTable of ContentsAcknowledgement; Preface; 1. An Introduction to the Sensory System; How it's Supposed to Work; The Sensory Continuum; A Note on Differences; 2. Sensory Thresholds; The High Threshold/ Poor Registration Child; The Under Responsive Child; The Sensory Seeker; Body Awareness; The Low Threshold/ Highly Responsive Child; The Sensory Sensitive Child; The Sensory Averse Child; A Sensory Indulgent Child: The Self-Regulation Piece; 3. A Cautionary Tale; Finally

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Book SynopsisProviding practical solutions to common behavioral problems, this book shows how to use the positive momentum approach to encourage long-term positive behaviour among children aged 3-9.Covering issues such as what to do when a child avoids doing work, when they engage in rough play, and when they won't stay in their seat, this book includes targeted behavioral strategies that start with the underlying foundations of behaviour and result in lasting positive change. Through real life examples, the book shows how educators can be role models for children, and how school staff can collaborate with families for success beyond the classroom. The book also includes information specific to working with children with special needs. Accompanying behaviour charts and goal mapping resources are available to download to help with tracking a child's progress.Trade ReviewLisa Rogers does it again! In this book, Lisa skillfully breaks down complex behavioral theory and technique to make them easily understood. This book provides a variety of real-life examples that will not only build positive momentum for new teachers, but will re-ignite the momentum for experienced teachers too. She answers the obscure "but what if..." questions with practical advice and tangible strategies for success. This book is a tool for teachers, parents, and administrators that will keep the momentum going strong - thanks Lisa! -- Sarah Ford, Educational Specialist, Preschool Program for Children with Disabilities/Early Childhood, San Antonio, TexasTable of Contents1. Introduction. 1.1. Priming. 1.2. Applied Behavioral Analysis. 1.3. The Science of Early Childhood Development. 1.4. Pre-Assessment. 2. Layers of Prevention. 2.1. Model Positive Behaviors. 2.2. Develop Authentic Relationships. 2.3. Set Clear Expectations. 2.4. Teach Expectations. 2.5. Provide Positive Feedback. 2.6. Build and Organized Environment. 2.7. Nurture Problem Solving. 2.8. Teach Self-regulation. 2.9. Collaborate with Families. 2.10. Collect and Analyze Data. 3. Building Positive Momentum. 3.1. Getting out of Seat. 3.2. Tattling. 3.3. Blurting Out. 3.4. Work Avoidance. 3.5. Difficulty with Transitions. 3.6. Mine-Mine-Mine. 3.7. Body Awareness. 3.8. Rough Play. 3.9. Screaming. 3.10. Aggression. 3.11. Following Directions. 3.12. "But That's Not Fair". 4. Children with Special Needs. 4.1. Antiseptic Bouncing. 4.2. Schedules. 4.3. Visual Supports. 4.4. Narratives. 4.5. Video Modeling. 4.6. Communication. 4.7. Preventing Meltdowns. References.

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Book SynopsisVisual supports have been proven to be a highly effective way to communicate with, and teach, a student with an autism spectrum disorder or other learning difficulty.This book is packed with simple, effective tools to assist in the education of students with special education needs. They can be adapted to be used with young children and older learners with a range of educational needs, including nonverbal learners. Based on the author's years of teaching experience, the book covers how the classroom environment is laid out, how to use schedules and time planning aids, different education approaches and the teaching of social rules and appropriate behavior. All the visual supports are clearly explained alongside examples and photos showing them in use in the classroom. The supports are also included with the accompanying online downloadable content as blank templates. This will be a welcome resource of easy-to-use ideas for mainstream and special education teachers. Therapists, parents and anyone working with students with learning difficulties will also find many of the ideas useful.Trade ReviewVisual Supports for Visual Thinkers is packed with tools perfect for use with children who have a range of educational needs, and shows how to create a classroom environment that accommodates all levels of need... A fine pick educators will relish as a treasure trove of tested ideas for better classroom visualization. -- Midwest Book ReviewLisa Rogers helped me understand neurological stress! This book helped me plan out solutions for many students in my school, not just students with ASD. I want my new teachers to read this so that they will gain another perspective for all the kids in their classroom. -- John Hinds, Principal, North East Independent School District, TexasThis is an ideal guide for families, teachers, instructional assistants, and other school personnel who want examples of a variety of visuals to address multiple purposes. It provides clear pictures and drawings as well as practitioner friendly explanations for why the visuals will help the student with autism spectrum disorders. -- Rose Iovannone, Ph.D., BCBA-D, University of South FloridaResearch has confirmed that in people with autism, word based tasks are processed in the visual parts of the brain. So, if Confucius said 'a picture is worth a thousand words' – it is certainly a maxim for the hundreds of thousands of students who are visual thinkers. Lisa Rogers' book 'Visual Supports for Visual Thinkers' makes a compelling case for taking these words of wisdom into the homes, classrooms and workplaces, where visual learners can often struggle with understanding. Visual supports can make the transient more tangible and ensure that information is processed with ease and speed. Lisa takes field-tested strategies and makes them easily accessible to the mainstream. By engaging with and implementing the strategies in this comprehensive book, you will be providing an illumination of light bulb moments for visual thinkers everywhere. Just picture that, if you can! -- K.I. Al-Ghani, special education teacher and trainer, author of several books relating to special education for children and adultsIn this book, Lisa Rogers imparts a plethora of examples showing how to execute and link fundamental strategies and interventions that will facilitate learning and student success. They are research-based, practical and easy to implement. Anyone working with students with an autism spectrum disorder or other learning challenge will find this book to be a very valuable tool. -- Georgia Manuel, Autism and Significant Disability Facilitator, Iberia Parish School District, New Iberia, LouisianaFor those interested in classroom interventions for people with ASD this book will be a delight. Lisa has a very down to earth and pragmatic way of presenting the basic intervention strategies… Her many vivid examples make the principles come alive and help the reader to understand them fully and their implementation in a way that few other books on this topic are able to do. If all this is not enough, beyond the basics, one also learns how each part of the intervention is connected to the other parts and what empirical research forms the foundation of what you are learning. All in all this is a great package that will inform, expand, and excite the reader with lots of new and exciting ways to better understand what they are doing and many fresh ideas for how to do it better. -- From the foreword by Gary B. Mesibov, Professor Emeritus, University of North CarolinaTable of ContentsForeword by Gary B. Mesibov. 1. Why are Visual Supports so Effective?. 2. Building the Classroom Environment. 3. All about Schedules. 4. Task Analysis through Mini-Maps. 5. Visual Supports for Instructional Success. 6. Visual Supports for Expressive Communication and Self-Advocacy. 7. Visual Supports to Teach Social Skills. 8. Visual Supports to Clarify Behavioral Expectations. 9. Building a Feeling Chart with Calming Strategies. 10. Examples of Visual Supports in Action. References. Index.

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Book SynopsisMusic provides a unique and powerful means of promoting communication and social interaction in students with learning difficulties. In this collection, Pat Lloyd brings together 46 songs composed or adapted for use with children with communication problems.Each of the songs features a vocal line and piano accompaniment and can be listened to on the accompanying online audio files included with the book. Simplified guitar versions are also provided for a selection of the songs. Pat Lloyd provides suggestions for how each song can be used and developed to encourage communication and social interaction, and lists a range of possible objectives for each one. Advocating a flexible approach, she demonstrates how musical activity can be adapted easily and successfully to the specific needs of individual students.Enjoyable and easy to use, this is an ideal resource for specialist and non-specialist music instructors working to improve the communication and social skills of students with learning difficulties, including those with additional autism.Trade ReviewI thoroughly recommend this title. You don't need to be a music expert to use it, the songs are easy to learn and fun to sing. Good quality resources are of paramount importance in teaching, and this is first rate. -- Good Autism PracticeWritten by Pat Lloyd, a qualified music therapist and teacher, this complete resource contains activity guidance and a collections of songs specifically written with the needs of students with communication problems in mind. A vocal line, piano and guitar accompaniment plus suggestions for how each song can be sued and developed can be used by specialist and non-specialist music instructors. Included downloadable material featuring all 46 songs.This really is a delightful book and can be used as it is or as a spring-board for the most able student to develop their own words and music. Every avenue has been succinctly covered by Pat Lloyd, (who is a qualified music therapist and teacher) from the songs through to activities a comprehensive guide to the theory behind such methods of learning. I am happy to recommend this book both as a tool for learning and recreational purposed. -- Times Educational SupplementEnjoyable and easy to use, this is an ideal resource for specialist and non-specialist music instructors working to improve the communication and social skills of students with learning difficulties, including those with additional autism. -- Education TodayTable of ContentsForeword by Adam Ockelford, Professor of Music, University of Roehampton. Acknowledgements. Part 1: Introduction. Introduction. Guidance for use of the songs. Notes on the accompaniments and online material. A brief background to interactive approaches in relation to the use of music. Intensive interaction. Music therapy. References. Part 2: Songs and Activities. 1. Let's all listen. 2. School song. 3. Who is next taking turns? 4. Where is Chloe? 5. Going out! 6. Listen! 7. Five big elephants. 8. Taking turns with me. 9. Taking turns (for two students). 10. Let's all find each other's shoulders. 11. One monkey jumps up! 12. Make him jump up and down! 13. Whose sound? 14. What do you eat? 15. Two by two. 16. Five leaves on a tree. 17. Reach out. 18. Lorna play! 19. Let's see what Lorna can do. 20. Playing on the tambourine. 21. Hello! 22. Hello! (2). 23. Let's say hello. 24. Goodbye. 25. Shakers do this. 26. Adelaide's got bells. 27. Hannah play the drum. 28. Fireworks. 29. Going up, going down. 30. Dancing round and round. 31. Holding hands and swaying. 32. Copy me! 33. Blues in action. 34. Susie puppet. 35. Jumping up. 36. Row boat. 37. Let's all make the drum talk. 38. Bounce. 39. Windy weather. 40. Follow the leader. 41. Hiding game. 42. Play it slowly. 43. Sad and happy. 44. Rocking. 45. Let's hear everyone! 46. My family. Suppliers and contacts.

