By Frank J. Sansosti PhD, Kelly A. Powell-Smith PhD, Richard J. Cowan PhD
Assembly a turning out to be desire for school-based practitioners, this publication presents very important instruments for making improvements to the educational, behavioral, and social results of scholars with high-functioning autism or Asperger syndrome (HFA/AS). Research-based top practices are awarded for engaging in significant exams; taking part with lecturers, scholars, and oldsters to avoid university problems and challenge clear up once they take place; and constructing powerful individualized teaching programs (IEPs). In a large-size structure with lay-flat binding to facilitate photocopying, the publication includes a wealth of sensible prevention and intervention suggestions, illustrated with concrete examples. Over a dozen reproducibles comprise interview kinds and remark sheets.
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Extra info for High-Functioning Autism Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in Schools Series)
6. 7. 8. No apparent delay in the development of language or ability to communicate Difficulty initiating and/or maintaining a conversation Tendency to dominate conversations, talking excessively about a topic of interest Difficulty taking turns during a conversation Failure to respond consistently to comments or questions from others Use of very formal language when speaking socially Demonstration of odd prosody when engaging with others Interpretation of jokes, sarcasm, and/or idioms literally Social Interactions As in classic autism, children and adolescents with HFA/AS demonstrate significant difficulties in their ability to interact with both peers and adults.
1996; Hughes, Russell, & Robbins, 1994), and inhibiting a natural response (Geurts, Verté, Oosterlaan, Roeyers, & Sergeant, 2004). More specifically, due to deficits in mental flexibility, children and Due to deficits in mental flexibility, adolescents with HFA/AS frequently display children and adolescents with HFA/AS restricted interests, engage in repetitive behavfrequently display restricted interests, iors, and are resistant to change. They often fail engage in repetitive behaviors, and to learn from their mistakes and continue to are resistant to change.
Arranging toys by order of color, eating only five Pringles at lunchtime). Wing and Gould (1979) suggest that although children and youth with HFA/AS do display lower level behaviors, they are more likely to engage in higher level behaviors. With regard to lower level behaviors, individuals with HFA/AS may engage in rigid motor mannerisms, although usually not to the same degree or intensity as do individuals with classic autism. These behaviors may include spinning, finger flapping, clapping, hand flapping or twisting, pacing, stereotyped walking, and/or complex whole-body movements, among others (South, Ozonoff, & McMahon, 2005; APA, 2000).
High-Functioning Autism Asperger Syndrome in Schools: Assessment and Intervention (The Guilford Practical Intervention in Schools Series) by Frank J. Sansosti PhD, Kelly A. Powell-Smith PhD, Richard J. Cowan PhD