{"product_id":"social-skills-success-for-students-with-autism-aspergers-9780470952382","title":"Social Skills Success for Students with Autism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe only evidence-based program available for teaching social skills to adolescents with autism spectrum disorders    Two nationally known experts in friendship formation and anxiety management address the social challenges faced by adolescents with autism spectrum disorders (ASD).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors iii\u003c\/p\u003e \u003cp\u003eAcknowledgments v\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eOur Approach to Social Skills Training 3\u003c\/p\u003e \u003cp\u003eThe Knowledge Base Behind This Book 4\u003c\/p\u003e \u003cp\u003eChildren’s Friendship Training\/PEERS 4\u003c\/p\u003e \u003cp\u003eCognitive-Behavioral Strategies for Emotional Self-Regulation 6\u003c\/p\u003e \u003cp\u003eThe Purpose of This Book 7\u003c\/p\u003e \u003cp\u003eHow to Use This Book 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Basic Information About Teens with Autism Spectrum Disorder 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: What Is Autism Spectrum Disorder? 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChallenges Facing Neuro typical Teens 14\u003c\/p\u003e \u003cp\u003eBecoming Independent from Parents 14\u003c\/p\u003e \u003cp\u003ePreparing for a Vocation or Career 15\u003c\/p\u003e \u003cp\u003eAdjusting to the Physical and Psychosexual Changes of Puberty 16\u003c\/p\u003e \u003cp\u003eDeveloping Values and Identity 16\u003c\/p\u003e \u003cp\u003eEstablishing Effective Relationships with Peers 16\u003c\/p\u003e \u003cp\u003eSymptoms of Autism Spectrum Disorders 18\u003c\/p\u003e \u003cp\u003eMisleading Aspects of Communication 18\u003c\/p\u003e \u003cp\u003eDeficits in Expression and Communication 19\u003c\/p\u003e \u003cp\u003eEasily Corrected Deficits in Understanding Others 22\u003c\/p\u003e \u003cp\u003eCoping with Anxiety-Producing Situations 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Making Inclusion More Successful for Students with Autism 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistory of the Inclusion Movement 28\u003c\/p\u003e \u003cp\u003eParent Views About Inclusion 29\u003c\/p\u003e \u003cp\u003eTypes of Educational Placement 29\u003c\/p\u003e \u003cp\u003eTraditional Teacher Roles in Partially and Fully Included Classrooms 32\u003c\/p\u003e \u003cp\u003eResearch Findings on Inclusion 32\u003c\/p\u003e \u003cp\u003eSocial Integration into School Life 33\u003c\/p\u003e \u003cp\u003eMainstream Success of Students on the Autism Spectrum 34\u003c\/p\u003e \u003cp\u003eApproaches for Social Inclusion with Neuro typical Teens 35\u003c\/p\u003e \u003cp\u003eTeen Altruism 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Classroom Management and Social Skills Groups 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClassroom Management for Students with Autism Spectrum Disorders 44\u003c\/p\u003e \u003cp\u003eSegregated Students 44\u003c\/p\u003e \u003cp\u003ePartially Included Students 45\u003c\/p\u003e \u003cp\u003eFully Included Students 46\u003c\/p\u003e \u003cp\u003eConsequences for Misbehavior 47\u003c\/p\u003e \u003cp\u003eOrganizing Social Skills Groups for Tweens and Teens 48\u003c\/p\u003e \u003cp\u003eHow to Organize Groups at School 49\u003c\/p\u003e \u003cp\u003eHow to Have Teens Take the Class 49\u003c\/p\u003e \u003cp\u003eHow to Engage Teens in Class Discussions 50\u003c\/p\u003e \u003cp\u003eHave Some Fun Activities 50\u003c\/p\u003e \u003cp\u003eHave ‘‘Real-Life’’ Homework 50\u003c\/p\u003e \u003cp\u003eInvolving Parents in Social Skills Training 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Interventions for Basic Social Skills 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Helping Students Expand Their Interests 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblems in Conversation Versus Problems in Interests 56\u003c\/p\u003e \u003cp\u003eSocially Functional Interests 57\u003c\/p\u003e \u003cp\u003eInterference Due to Anxiety 58\u003c\/p\u003e \u003cp\u003eBuilding on Current Interests 58\u003c\/p\u003e \u003cp\u003eAssessing Student Interests 59\u003c\/p\u003e \u003cp\u003eLessons to Expand Interests 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Improving Comprehension of Figurative Language 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIdioms 74\u003c\/p\u003e \u003cp\u003eIrony and Sarcasm 75\u003c\/p\u003e \u003cp\u003eTypes of Sarcasm 76\u003c\/p\u003e \u003cp\u003eRecognizing Sarcasm 76\u003c\/p\u003e \u003cp\u003eTeaching Sarcasm and Irony 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Improving Conversational Comprehension 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGoals of Conversations 88\u003c\/p\u003e \u003cp\u003eEnsuring Mutual Understanding 89\u003c\/p\u003e \u003cp\u003eConversational Repair Strategies 90\u003c\/p\u003e \u003cp\u003eTeaching Better Task-Oriented Conversations, Accuracy Checks, and Repair Statements 91\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Improving Social Conversations 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePotential Understanding of Conversational Goals 100\u003c\/p\u003e \u003cp\u003eSmall Talk 101\u003c\/p\u003e \u003cp\u003eParts of Conversations 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Helping Students Choose Friends 109\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNeurotypical Teen Relationships 110\u003c\/p\u003e \u003cp\u003eFriends of Teens with Autism Spectrum Disorders 111\u003c\/p\u003e \u003cp\u003eThe Internet and Friendships 113\u003c\/p\u003e \u003cp\u003eAppropriate Friends for Teens on the Spectrum 113\u003c\/p\u003e \u003cp\u003eCommon Errors Adults Make in Offering Friendship Help 115\u003c\/p\u003e \u003cp\u003eRequiring Inclusion 115\u003c\/p\u003e \u003cp\u003eAttempting to Pair Students 116\u003c\/p\u003e \u003cp\u003eAssigning Peer Buddies 116\u003c\/p\u003e \u003cp\u003eHow Educators Can Help Foster Friendships of Teens on the Spectrum 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: More Intensive Interventions to Help Kids Fit in 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Understanding and Assessing Anxiety. 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Anxiety Works 124\u003c\/p\u003e \u003cp\u003eClinical Levels of Anxiety 125\u003c\/p\u003e \u003cp\u003eHow Anxiety Exacerbates Symptoms of Autism Spectrum Disorder 126\u003c\/p\u003e \u003cp\u003eOutbursts and Meltdowns 128\u003c\/p\u003e \u003cp\u003eTypes of Anxiety in Students with Autism 129\u003c\/p\u003e \u003cp\u003eSocial Anxiety 130\u003c\/p\u003e \u003cp\u003eGeneralized Anxiety 132\u003c\/p\u003e \u003cp\u003eSeparation Anxiety 133\u003c\/p\u003e \u003cp\u003eAssessing Anxiety 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Interventions to Reduce Anxiety and Outbursts 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhaseI: Skill Building 150\u003c\/p\u003e \u003cp\u003eKnowing I’m Nervous 150\u003c\/p\u003e \u003cp\u003eIrritating Thoughts 151\u003c\/p\u003e \u003cp\u003eCalm Thoughts 152\u003c\/p\u003e \u003cp\u003eKeep Practicing 153\u003c\/p\u003e \u003cp\u003ePhaseII: Practicing the Skills 154\u003c\/p\u003e \u003cp\u003eLesson Plans 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Preventing and Dealing with Victimization 187\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Victimization 188\u003c\/p\u003e \u003cp\u003eTeasing 188\u003c\/p\u003e \u003cp\u003ePhysical Aggression 189\u003c\/p\u003e \u003cp\u003eBullying 190\u003c\/p\u003e \u003cp\u003eCyberbullying 194\u003c\/p\u003e \u003cp\u003eEffective Ways of Handling Bullying 198\u003c\/p\u003e \u003cp\u003eTeaching Safety 198\u003c\/p\u003e \u003cp\u003eImproving Reputation Among Peers 199\u003c\/p\u003e \u003cp\u003eInformal Approaches to Head Off Continuing Bullying 200\u003c\/p\u003e \u003cp\u003eEffective Ways of Handling Cyberbullying 205\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Working with Peer Mentors 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommonly Used Alternatives to Mentoring 213\u003c\/p\u003e \u003cp\u003eJob Description of the Cross-Age Mentor 213\u003c\/p\u003e \u003cp\u003eStep 1: Selecting Mentors 214\u003c\/p\u003e \u003cp\u003eStep 2: Selecting Mentees 216\u003c\/p\u003e \u003cp\u003eStep 3: Mentor Orientation 218\u003c\/p\u003e \u003cp\u003eStep 4: Matching Mentor and Mentee 218\u003c\/p\u003e \u003cp\u003eStep 5: The Mentorship Term 219\u003c\/p\u003e \u003cp\u003eStep 6: Assessment 220\u003c\/p\u003e \u003cp\u003eConclusion: Helping Kids on the Spectrum Find Their Own Place in the World 227\u003c\/p\u003e \u003cp\u003eResources and References 229\u003c\/p\u003e \u003cp\u003eIndex 239\u003c\/p\u003e","brand":"John Wiley \u0026 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