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Book SynopsisAlthough children with mild neuro-developmental problems have been known to physicians for decades, they are increasingly coming to the attention of healthcare professionals and teachers. Careful assessment may identify features of neurological presentations such as ADHD, ASD, OCD, dyslexia or Tourette syndrome which may not warrant formal diagnosis, but will still seriously impair the child's daily function. Disorganized children are therefore an invisible and often overlooked group of young people. However, when parents and teachers implement innovative and creative strategies, these children and adolescents invariably flourish.This book explores the multi-disciplinary approaches, which can be managed psychologically or educationally. The combination of information, exercises and case studies makes it a valuable tool for parents, healthcare and teaching professionals, providing important insights and practical guidance.Trade ReviewThere are chapters on cognitive functions; abstraction and symbolisation; theory of mind; attachment; and a wide range or disorders such as ADHD, autism, dyslexia, epilepsy, minimal brain dysfunction, obsessive compulsive disorders, schizophrenia, and tic and Tourette syndrome.' (The symptoms of these disorders are listed clearly for parents and professionals, with case studies.) There are also chapters on child psychiatry, clinical psychology, child psychotherapy, the classroom, family therapy, occupational and group therapy. -- YoungMinds MagazineThere is no doubt that its strength lies in the fact that it contains a wealth of valuable information. -- YoungMinds MagazineThis book focuses on multi-disciplinary approaches that address the difficulties faced by disorganised children. It provides an insight into the symptoms of these children and guidance on how to help them reach their full potential. -- YoungMinds MagazineThis book, edited by consultants experienced in child, adolescent and family psychiatry, is aimed at parents, healthcare and teaching professionals to gain insight and practical guidance from the information, exercises and case studies within to use as a tool to best help disorganized children. -- The National Child-minding AsssociationThis is an excellent book, highly-recommended for those wanting to develop their knowledge and understanding of neuro-developmental conditions and how they can affect individuals. -- Dyslexia ContactTable of ContentsIntroduction. Part 1: Child Development. 1. From 0-5 years, Uttom Chowdhury and Samuel M. Stein. 2. Cognitive function in children, Deborah Christie. 3. Abstraction and symbolisation, Rebecca Chilvers and Samuel M. Stein. 4. Theory of Mind, Ashlee Clifford and Samuel M. Stein. 5. Attachment, Sarah O'Reilly and Samuel M. Stein. Part 2: Neuro-Developmental Problems. 6. Attention Deficit Hyperactivity Disorder, Sharon Davies and Sue Jennings. 7. Autistic Spectrum Disorders, Alex Horne. 8. Behavioural Phenotypes, Christopher Roberts. 9. Developmental Dyspraxia, Sidney Chu. 10. Disorder of Attention, Motor Control and Perception, Christopher Gilberg. 11. Dyslexia, Kerry Bennet. 12. Epilepsy, Frank Besag. 13. Minimal Brain Dysfunction, Samuel M. Stein.14. Obsessive Compulsive Disorder, Uttom Chowdhury. 15. Obstretic Complications and Mental Health Problems, Alison Mantell. 16. Semantic Pragmatic Deficit Syndrome, Deba Choudhury and Uttom Chowdhury. 17. Schizophrenia, Paramala Santos, M. Tanveer Alam and Iris Carcani-Rathwell. 18. Tics and Tourette's Syndrome, Uttom Chowdhury. Part 3: Disorganized Children. 19. The Disorganized Child, Samuel M. Stein and Uttom Chowdhury. Part 4: Principles of Management. 20. A Child Psychiatry Approach, Uttom Chowdhury and Samuel M. Stein. 21. A Clinical Psychology Approach, Helen Rodwell and Estelle Macdonald. 22. A Child Psychotherapy Approach, Samuel M. Stein and Uttom Chowdhury. 23. A Classroom Approach, Val Burgess and Uttom Chowdhury. 24. A Family Therapy Approach, Danièle Wichené and Samuel M. Stein. 25. An Occupational Therapy Approach, Sharon Drew. 26. Group Therapy Approaches, Estelle MacDonald and Uttom Chowdhury. Useful Information. List of Contributors. Subject Index. Author Index.

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Book SynopsisProgress made with children with conduct disorder in specialist schools often does not transfer to the home, but this book shows how behavioural parent training and applied behaviour analysis can help professionals work with parents to continue improving their child's behaviour.Conduct Disorder and Behavioural Parent Training provides a comprehensive introduction to the field of conduct disorder and the individual, familial and social factors that influence the development of persistent antisocial behaviour. The author presents thorough evidence for the effectiveness of the following aspects of behavioural parent training:* compliance training* encouraging good behaviour through praise, enthusiasm and attention* using `time out' as an effective punishment technique* transfer of improvements to school setting* effects of treatment on the child's siblings.He considers the relative impact and costs of different settings for parent training, and outlines ethical issues and future directions for research in this area.This book is essential reading for all professionals involved in the care of children with conduct disorder, as well as psychology and social work students and academics.Trade ReviewThis book is an in-depth analysis of various behavioural training programmes for parents, which range from compliance training to effective discipline and positive parenting practices. It is written in an accessible but academic style, which is both thorough and sincere. The book is well structured with clearly flagged sections within each chapter that allow the reader to easily locate the passage they're looking for. This may seem like a trivial point, but for a busy practitioner ease of access is a significant factor. -- Children Now MagazineAn excellent, scholarly, but essentially practical book. Saluté. One to keep at your elbow. -- from the Foreword by Professor Brian SheldonThis is not an introductory-level book, but is a clear and through text for an experienced professional working with families with children with conduct disorders and for those of us who support more 'mainstream' parents it is an interesting an in depth analysis of programmes that may help our more challenging clients. -- Children Now MagazineTable of ContentsForeword. Brian Sheldon. Introduction. Part I: Conceptual Framework and Empirical Background. 1. Integrating applied behaviour analysis into therapeutic practice. 2. Childhood conduct disorder. 3. Behavioural parent training. Part II: Implementing Behavioural Parent Training. 4. Assessment. 5. Compliance training. 6. Non-coercive discipline. 7. Positive parenting practices. 8. Generalisation across settings. 9. Emerging issues. Afterword. Appendix 1: Sample recording sheets. Appendix 2: Observational coding scheme. Appendix 3: Sample consent form. Appendix 4: Coding sheets. References. Index.

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Book SynopsisThe Social Stories(TM) approach is widely acknowledged as a key technique for teaching social and life skills to children with autistic spectrum disorders. This text, endorsed by the originator of Social Stories(TM), Carol Gray, offers clear and comprehensive guidance for professionals, parents and carers on how to write successful and targeted Social Stories(TM) that will help develop the autistic spectrum child's understanding of social interaction.The book outlines the kinds of social challenges that people with ASD may experience and highlights the importance of learning social skills in meaningful contexts. An extended review of the guidelines for writing Social Stories(TM) will help writers to structure and develop their stories. The authors explain the key elements and highlight the potential difficulties that a writer may encounter, while providing encouragement and guidance through the various stages of what is often a challenging process. They include examples from their own professional experience, and suggest ways in which the Social Stories(TM) approach may enhance other strategies. Helpful advice on presentation and implementation is provided.Revealing the Hidden Social Code is essential reading for any professional, parent, carer or teacher wanting to employ Social Stories(TM) to develop social understanding in people with ASDs.Trade ReviewRevealing the Hidden Social Code is a book about the social stories approach for people with autism spectrum disorders (ASDs), which was originated by Carol Gray. The book describes how social stories may be used, in conjunction with other approaches, to help individuals with ASD to identify the underlying message that underpin social interaction. Excellent case examples are given, throughout the book, to illustrate the development of social stories. It also covers presenting, implementing and monitoring the individual's response and the different types of social stories, which can be used. The book is encouraging to the reader throughout and there is a helpful chapter on what to do when social stories do not work. The appendix contains useful checklists for each stage of preparing the stories, including drafting the social stories, monitoring individual's progress and a checklist for problem solving. -- Occupational Therapy JournalThis is a text which aims to identify why social stories work as a strategy to support the social learning of individuals with autistic spectrum disorders (ASD). In its Forward, the original creator of social stories, Carol Gray, strongly endorses this publication. -- British Journal of Special EducationAs a practical guide for those who want to learn more about the use of social stories and how to write them, this book could be a valuable resource. With practical suggestions and examples Howley and Arnold explore the strategy's potential for a range of ages, needs and abilities as well as for use in the other learning contexts. -- British Journal of Special EducationThe writing style is just right - very clear and detailed without being long-winded or laborious. It is a very practical guide and the kind of book that a professional would want to keep within easy reach whenever a social story is needed. Everything you ever need to know about writing a social story seems to have been addressed here and the examples of social stories are very enlightening too. What I really liked about the examples was that a lot of thought and understanding had gone into choosing very different individuals.The writers have obviously had plenty of hands-on experience which enables them to write about the differing needs of individuals with ASDs. This is an excellent and practical guide for anyone attempting to write or simply understand the concept of social stories, how they work and their essential place in the social education of individuals with ASDs. -- Good Autism PracticeThis work provides clear and succinct instructions for writing one's own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. -- Library JournalThis is a clearly presented, comprehensive and interesting book for professionals and parents or carers of people with Autistic Spectrum Disorder. It explains the key elements of Social StoriesTM, which are increasingly being used to develop social skills and social understanding. I highly recommend this book to teachers, speech and language therapists and parents or carers who wish to structure and deliver Social StoriesTM to help people with ASD address everyday social challenges. -- NAPLIC NewsletterHowley (Univ. Coll. Northampton, U.K.) and Arnold (Northamptonshire Soc. for Autism, U.K.) have written an excellent supplement to Gray's The New Social Story Book and My Social Stories Book (with Abbie Leigh White and Sean McAndrew); parents, caregivers, and professionals will find clear and succinct instructions for writing their own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. Strongly recommended for all public and academic libraries with autism or education collections. -- Library JournalTable of Contents1. Introduction and Rationale for Social Stories. 2. Preparing to Write: Gathering Information. 3. Sentences and Structure: Descriptive, Perspective and Directive Sentences. 4. Advanced Social Stories: Additional Sentence Types: Control, Affirmative, Cooperative and Partial Sentences. 5. Presenting, Implementing and Monitoring. 6. Introductory Social Stories and Complementary Strategies. 7. Problem Solving and What to Do when Social Stories Do Not Work! Final Thoughts. Appendices.

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Book SynopsisMarc Fleisher's new self-help guide for autistic teenagers and adults will help readers improve their quality of life and overcome many everyday challenges, be it through the development of independent living skills, building a more varied and fulfilling social life, or mastering a course in higher education and broadening one's opportunities for the future.Marc Fleisher speaks from first hand experience about the coping strategies he himself has had to learn - often the hard way. Written particularly for young people who are just beginning to become independent from their parents, perhaps living in their own home for the first time, this book shows how to approach apparent problems with hope and the expectation of an improved quality of life.Survival Strategies is an invaluable source of advice and reassurance for people with ASDs across a wide age range. Other readers such as relatives and friends of people on the autism spectrum, and professionals such as educators or therapists will find it provides a host of new insights.Trade ReviewFleisher's story is one of a highly intelligent young man-who has managed to overcome or at least mitigate some of the disabling aspects of his condition. Fleisher speaks from within his condition and the message of hope he gives in being able to make progress towards a richer, more fulfilled and less frightened existence. -- Young People NowTable of ContentsIntroduction. 1. Summary of Contents and Aims. 2. An Overview of Autism. 3. The Worry of the What If Scenario. 4. The Vital Role of Communication. 5. The Art of Independent Living. 6. Rules of Socialising. 7. Further Education and Training Survival Guide. 8. The World of Sport as an Aid. 9. The Challenge of Sharing Ideas with the Wider Audience. 10. Dealing with Uncertainty. 11. Autism in a Nutshell. Appendix: Fun With Numbers! Index.

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Book SynopsisThis comprehensive guide is bursting with achievable teaching strategies for those involved with ASD students in the school environment. Due to understaffed classes or poor staff training, many students with ASDs are taught in mainstream lessons where they do not receive the help they require and are entitled to. Hewitt shows that providing specialist support in schools enables students with ASDs and associated behavioural difficulties to become more included in pre-school, primary and secondary mainstream classes.Hewitt promotes tried and tested initiatives to evaluate staff expectations, convey meaning in the classroom through alternative methods of communication, re-think the physical environment of pupils and celebrate achievement with rewards. With an abundance of cost- and time-effective management guidelines for teachers and support staff of affected pupils, this book facilitates a more inclusive school setting and stresses the importance of a consistent working approach both at school and home. School/home liaison prepares students for a gradual reduction of staff intervention by encouraging greater student independence. Teachers and parents alike will find this an invaluable resource for integrating ASD students among their peers while providing them with the necessary support.Trade ReviewThis practical guide identifies the meaning of different behaviours exhibited by students with autistic spectrum disorder (ASD), and suggests strategies for helping them achieve independence in mainstream schools. The author examines difficulties pupils with ASD have in particular subjects, and discusses the importance of familiarization, physical positioning, visual timetables, work materials, and friendship skills. -- Book NewsAnyone working in mainstream settings with children and young people who have autistic spectrum disorders will find this guide accessible and comprehensive. It offers practical advice on the everyday difficulties that many children face, and gives further advice for older students in secondary settings (an area which in the past has been neglected). It also offers reassurance to parents who are only to well aware of how vunerable their children are if reasonable adjustments are not made in mainstream schools. This book emphasises the importance of good home/school liaison to ensure that young people who have to deal constantly with high levels of anxiety can move towards independence. -- TES ExtraThis book is an excellent read. It is aimed at teachers and learning support assistants working with pre-school children up to secondary school pupils. It offers sensible advice and strategies to try, maintaining a realistic approach. The format of the book is 'reader friendly' and well structured, which makes it easy to 'dip into'. I particularly liked the suggestions to try and the possible problems. I really enjoyed reading this book and it is one that I will refer to regularly. The author is very aware of how adapting an instruction or expressing language in a different way can result in positive responses and successful learning for the pupil. -- The MaapThroughout, the reader is able to gain greater insight into the needs of pupils with ASD and to consider ideas for meeting them as the author weaves together details of the challenges they face with descriptions of supportive and achievable strategies. The style is straightforward and easily accessible. -- British Journal of Special EducationThis practical guide identifies the meaning of different behaviors exhibited by students with autistic spectrum disorder (Asd), and suggests strategies for helping them achieve independence in mainstream schools. The author examines difficulties pupils with ASD have in particular subjects, and discusses the importance of familiarization, physical positioning, visual timetables, work materials, and friendship skills. -- Reference & Research Book NewsTable of ContentsIntroduction. 1. Familiarization. 2. Transitions in and around schools. 3. Physical positioning. 4. Verbal instructions. 5. Workstation areas. 6. Visual timetables. 7. Other visual prompts. 8. Work materials and methods. 9. Specific subject areas. 10. Friendship skills. 11. Breaks and lunch-times. 12. Reviewing progress. Afterword. References. Index.

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Book SynopsisMany aspects of drama therapy make it an ideal technique to use with students with special learning needs. This practical resource book for professionals covers the broad spectrum of students attending special needs schools, including those with attention deficit disorder, autism and Asperger syndrome, and students with multiple disabilities.Paula Crimmens places therapeutic storymaking within the context of drama therapy and offers practical advice on how to structure and set up sessions to be compatible with special needs learning environments. She shows how story sessions can address issues of self-esteem and self-mastery, and how their use in groups is invaluable for building social and communication skills. The book includes traditional stories from around the world as session material, and includes guidance on how to devise stories relevant to older students, as well as a review of recent research into the effectiveness of drama therapy in engaging and retaining the attention of students with an intellectual disability.Trade ReviewA practical resource book for professionals working with a broad spectrum of children and young people with special needs, including those with attention deficit disorder, autism, Asperger's Syndrome and multiple disabilities. It is a welcome addition to the field of dramatherapy literature and should be on the reading list of dramatherapy training courses. -- Sesame Institute LeafletIt is a valuable text for non-professionals too. Having taught for many years in special education prior to training as a dramatherapist, I would have found this book an exciting resource in the classroom. Her style enables her to speak to dramatherapists and non-therapists alike. She gives examples of how dramatherapy can actively support the curriculum and help integrate the therapeutic experience of the children and young people into wider areas of their education. She also demonstrates how to support the stuff and encourage them to become involved and gain a greater understanding of dramatherapy. -- Sesame Institute LeafletIt is an inspiring read from cover as well as a text that can be read a chapter at a time'. -- Sesame Institute LeafletThe educational context for Crimmens's book is very clearly within special educational provision. It will be an excellent resource for professionals working in such a context and for those involved in group work with adults with a learning disability. I would also recommend it for the many mainstream teachers who are striving for more inclusive classrooms and engaging in more creative teaching and learning. I think it's a very readable book... I enjoyed the vivid descriptions of her practice, which are easily imagined. And I also feel that it's a "grownup" book, with good academic references to be followed up if you would like to do further research in this area. -- Support for LearningIt is an inspiring read from cover to cover as well as a text that can be read a chapter at a time. This is Paula Crimmen's second book following her successful Storymaking and Creative Group Work with Older People. I look forward to her next book. -- DramatherapyPaula Crimmen's new book is a practical resource book for professionals working with a broad spectrum of children and young with special needs, including those with attention deficit disorder, autism, Aspergers Syndrome and students with multiple disabilities. It is a welcome addition in the field of dramatherapy literature and should be on the reading list of dramatherapy training courses. Its structure and format offer clarity and accessibility, exploring many themes that challenge the professionals within the field of special education prior to training a dramatherapist I would have found this book an exciting and accessible resource in the classroom. -- DramatherapyThis is a practical book, placing therapeutic storymaking within the context of drama therapy and offering advice on how to structure and set up sessions to be compatible with special needs learning environments. Using traditional stories from around the world as session material, Crimmens shows how stories can address issues of self-esteem and self-mastery and how their use in groups is invaluable for building social and communication skills. -- Human GivensAbove all this is a common sense book that uses many practical examples from the author's considerable therapeutic experience. Ideal for students following a practice based course. She shows how story sessions can address issues of self-esteem and self-mastery, and how their use in groups is invaluable for building social and communication skills. This is a very good book and is a recommended buy for all play therapy trainees and also for experienced Play Therapists -- Play for Life, Journal of Play Therapy UKTable of ContentsIntroduction. 1. Getting started. 2. The use of traditional stories. 3. Helping others. 4. Dealing with change. 5. Working as a team. 6. The theme of trickery and stealing. 7. Stories of a special child. 8. The unlikely heroes. 9. Competitiveness. 10.Trust. 11. Devising stories. 12. Storyboard stories. 13. Research study. References. Index.

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Book SynopsisTales from the Table is a practitioner's account of the successes and limitations of using Lovaas/ABA home education with five young boys on the autistic spectrum.The abilities and skills of these children before, during and after intervention are documented with a focus on the realities of undertaking Lovaas/ABA home education: the impact of a 35-hour learning week on both child and parents, changing tutors and issues of commitment to the approach. Each chapter includes a commentary on the programme from a different perspective, with the voices of parents, siblings and teachers providing the context to the individual children's learning processes.This book will help parents to make an informed decision about using Lovaas/ABA interventions and will give professionals and students practical insights and useful information on the approach.Trade ReviewThis book is a practitioner's account of how the Lovaas programme has worked for five young boys on the autistic spectrum.The Lovaas programme is an early intensive behavioural intervention with the purpose of enabling children to function optimally within their environment. It breaks down early skills into steps which are easily manageable by the child. -- Home education Advisory Service BulletinTable of Contents1. Introduction. 2. Contextualising Autism and Early Intensive Behavioural Intervention. 3. Sam's Tale - I Can Try. 4. Jack's Tale - Wavy Blue Cheese. 5. David's Tale - I'm Not David, I'm Woody. 6. Oli's Tale - Tip That Spoon. 7. John's Tale. 8. Moving Along - Autism and Rights. Subject Index. Author Index.

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Book SynopsisSupporting Children in Public Care in Schools is a training package designed for delivery to teachers, social workers, carers and all those supporting young people who are in public care.Based on collaborative multi-agency and multi-professional work with psychologists, teachers and social workers, Supporting Children in Public Care in Schools focuses on the different types of loss that children in care may experience as a result of significant changes in placement, such as the loss of family, friends, routine and the familiar school environment. The training pack includes photocopiable material and instructions for more than a dozen training sessions. These address a range of issues including why young people are in care, how feelings of loss relate to the experience of being in care and how being in care may affect education, attainment and emotional attachment. There is a focus on making any necessary school transitions work effectively in order to provide educational stability in a young person's life. The authors realise that the transition into school is a key event, so it is crucial that it is carefully planned, that there is a positive welcoming ethos and that there is effective communication within the school.The flexible modular structure of this resource means that sessions can be planned around trainee's needs and can be delivered as single topics if required. Each training module includes group activities, templates for OHP transparencies, handouts for trainees and a bibliography.This much-needed training package raises awareness of the experiences of young people in public care and provides essential guidance for staff in schools or other settings on how to assist young people through corporate parenting, smooth transitions into school, designated teachers and personal education plans.Trade ReviewIf you're looking for a compact, off-the-peg training pack suitable for the main players in supporting the education of looked-after children, this is it, writes Simon Colbeck. One slim volume contains pages for copying as handouts and OHP transparencies as well as guidance on presenting the material in 17 concise sections. These could be delivered in a single day. Particularly helpful is the way the sections encourage participants to develop each others and their own roles on the shared aims deriving from the title... The book would be as useful to an enthusiastic practitioner as a specialist trainer. -- Community CareIt's an excellent resource for busy trainers who might like a pack with everything at hand including templates for OHPs and guidance notes for facilitators, plus photocopy material for handouts'. -- News@www.adoption-net.co.ukTable of ContentsAcknowledgements. Preface. 1. Introduction. 2. Introducing course members to the package. 3. Ethos. 4. Ice-breakers. 5. Identifying the training needs. 6. Corporate parenting. 7. Why young people are in public care. 8. Young people in public care, attainments and attendance. 9. The experience of being in public care. 10. Loss experience. 11. Attachment.12. Changes in learning and behaviour. 13. Young people as individuals. 14. School transitions and ongoing support. 15. The designated teacher. 16. Personal Education Plans (PEPs). 17. `Jargon busting'. Further reading.

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Book SynopsisThis fully photocopiable resource offers a flexible framework for the assessment and measurement of the communication skills of children with autistic spectrum disorders (ASDs). Packed with practical assessment and planning sheets, it enables teachers, educators and other professionals to observe and record how children use and understand language, and to follow their progress over time.The completed assessment record is an accessible summary of a child's individual communication style, identifying strengths and weaknesses and the ways in which he or she is best assisted and motivated to communicate. It focuses on how children express themselves in everyday situations - for example, how they make requests or gain attention, the words they use most frequently, and how their communication is affected by different people and places. Most importantly, it provides a diagnosis of where communication skills can be developed and improved.Using the communication curriculum, educators can set appropriate targets, linked to work in other areas, such as literacy and science. A separate thinking skills curriculum aims to develop the skills and confidence necessary for social interaction, from making simple choices to understanding humour and abstract ideas.Originally devised for use with children with ASDs, this toolkit is equally effective in identifying communication problems in other children, and is an invaluable resource for teachers and speech and language therapists.Trade ReviewFor professionals wishing to assess communication in people with autism, this is an excellent buy. We all know how important communication is and the book does give a very clear picture of what to look for in communication development. The communication assessment and curriculum is divided into four parts: functional use of communication, expressive communication, understanding communication and social interaction - targeting the areas which most often need attention. -- Good Autism PracticeAssessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties'. These are assessment sheets, which are coded and cross-referenced with the curriculum in the next part of the book. The sheets are easily photocopy-able and therefore handy to keep as a record and to keep track of your child's progress. I found the book useful in defining what constitutes communication and in making the link between thinking skills and those required for communication. -- Education OtherwiseTable of Contents1. The Background to the Communication and Thinking Skills Assessments and Curricula. 2. The Communication Assessment Record. 3. The Communication Curriculum. 4. The Thinking Skills Assessment Record. 5. The Thinking Skills Curriculum. Glossary. Further Reading.

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Book SynopsisInspired by the often uncomfortable interplay between autistic individuals, parents and professionals in understanding autistic spectrum conditions, Olga Bogdashina uses the concept of Theory of Mind (ToM) to consider these groups' different (and often conflicting) perspectives.ToM is the ability to imagine and make judgements about what others feel and think; its absence in autistic individuals is called 'mindblindness'. This book addresses the 'mindblindness' of people united in their interest in autism but divided by their different angles and perspectives. Divided into four parts, the book first defines autism, then the views of the three main groups working with it - autistic individuals, parents and professionals - under the headings of classifications, diagnosis, causes, development, theories and treatment. By comparing and reconciling the different perspectives in this way, the book helps each group to understand and predict each other's responses and behaviours.This enlightening and innovative book offers a unique way of 'stepping in each other's shoes' and is a valuable resource for all people living or working with autism.Trade ReviewAn excellent and well-written book... which should be on the shelves of every mental health professional who has an interst in ASD. -- Asperger UnitedThis book was written by a professional working in the field of autism as a teacher, lecturer, and researcher, who is also the mother of a child with autism spectrum disorder (ASD). The aim of the book is to improve the quality of life for those whose lives are touched by autism, that is, parents of individuals with ASDs, individuals with ASDs, and professionals who work with these individuals, and their families. This is achieved by providing an opportunity for them to "step into each other's shoes and walk around for a while". The author develops a theory of (different) minds (including a theory of autistic mind (To AM), from the familiar concept of theory of mind (ToM) that facilitations this process. The book provides a wealth of information on all aspects of autism thus providing a comprehensive guide for those new to autism and/or a valuable resource for those familiar with ASDs. In particular it provides a welcome addition to the relatively small corpus of literature written from the perspective of individuals with ASDs or Asperger Syndrome. The book is well researched and the sections on further reading particularly useful for those wanting to know more. -- Educational PsychologyTheory of Mind is the ability to imagine and make judgements about what others feel and think; its absence in autistic individuals is called 'mindblindness'. This book addresses the 'mindblindness' of people united in their interest in autism but divided by their different angles and perspectives. Divided into four parts, the book first defines autism, then the views of the three main groups working with it - autistic individuals, parents and professionals - under the headings of classification, causes, development, theories and treatment. By comparing and reconsiciling the different perspectives in this way, the book helps each group to understand and predict each other's responses and behaviours. This enlightening and innovative book offers a unique way of 'stepping in each other's shoes' and is a valuable resource for all people living or working with autism. -- Link, Autism-EuropeTable of ContentsPrologue: The Triad of Perspectives, the Theory of Mind and the Autism Jigsaw. How to use this book. Part 1: Autism as it is Officially Defined (External View). 1.1. Definitions and Classifications. 1.2. Diagnosis. 1.3. Causes. 1.4. Development. 1.5. Theories. 1.6. Treatments. 1.7. Miscellany: Thoughts to Share. Further Reading. Part 2: Autism from the Inside (Internal View). 2.1 Definitions and Classifications. 2.2 Diagnosis. 2.3. Causes. 2.4. Development. 2.5. Theories. 2.6. Treatments. 2.7. Miscellany: Thoughts to Share. Further Reading. Part 3: Autism: Parents' Perspective. 3.1. Definitions and Classifications. 3.2. Diagnosis. 3.3. Causes. 3.4. Development. 3.5. Theories. 3.6. Treatments. 3.7. Miscellany: Thoughts to Share. Further Reading. Part 4: Autism: Professionals' Perspective. 4.1. Definitions and Classifications. 4.2. Diagnosis. 4.3. Causes. 4.4. Development. 4.5. Theories. 4.6. Treatments. 4.7. Miscellany: Thoughts to Share. Further Reading. Epilogue: The APP Triad and the Theory of Mind. References. A contents list for `horizontal reading'. Index.

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Book SynopsisInformation technology (IT) has great potential to be an effective and empowering means of communication for people with communication difficulties. Getting IT explores how IT can help such people increase their independence, communicate in more direct ways and express themselves as part of society.Authors Dinah Murray and Ann Aspinall examine common problems faced by people with learning and communication difficulties - being judged on appearances, encountering impatience from communication partners, problems identifying and understanding key information and difficulties communicating decisions. They show how IT can help solve these problems: for example internet search tools for accessing information at home, typing and email as socially neutral, universally acceptable modes of expression, anonymous, non-judgmental internet chatrooms and discussion forums. Three central case studies illustrate how IT improved the lives of Kumar who is on the autism spectrum, Marie who has dementia and Irene who is almost completely nonverbal. The book also provides practical guidance on how to use common IT programs including Powerpoint and gives an overview of the technology available for people with specific difficulties. Useful resources and organisations are supplied at the end of the book.Getting IT shows the power of IT to help people with communication difficulties satisfy the universal human need to communicate. This book will inspire carers, teachers, psychologists, parents and other professionals to use IT with people with communication difficulties, and will expand the skills and knowledge of those who already do.Trade ReviewThis book outlines how the use of relatively simple information technology can enable people with major communication problems, actively to take part in and, in some cases, to lead decision - making processes affecting their own lives. The book presents case studies of a small number of people with extreme difficulties who had previously been the recipients of decisions based on assumed interpretations of their needs. It shows how they moved form almost passive acceptance of whatever choices were made for them to the stage where they were the instigators for the changes which they themselves wanted in their lives. -- British Journal of Special EducationAll those who work in facilities where there are disabled people, including the elderly, should read this book. It may help to challenge assumptions made about the value, experiences and needs of many clients attending day centres and similar institutions. Anyone who is in the caring profession will be inspired and motivated by this book. -- British Journal of Special EducationI would thoroughly recommend this book. -- British Journal of Special EducationFor the past five years I've been trying to inspire people to use information technology (IT) with people with dementia. Here is a book that does just that, but for a wider group of people with various communication problems. [The authors] ideas and practical tips could be a useful starting point for those working with people with dementia. As well as the inspiring narrative, this book has plenty of practical tips and examples that could be tried by people working with people with dementia. Useful appendices include hints and tips, lists of useful websites and other resources and 'help-sheets' with step-by-step guides to producing different effects in PowerPoint. -- Journal of Dementia CareInformation technology (IT) can help people with communication difficulties to better express themselves and connect with others. This resource for service providers offers practical ideas on turning technologies such as a PowerPoint into tools of empowerment and inclusion. -- Book NewsA study, by authors well-known in the field, of common problems encountered by people with learning disabilities in terms of communication, and a wide range of ideas and practical suggestions for how IT can be employed to resolve these. -- Current Awareness Service (BILD)How to use information technology to make voices heard is the essential theme of this book. This is not about using computers to escape from the world, it is about using them to connect with it. -- Introduction, Getting ITThe book's stated aim is to, 'inspire people to use Information Technology-IT with people in care and expand the skills and knowledge of those already doing so...The book would be relevant and useful for careres, teachers, other professionals and family members who work with people communication diffuculties and who have limited IT knowledge or confidence. -- Patoss BulletinI enjoyed reading this book. It is not your mind boggling IT book but tells the stories of three people with leaning disabilities who, with help, have used multi media to learn, participate in activities with others, make their own record of their interests and life events and improve their communication and decision making skills... inspiring and helpful -- PMLD LinkTable of ContentsIntroduction: Getting IT: the why and what of this book. 1. Inclusion in the 21st Century: the argument for ensuring access to IT. 2. Beginning to Take Control. 3. Telling Your Own Story. 4. Asking and Telling. 5. Connecting and Exploring. 6. Living and Learning. 7. Getting together. 8. A Year or so Later…. 9. Taking control of Time: a step by step guide to making an Interactive calendar. 10. Getting IT Right: tackling the technical aspects of using computer equipment. Appendix 1 Hints and Tips. Appendix 2 Relevant Websites. Appendix 3 Resources. Appendix 4 Helpsheets. References. Subject index. Author index.

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Book SynopsisDisability and Impairment introduces professionals working with families to the everyday issues faced by disabled people of all ages in family life.Peter C Burke shows how social attitudes shape the world of the 'disabled family' either positively or negatively and the effects of stigma. He demonstrates the normality of disability - that children are children whatever their label - and the need for a sensitive professional understanding of the impact of both physical and learning disabilities on family members, in order to improve their quality of life.This book covers the spectrum of disability issues, and offers information and advice for professionals working with families and disability, explaining the value of family support, how to validate the feelings of siblings with disabled brothers and sisters, tackling social exclusion and understanding the role of lifelong professional help.Case studies and practice notes make this an accessible reference for social work students and practitioners.Trade ReviewThis book is written for social workers but would prepare less experience speech and language therapists for common issues faced by families. Experienced therapists could read it as a way to reflect on their caseload. The author's interest in families reultrs from his experience of having disabled children. Based on his research, he views assessing the needs of the whole family as the best way to support disabled children. He examines the impact of disability on families, particularly siblings being stigmatised. Some helpful ideas about how to gain children's views are provided. Importance is given to gaining these views as a way to promote self-advocacy... It would be useful reading for speech and language therapists who are planning to set one up. -- Speech & Language Therapy in Practice, Abigail Mance , Speech and Language Therapist in LondonDisability and Impairment offers an important perspective on families coping with disability, Burke raises critical questions about the current state of professional assessment and the delivery of support services to families in need. Signicantly, Burke give a voice to his subjects, which makes Disability and Impairment an indispensable contribution to the literature on disability and adolescents. -- Journal of Youth and AdolescenceWritten to introduce professionals working with families to the everyday issues faced by disabled people of all ages in family life. -- Current Awareness ServiceDisability and Impairment is a book which will be of help to many professionals who are beginning work with families who have a disabled child.truly becomes a 'family matter' and offers advice on how professionals can best work with all family members to ensure realistic assessments and meaningful packages of care. -- Professional Social WorkThis book allows us an holistic insight into the lives of families with a disabled child. It is an informative resource for all professionals due to its comprehensive exploration into everyday life. This text has useful practical advice included to assist families and professionals. The case studies and evidence-based approach make this a welcome resource for social work students studying the social work degree. Both academics teaching in this field and practitioners could benefit from this resource. The book is a refreshing and coherent read. -- The British Journal of Social WorkTable of ContentsAcknowledgements: A Professional and Personal Dedication. Introduction. 1. Disability and Impairment: Theory and Practice. 2. Stigma, Need and Service Provision. 3. The Impact of Childhood Disability: The Family Experience. 4. The Impact of Childhood Disability: Professional Understanding. 5. Support Across Early Life Transitions. 6. Siblings of Disabled Children. 7. Listening to Children with Special Needs. 8. Support Groups for Children and Young People. 9. A Positive Framework for Empowerment and Inclusion in Social Care. Appendix: The Research Process. References. Index.

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Book SynopsisPhoebe Caldwell's remarkable new book makes accessible for the first time the complex, intricate inner and sensory worlds of people whose learning disabilities are combined with autistic spectrum disorder and, often, difficult-to-manage behaviour. Based on many years of working with such people, many of whom have withdrawn into a world of their own, she explores the different sensory reality they experience, showing it to be infinitely more complex and varied than is widely understood. She introduces a practical approach known as Intensive Interaction, which uses the body language of such people - who have hitherto largely been regarded as unreachable - to get in touch with them, giving them a way of expressing themselves which shifts their attention from solitary self-stimulation to shared activity. The outcome is not only a marked improvement in behaviour and ability to communicate but, more important, many parents will say 'they are just much happier'.Covering not only the practical aspects of introducing this technique, but also the thinking behind it, this landmark book has much to say on behalf of a group that has in the past largely been denied a voice, and will open new avenues for both practice and research. It is invaluable for parents, carers, and all who work with this group.Trade ReviewCaldwell does a nice job of portraying the stresses that are associated with this combination of conditions and provides excellent graphical representations (e.g., moving the attention from one's self to another person)... Recommended, then, for academic libraries with autism collections. -- Library JournalCaldwell has done some of the most innovative work on autism in Britain for years, and this book describes how she works and the basis for the therapy she has developed. The case studies are intensely moving, and it is impossible to read this without facing some fundamental questions about the nature of consciousness, of relationship and communication. In writing as speaking, she touches some very deep emotions. -- Times Literary Supplement, Dr. Rowan Williams Archbishop of Canterburythis book focuses upon the intricate inner and sensory worlds of people whose learning disabilities are combined with ASD, while introducing a non-invasive way of making a connection with them. Well worth the read. -- Children, Young People and FamiliesThe book is interesting to read and structured in a logical way. The examples drawn from clinical practice give the book an immediate relevance to practising clinicians. It challenges the reader to reconsider what working in a 'client-centred' way really means when working with people with ASD. Better still, it provides a range of ideas and understanding which could help other clinicians make breakthroughs in a building working relationships with people with ASD. This book highly recommended. -- British Journal of Occupational TherapyPhoebe Caldwell clearly describes intensive interaction as a means by which a parent , support partner, therapist, community worker, advocate or simply someone who would like to be a friend can create two-way human communication, Finding You Finding MeThe book has been acclaimed as a landmark, speaking on behalf of a group who in the past have been denied a voice and who live in a non-verbal world and have serious learning disabilities or severe behavioural distress.This book is a must for anyone researching or seeking to support individuals who are non-verbal or on the borderlines of speech, with serious learning disabilities or severe behavioural distress. Finding You Finding Me introduces a practical approach to communication. Appendix B contains a very concise overview, 'The Way In - Using Intensive Interaction'. There is a wealth of researched information throughout the book. The case studies and testimony of practitioner and partner demonstrate as stated by the author that individuals can grow together in a rewarding mutual partnership experiencing along the way fun and, yes, joy! -- Good Autism PracticeTable of ContentsAcknowledgements. 1. Introduction. 2. What is Autism? 3. Causes of Stress. 4. Behaviour - Challenging or Distressed? 5. Intensive Interaction. 6. The Development of Self. Appendix A: The Causes of ASD. Appendix B: The Way In - Using Intensive Interaction. References. Index.

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Book SynopsisSocial play is about relating to others, playing and making friends - all of which are key elements for social inclusion, adjustment and well-being. The Social Play Record is a practical resource for assessing and developing social play in children with autistic spectrum disorders (ASDs) or difficulties with social interaction.This toolkit is designed to be used collaboratively with children, parents, carers and practitioners. It is suitable for assessing children of all learning abilities and stages of development, from early infancy to adolescence, and includes photocopiable assessment and intervention materials. The toolkit is divided into user-friendly sections, including:* a guidance section, which also gives information on what constitutes social play, its significance, development and how to address social interaction difficulties* an assessment section for recording stages of social play and key abilities, such as independent and peer play, friendship and advanced group skills* an intervention section, which gives step-by-step directions for developing key social play skills.Parents, teachers and professionals working with or caring for a child with social interaction difficulties will find this toolkit an essential assessment resource.Trade ReviewThis is an excellent book for practitioners, parents and carers and anyone else working with young people with an autism spectrum disorder. It is a well laid out, easily accessible introduction to social play development and a comprehensive assessment tool with matched appropriate interventions for each stage. -- Good Autism PracticeThis book provides a structured approach to assessing and developing children's social play.There is a strong emphasis on intervention and the ` ideas and templates' section is especially useful.The pages are easily photocopiable and user friendly. There are also lots of references to recent research findings.This book would be particularly useful for SLTs,psychologists and teachers/childcare staff working closely with parents. -- Royal College of Speech & Language TherapistsChris White, a speech and language therapist has performed great service by producing this excellent and very practical book... I would strongly recommend it to all educational psychologists. It is clear that this book has been well designed and researched. -- Alun Flynn, DebateThis practical resource is designed for assessing the development of social skills by three-to 13-year-olds. The focus of the book is on children with autistic spectrum disorders or difficulties with social interaction and it is divided into three main sections: guidance; assessment; and intervention. Each section provides information on significance of social skills and the recording of children's development. -- Children NowTable of ContentsAssessment Booklet. Introduction: What is The Social Play Record? PART I: The SPR Assessment User Guide. 1.1. The SPR Assessment: An Overview. 1.2. The Recording Sheets. 1.3. The Home Comments Sheet. 1.4. The Practitioner Rating of Peer Relationships. 1.5. The Peer Preferences Chart. 1.6. The Friends Questionnaire. 1.7. Scoring the SPR Assessment. 1.8. Planning Intervention. PART II: Links to Intervention. 2.1. How it All Fits Together. 2.2. Early Social Play. 2.3. Unoccupied or Preoccupied. 2.4. Independent Play. 2.5. Peer Play. 2.6. Advanced Group Play. 2.7. Friendship Skills. Conclusion. References. Appendix1: Worked Examples. Appendix 2: Ideas and Templates. Appendix 3: Small Steps Chart. Appendix 4: Theory and Research. 4.1. What is Social Play? 4.2. Social Play and Children with Autistic Spectrum Disorders. 4.3. How the Social Play Record was developed.

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Book SynopsisWinner of the NAGC Celebrating Gifts and Talents 2007 "Most Important Book" Gold AwardGifted Children is a lively and informative exploration of the mystery of the gifted mind and the social and emotional needs of gifted children and their families.The authors give an insight into what is 'normal' for gifted children, acknowledge the difficulties they experience, and offer pointers for parents on how to support them at home, in the interaction with siblings and other family members, and at school. The authors identify self-acceptance and communication with others as key skills for gifted children, whose exceptional abilities in fields ranging from music and maths to linguistics and art are often complicated by poor social skills, dyslexia or other difficulties.This excellent book, written by counsellors who are also parents with first- hand knowledge of living and working with gifted children, is an accessible and positive guide full of constructive advice and encouragement for other parents. It includes practical information such as useful contact details, as well as opportunities for reflection.Trade ReviewA useful practical and well written informative book written by 10 authors who for many years counselled gifted children and their families for the National Association for Gifted Children until the counselling service closed in 2005. All have first hand experience of giftedness; either being gifted themselves or having children or grandchildren who are gifted. -- NAGC Newsletter (National Association of Gifted Children)An excellent book written in an easy to read lively text explaining the gifted mind and the social and emotional needs of gifted children and their families. -- Education OtherwiseI used to childmind a boy who has since been “labelled” as having “Asperger Syndrome”. I always knew that there was something different about him but couldn't put my finger on what it was. This book would have been a wonderful resource to have then, as now I can relate his behaviour and his emotions, to him dealing with his gift. -- National Association of Child-MindersThe authors acknowledge the individuality of gifted children and their families while providing information and advice applicable to most. Sidebars ask questions that encourage parents to examine their own feelings and experiences and to explore the ways in which their child might be similar to and different from the descriptions provided in the section....Written clearly and concisely and meant for the educated layperson, this work includes an appendix of current professionals and services in Britain, the United States, Canada, Australia, and New Zealand. Recommended for all public libraries. -- Library JournalThis book provides an informative exploration of the gifted mind and the social and emotional needs of gifted children and their families… The book describes itself as a guide for parents and professionals. I think parents of gifted children would find it highly supportive and informative, particularly the contacts it offers with other organizations. Professionals working to support families would also find it helpful as an introductory text. -- The British Psychological SocietyThis is an excellent resource that should meet its stated goal of helping gifted children and their families to live more comfortably with giftedness and to reach beyond the challenges towards the rewards. -- Educational Review Vol. 60Very useful, particularly sections which gave practical advice about helpful ways in which to talk to gifted children about their abilities and frustrations. -- NAGC Newsletter (National Association of Gifted Children)Written in a style that is immediately accessible for both parents and teachers. The information is straightforwardly set out and the reader is left with a clear understanding of what giftedness is, the range that it encompasses and how it affects families, children and their learning. -- The Magazine of the Cambridge SocietyTable of ContentsIntroduction. Part 1: Gifted Children and their Families. 1. What is Normal for a Gifted Child? 2. Giftedness in the Family. 3. Beyond the Family. 4. Giftedness and Schools. 5. Gifted Children and Home Education. Part 2: Special Needs and Special Talents. 6. Gifted Children with Special Needs. 7. Gifted Children with Asperger Syndrome. 8. Gifted Adolescents. 9. What is it Like to be a Gifted Linguist? 10. Managing the Multi-talented Child. 11. Giftedness and Creativity: Some Pointers. 12. Musically Gifted Children. 13. Effective Communication: The Way We Say It. Part 3: Conclusions. 14. Living with Giftedness. References. Index.

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Book SynopsisThis training package encourages an equal partnership between the advocate and the user where the shared goal is to develop the life skills of the individual with learning difficulties. It is accessible to people with a wide range of literacy needs, including those with high learning needs and is designed for use in formal and informal learning situations, either unsupported or with a facilitator present.'- Autism Us'The book is clearly written and is consistent in style and presentation.Advocacy draws attention to the need for the individual's views to be expressed, communicated and understood by those around them and that advocacy is not what other people think the individual wants. Tufail and Lyons clearly and consitently reinforce this message throughout the book and illustrate this through the use of well-devised case studies to which most people can relate.'- The Frontline of Learning Disability'The Four Books in this series; 'Introducing Advocacy', 'Rules and Standards', 'Listen Up!' and 'Advocacy in Action' are comprehensive, informative and quite simply a very good introduction for someone new to the world of advocacy.'- Practice Links in Social WorkAdvocacy for people with disabilities is about empowering people - gaining rights for individuals, access to services, inclusion in society and their own voice. Speaking Up is a set of four guide books designed to give people with a disability the knowledge and advice needed to approach self-advocacy with confidence.Written in Plain Text, the four books in the Speaking Up set were conceived and written specifically to promote self-advocacy to disabled individuals who want to learn how to speak up for themselves. All four books are illustrated throughout with colour drawings and case studies showing the positive results of self-advocacy on the individuals themselves, as well as on their families and carers.This empowering training package encourages an equal partnership between the advocate and the user where the shared goal is to develop the life skills of the individual with learning difficulties. It is accessible to people with a wide range of literacy needs, including those with high learning needs and is designed for use in formal and informal learning situations, either unsupported or with a facilitator present.Introducing AdvocacyThe First Book of Speaking Up: A Plain Text Guide to Advocacy introduces the concept of advocacy and explores appropriate advocacy models, for example peer group supportive models, and examines different forms of advocacy such as campaign advocacy, crisis or intervention advocacy, volunteer advocacy and health complaints advocacy.Rules and StandardsThe Second Book of Speaking Up: A Plain Text Guide to Advocacy explores the idea of rules and standards for advocacy and looks at the advocacy charter. It covers issues such as whether an advocate should share a confidence if they are worried that their advocacy partner might self-harm.Listen Up! Speak Up!The Third Book of Speaking Up: A Plain Text Guide to Advocacy uses examples of advocacy to explore how to be a good advocate, emphasising the importance of listening to and working with an advocacy partner and explaining how to prepare for and behave in meetings.Advocacy in ActionThe Fourth Book of Speaking Up: A Plain Text Guide to Advocacy looks at problems that can occur in an advocacy partnership, such as dependency on the advocate and conflict between partners. It also discusses advocacy and the law.Table of ContentsIntroducing Advocacy Some ways you can use this book. 1. A Word about Labels. 2. What is Advocacy? 3. Campaign Advocacy. 4. Citizen Advocacy. 5. Crisis or Intervention Advocacy. 6. Volunteer Advocacy. 7. Non-directed Advocacy. 8. Planning Circles. 9. Health Complaints Advocacy. 10. Self-advocacy.Rules and Standards 1. Why We Need Rules and Standards. 2. Confidentiality. 3. Duty of Care and Risk Assessment. 4. Positive Risk Management.Listen Up! Speak Up! 1. Be Strong for Yourself and Others. 2. Roy's Story. 3. Listening. 4. Points of View. 5. Speaking Up in Meetings. 6. Why Don't You Practise?Advocacy in Action 1. Introduction. 2. Dilly's Story. 3. Making a Plan. 4. Advocacy Problems. 5. Letting Go. 6. Advocacy and Conflict. 7. Advocacy and Communication. 8. Advocacy and the Law. 9. Conclusion.

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Book SynopsisParents, teachers and other professionals often struggle to know how to deal with disruptive, abusive or aggressive behaviour. This book addresses the urgent need for a realistic, practical and effective approach to dealing with severe disruptive behaviour in children and adolescents. Adapting the principles of non-violent resistance originally advocated by Mahatma Gandhi, the book provides de-escalation techniques which empower the adult and unburden the distressed child. The authors outline the theoretical basis upon which the approach was developed, and explain how and why it can be so effective. Case studies demonstrate how the approach can be used to reach more successful places with unhappy and disruptive children of different ages. A separate section for parents provides useful advice on how to take the theoretical material and use it to deal with problematic behaviour in everyday life. As effective as it is original, this approach will empower desperate parents and despairing caregivers by equipping them with hands-on tools to contain, counter and positively direct the aggression and opposition which they face from children in distress.Trade ReviewWhat immediately appeals to me about this book is the practical, child-centred nature of the approach... This is an important book offering a very specific set of ideas, which can, however, be interpreted in different ways to provide strategies that are flexible enough to meet the needs of individual children and families. -- Child Abuse ReviewIt contains some very good explanatory information about the principles adopted when working with the model, with excellent advice on how to deal with the child's resistance to the parent's methods, even suggesting ways to anticipate and prepare for the child's negative response in the initial stages... Overall, I liked this book and the model, and found myself thinking of families and young people I am currently involved with for whom this approach may effect change... I believe the methods described on how to increase a parent's presence in the life of their child; the non-acceptance of abusive behaviours and how to communicate this to the child without escalation or provocation, and the return to the parent being in control of the household are all outcomes professionals are trying to achieve day in and day out. This will be an excellent guide on how to go about achieving this where parents have the capacity to follow through the methods described. -- RostrumMore readable than many of their counterparts, Avraham-Krehwinkel and Aldridge have presented some interesting strategies here for dealing with aggressive and hostile children and young people. Their parent-centred focus comprehensively outlines a range of techniques that can be used to deal with complex family relationships...The Munro review of child protection concerns all professionals who make judgments about the best interests of children. Pertinents to this, the authors offer observations from a series of case studies that are directed at antisocial behaviours and situations where families are struggling with parent-child relationships. The latter half of the book includes a clear and extensive guide for how parent can employ the principles of the proposed approach, which could be a useful resource for practitioners. -- Children and Young People NowViolence answered with more violence only begets even more violence. "A Non-Violent Resistance Approach with Children in Distress: A Guide for Parents and Professionals" is a guide to dealing with disruptive and aggressive behavior from children and how to discourage this behavior in a way that will leave to a more harmonious household. Aimed at both parents and child psychologists, the information is expertly researched with plenty of thoughts and theories to help curb this inappropriate behavior. -- The Midwest Book ReviewI believe it may substantially complement and enrich current approaches to avoiding and managing violence while supporting children and adults with autism. -- Journal of Autism Developmental Disorders.Table of ContentsIntroduction. 1. The Politics of Family Conflict. 2. An Ecological Approach. 3. The Non-Violent Resistance Model. 4. From Theory to Practice - The Intervention. 5. Young Child with Self-Destructive Behaviour. 6. A Barricaded Teenager. 7. A Teen at Risk. 8. Family and Community. 9. The Child, the Parent and the School. 10. The Model of Non-violent Resistance - A Guidebook for Parents. 11. Overview. References.

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Book SynopsisIf you have no language, how can you make yourself understood, let alone make friends? Phoebe Caldwell has worked for many years with people with severe intellectual disabilities and/or autistic spectrum disorder who are non-verbal, and whose inability to communicate has led to unhappy and often violent behaviour. In this new book she explores the nature of close relationships, and shows how these are based not so much on words as on the ability to listen, pay attention, and respond in terms that are familiar to the other person.This is the key to Intensive Interaction, which she shows is a straightforward and uncomplicated way, through attending to body language and other non-verbal means of communication, of establishing contact and building a relationship with people who are non-verbal, even those in a state of considerable distress. This simple method is accessible to anyone who lives or works with such people, and is shown to transform lives and to introduce a sense of fun, of participation and of intimacy, as trust and familiarity are established.Trade ReviewAnyone working closely with people with severe learning disabilities or Autism Spectrum Conditions will find this latest book invaluable. Building on the themes she presented in Finding you Finding me, Phoebe Caldwell presents a user-friendly guide to using intensive interaction with people who are unable to communicate verbally. Numerous cases are presented in an accessible way, highlighting that by taking time to understand an individual's perspective and sensory experience, we can gain access to their world and thus to a meaningful connection with them. Giving people a sense of self through non-verbal communication can alleviate stress and thus reduce behaviours that challenge us, instead providing opportunities for positive interactions. -- Journal of Intellectual Disability ResearchWith over thirty years of experiences, Phoebe's enthusiasm is clear from beginning to end. -- Speech & Language therapy in practiceIn short, this is a wonderful book - it challenges current thinking, it makes you want to go straight up to the next person you meet who has communication difficulties and try out the approaches she suggests. It is early days, but if evidence can be produced to support her theories this may just come to be regarded as a book that changed the world. -- The Frontline Of Learning DisabilityThis book reminds us of the 'intuitive' in therapy. Intensive Interaction is all about affect, about interpersonal contact and about affect, about valuing the person's communicative attempts.This book explains simply and effectively how use of imitation and repetition of body language, sounds and movements might change the focus of attention in an adult with autism/learning difficulties from a self-centred to an other-centred one. -- Royal College of Speech & Language TherapistsThis book is about how we get in touch with people who, in the words of the author, "are separated from us because they cannot tell us what they want, or perhaps more importantly, how they feel". It is a beautifully written endorsement of the universal importance of emotional needs such as intimacy and social connection, irrespective of an individual's ability to communicate with others. It introduces communication as a prerequisite to all intimacy, and makes the point that communication at "deeper" levels is not verbal but physical, tactile or visual: a look, a nod, a smile - a feeling of safety with another person. In this respect, this book has applicability and value beyond those for whom it was written this book's strength is its emphasis on improving the quality of life - identifying and meeting needs - of people who are in one way or another isolated by their disability. -- Human Givens JournalTable of ContentsIntroduction. Part One: Learning the Skills of Interaction. 1. First Encounters. 2. Attention. 3. Stress. 4. Body Language. 5. What Are We Trying to Do? 6. Theory of Mind. 7. How Well Does Using a Person's Body Language Work? Part Two: Meeting People. 8. Three Children on the Autistic Spectrum. 9. Cerebral Palsy. 10. Does age matter? 11. Changing Rooms. 12. Lost Voices, Learned Language. 13. Rub It Better. 14. What Next? References. Subject Index. Author Index.

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Book SynopsisGifted children are quick on the uptake, can be frustrated by repetition and easily become impatient when unchallenged. Challenging the Gifted Child outlines a tried and tested approach for encouraging able children to focus their active minds in a productive way and discover the joy and value of reading.The author explains the criteria for choosing appropriate reading for the child and describes ways to help deepen their understanding of both literature and language. Using examples from the author's extensive experience, this book encourages the development of independent learning skills and will help parents and educators to create a personalized reading programme for a gifted child at home or small groups of children in school. Photocopiable materials are included, along with samples of reading lists for different age groups.This book provides practical advice for working with advanced young readers and will be an ideal resource for anyone who has responsibility for educating a gifted child.Trade ReviewThis is a book for anyone who wants to create rich learning opportunities for children with advanced reading skills. Margaret Stevens's passion for developing a love of reading in children stems from her own experience as the mother of a gifted child, and her book is written with parents in mind as well as teachers. It will definetely appeal to home educators but would also be a valuable resource for teachers wanting to respond positively to parents looking for guidance on how to support their gifted child. She understands that gifted pupils left to their own devices do not always flourish; they often need a greater degree of stimulation and encouragement, and opportunities to express themselves in a freer, more creative way than the busy classroom allows. -- G & T UpdateTable of ContentsForeword. Preface. 1. The Nature of the Book. 2. Reading and Responding. 3. Inventing Open Challenges and Recording Progress. 4. Choosing and Juxtaposing the Books. 5. Practical Issues. 6. Language and Writing. 7. Looking to the Future. Further Reading. References. Index.

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Book SynopsisNarrative play is a way of communicating with children using imaginative stories and narratives to share and make sense of life events. This book describes using narrative play therapeutically with children who have lived in multiple families, children who have problems with social understanding and children who have learning difficulties.Ann Cattanach explains how children's stories and narratives, whether they are about real or imagined events, can be interpreted as indicators of their experiences, their ideas, and a dimension of who they are. She demonstrates this with examples of children's stories from her clinical experience, and provides narrative play techniques and sample scripts both for therapists and for parents whose circumstances require a therapeutic parenting approach.This book is essential reading for play therapists, social workers and other professionals working with children, as well as parents and carers of children who are experiencing social and/or learning difficulties.Trade ReviewAnn Cattanach is an experienced therapist and writer who brings depth of knowledge and understanding to her writing... Cattanach articulates an impressive depth and range of stories from different epochs and cultures which are a treasure trove for the practitioner...Subsequent chapters are jam-packed with rhymes and stories on the themes of her chapter topics, she uses case vignettes to highlight the themes and the narrative material... I...think students of psychotherapy will probably find it useful and interesting. -- The Psychotherapist, Christine Lister-Ford, Integrative Psychotherapist, UKPC Registrant, UKPC Honorary FellowOverall, it is a straightforward book to read and take ideas from. I think this book will be very useful for hard-pressed child care practitioners wanting t o increase their skills and knowledge to engage in direct work with children. -- Research Policy and PlanningWhat a joy it was to read this book - so different from the usual run-of-the-mill therapy books directed at practitioners working with children. This text reiterates what every parent and child therapist knows, namely, that all children love a good story. The impact of good story should never be underestimated, children learn about themselves from the stories other people tell them, and from stories they make up about themselves. -- Counselling Children and Young PeopleEach chapter is written from Cattanach's wide personal experience of working with children with learning difficulties, with problems in social understanding and who have lived in multiple families. Her experiences are backed up explanations of the types of play suitable to be used with children of different ages, suggestions for appropriate toys and materials, how to structure a play environment and an offering of a number of specific stories (the majority of which are of Scottish origin) suitable for a variety of situations. -- Naplic, 2007Table of ContentsIntroduction: What is Narrative Play? 1. The Therapeutic Relationship: Thinking about Children. 2. How Did I Begin? 3. Managing Past Traumas in the Present. 4. Making My World: Being in a Family. 5. School. 6. Monsters in my World: Coping with the Adult World 7. Books and Stories that Mirror the Child's Life Experiences. References. Subject index. Author index.

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Book SynopsisLearning to roller skate or ride a bike should be an enjoyable experience, but for a child with developmental co-ordination disorder (DCD, also known as dyspraxia), these activities can lead to frustration and failure. Can't Play Won't Play is full of practical information, tips and hints to enable children with DCD to access and enjoy activities that other children take for granted.Whatever game you choose to try with your child, this book will offer handy hints for developing the necessary skills to make it a fun and rewarding experience. From football and rugby to swimming, skipping and skating, the advice covers all the regular childhood activities as well as games to improve physical organization and social skills. The authors provide useful equipment lists and safety tips, and include photographs and diagrams to demonstrate the activities. The delightful illustrations add to the book's appeal, making it a friendly and accessible guide to dip into when you are in need of inspiration.Can't Play Won't Play is an essential resource for parents, teachers and all those working with children with DCD.Trade ReviewThis book is unique because it focuses entirely on encouraging physical fitness through play and social activities, rather than on prescriptive exercises. Developing skills such as riding a bike, swimming and skating will not only help to improve children's fitness, but will enable them to play alongside their peers. -- Children & Young People NowThis is a marvellous book intended for a lay audience, particular parents. This means that despite the fact it is written by two health professionals it is refreshingly jargon free and extremely user friendly in its layout and style. If you are working with any parents who have children with motor coordination problems this is the book to refer them to for practical suggestions about not only what they can do to help their son or daughter but also how to do it (in nice easy baby steps). If you are wondering if the parent you are working with is doing all he or she could to help, or is really going to be able to meet the developmental needs of their 'special child', then this book should help you to make this assessment. -- CAFCASSWritten by an occupational therapist and a physiotherapist - both very experienced, this book will be of immense value to partents/carers with a child who has dyspraxia/developmental coorderination disorders, as well as the practictioners involved in their care. -- International Journal of Therapy and RehabilitationTable of ContentsAcknowledgements. 1. Introduction… Usually a Really Good Place to Start! 2. Can't Play Won't Play. 3. Let's Go Swimming. 4. On your Bike! 5. Throwing, Catching and Bat and Ball Games. 6. Soccer Crazy: Can We Kick it? Yes We Can! 7. Rugby: A Game of Up and Under. 8. Skip to my Lou. 9. `French' Skipping… Ooh La La! 10. Get Your Skates On. 11. Bounce Back: Rebounding for Fun and Fitness. 12. `B' is for Balance and Ball. 13. Let's get Physical. 14. Chill Out. Further Reading. Appendix 1. Appendix 2. Appendix 3. Index.

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Book SynopsisEvery child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met.The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school environment as a whole, for their child and consequently for the benefit of all pupils. Strategies include peer education, the use of visual cues and rules and effective communication between parents, teachers and support staff.This clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them.Trade ReviewI just wish this book had been around when my son with AS was at school. I can only hope that all teachers support sraff and most importantly parents will read this and be able to support their child in the most effective way possible. -- Asperger East Anglia NewsletterFor a child with AS school can present itself as an overwhelming mess of bright colours and loud sounds and the inclusive classroom it isn't always just the child with AS that is overhelmed. Balancing the needs of Children with AS and their neurotypical classmates can prove to be a daunting task for teachers. -- BILD Information ServiceThis clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them. -- Autism ASThe success of every child's education depends on a good partnership between home and school. This book explains how to build this partnership and make it work. -- CommunicationThis easy to read and practical book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and ecucational professionals who work with them. -- Australian Journal of Dyslexia and other Learning DisabilitiesTable of Contents1. Where Do We Start? What You Can Do as a Parent by Yourself. 2. Help to Look for Within the Classroom. 3. Whole School Solutions. 4. What Do We Want from Education? 5. What to Do When Things Go Wrong? References. Index.

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Book SynopsisWe use the word all the time, but what exactly is self-esteem, and how do young people develop it? Feeling Like Crap explores how a young person's self is constructed, and what might really help that self to feel more valued and confident. Through accounts of his individual and group work with young people, Nick Luxmoore demonstrates how listening to, engaging with and being respectful of young people can provide the support they need to help them repair their sense of self and offer them new possibilities and directions in life.When Grace was three, her parents split up and she went to live with her father while her sister stayed with their mother. Allie has slipped behind with her school work since falling out with her best friend, and any positive feelings about himself that Conor may have dared to develop have been beaten out of him by his father.This compassionate and thought-provoking book will be an invaluable resource for counsellors, teachers, youth workers, and anyone else working to help young people with self-esteem issues.Trade ReviewAnother gem from Nick Luxmoore. This very well written text comes from someone who 'gets it' and understands, and who explains 'feeling like crap' to the reader and what it might mean for young people, and why...This text is thoroughly recommended as essential reading to all those who work with young people, especially in educational settings. It offers an informed, refreshing and enlightened way of thinking about self esteem and youth. -- Youth in MindI found it a really easy, enjoyable read with lots of interesting case studies used to illustrate the theory. It had some good ideas for working with groups, and the section on the impact of your physical surrounding on how both individuals and teams function was also quite enlightening. This would be a useful resource for therapist working with young people with self-esteem or other emotional issues. -- Speech & Language Therapy in Practice, Helen Wilson, SLT, Knowsley PCTNick Luxmore draws on over 30 years' experience. The practical experiences that the author draws on are woven throughout the text alongside theories exploring how a young person'[s self might be constructed… The message of this book is clear that a positive sense of self - of being understandable and being understood - is always possible. EP's, school counsellors, teachers and pastoral workers would find it a useful and highly readable book -- Debate, Pamela Melville-Slade, Educational Psychologist, Devon Children and Young People's Psychology ServiceThis is highly accessible, insightful and, at times, deeply emotional book about the noble art of helping young people to help themselves. -- Youth Work NowAs a school counsellor, I found this book extremely interesting and thought provoking. Luxmoore clearly demonstrates, working with young people can be very challenging as well as extremely rewarding. He also highlights how as counsellors working with young people we need to keep an open mind and be flexible in our approach. This book will prove to be an invaluable resource for helping with self-esteem issues. -- Therapy TodayThis book gives many pointers to think about young people's questions about themselves and how we as therapists can help to look at them in a respectful way. -- British Journal of Psychodrama and SociodramaNick Luxmoore is someone who tries to understand young people. He listens, reflects, challenges, and in the end helps the young person feel less isolated. He has written with great thought, sensitivity, and with an understanding of the dilemmas that young people face a real gem of a book. I think he has excelled this time with a book that is rich in story of the lives young people live and how as a therapist based in the school environment we need to take into account the dynamics of the young people in their family lives, social/peer lives, school lives, and the wide community outside of the school gates.It is an engaging read with the young people at the forefront with the stories of Pete, Connor, Jade, Grace, Allie, and Ledley taking centre stage with their internal and external struggles to be seen or seen in a different way shown through their narratives. -- British Psychodrama Association JournalThis book is an invaluable resource for anyone working with adolescents and in particular, with those young people who feel they lack personal efficacy, those who, as the title declares, feel 'like crap'. Nick Luxmoore works with young people and has 30 year's experience in the field.The core theoretical model behind this work is essentially psychodynamic and it provides a very effective tool for the practitioner in making sense of the challenges faced by disaffected young people. Here is on courageous man who doesn't look the other way but rather stands by, supports and rebuilds the traumatised adolescent. His book is a potent resource for all who would work with young people. -- Counselling Children and Young People (Division of BACP)Feeling like Crap helps to inform understanding of self-esteem and, more importantly, how to work with young people who present with varied life stories, the reader can better understand how young people's environment and their early experiences significantly impact on their confidence and hopes for the future. The book was as easy read and not difficult to follow. -- Professional Social WorkTable of Contents1. Introduction. 2. A Developing Self. 3. A Fragmented Self. 4. A `School Self'. 5. A Potential Self. References. Index.

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