do not use or reproduce without written permission consultation for students with asd supporting...

Do not use or reproduce without written permission

Consultation for Students with ASD Supporting Inclusion and Social

Relationships Dorothy Lucci, M.Ed.,

C.A.G.S.MGH Youthcare

Rebecca Parrish, M.S. Northeastern University


Agenda and Learning Objectives

• Our model of consultation• School-wide application• Class-wide application• Individual student application• Examples using case study


Skills of the Consultant

• Rapport building• Empower the Team• Empower the Student• Teach (fishing vs. fish)• Facilitate teamwork• Include families


Our Philosophy• No Shame-No Blame• Access, Membership, Participation• Student-centered• Strength-based• It takes a village• Meet the consultee where they are• School climate• Classroom context• Social is as important as academics• View Behavior as Communication

Bronfenbrenner’s Ecological Model (1979)


Goals of Consultation• Increase student communication, social

relatedness, and social competence• Develop staff knowledge and skills• Support families• Flexible problem solving• Keep students in their home schools• Maximally include students in general

education classrooms• Teach pro-social skills to all students• Imbed social thinking into academic

curriculum


Strengths of this model

• Individual focus - Addresses the whole child • System focus – the student is a part of a

class, school, community, and family• Incorporates Universal Design and

Differentiated Instruction• Increase social relationships and inclusion

for students with ASD• Ecologically valid• Gives consultee confidence and skills


Benefits of this model

• Views the child through an ecological lens• It incorporates the multidisciplinary team• Helps teachers, programs, and schools

enhance student’s access, membership, and participation in :– High-quality academic instruction– Social development curriculums– Behavior support models– Strategies to enhance communication


How our model is different

• Stresses flexibility over structure• Assessment of the school and

classroom culture guides consultation

• Consultation can be to the entire team

• Underlying goals of systems change• Less focus on a single, observable

behavior

How our model is similar


• Collaborative approach• Attention to content and process• Goal is to teach the consultee new skills

and ways to view a problem• Focus on the relationship between the

consultant and consultee• Data-based decision making is key• Assessment of a behavior and its

function


RTI Application of the model

• School-wide• Class-wide• Small group• Individual student


Case Example• Two school systems call us in for a similar

problem. They each have a 4th grade student, Sam, who is having trouble interacting with peers, making inappropriate comments, tantruming when he doesn’t get his way, and telling kids and teachers how to behave.

• The first school is Divine Elementary. It has a school-wide PBS system, Second Step curriculum, and social skills groups each week for Sam.

• The second school is Flailing Elementary and it is has no school-wide programming to address social development and behavior. Social skills groups for Sam. Expectations and discipline are inconsistent.


“IMAGINE…

• educational practices in which learners with significant disabilities have the same learner outcomes as students without disabilities.” (Kleinert & Kearns, 2001 p. 21)

Expectations

• We believe that students with ASD are capable of meeting the high expectations we set for them…..

• “Children do well if they can,

……. and if they can’t do well it is up to the adult to figure out why… so we can help.” Ross W. Greene, Ph.D. The Explosive Child


Making It HappenAccess

(Jorgenensen, C., Sonnenmeier, R. & McSheehan, M.)

Grade level curriculum in typical routines

Lower level curriculum in typical routines

Functional Skills in typical routines

Functional skills in atypical routines

Developmental curriculum


Making It HappenMembership


Student is a full time member of a general education class

Student is part-time member of general education class

Student is visitor in general education class

Student is a member of special education class


Making It HappenParticipation


In general education class and participates in all typical routines

In general education class and participates in some typical routines

In and out of general educational class – participates in different routines

Out of general education class – limited participation with general education classmates


Making it HappenIt Takes A Village - Collaboration

Whole team meets regularly to plan & review

Special education staff meet regularly to plan & review

Team meets whenever there is a problem

Team meets quarterly to review progress

Team meets yearly to develop IEPDo not use or reproduce without

written permission

Universal Design & Differentiated Instruction

• is a set of 3 principles for curriculum development that give all students equal access to learn

• I. Provide Multiple Means of Representation -

Comprehension: Perception, Language, Expressions and Symbols

• II. Provide Multiple Means of Action and Expression – Executive Functions – Physical action, Expression and Communication

• III. Provide Multiple Means of Engagement – Self Regulation Recruiting interest, Sustaining Effort and Persistence


Universal Design & Differentiated Instruction

• is NOT a one size fits all model of instruction/learning

• provides a framework for creating instructional goals, methods, materials, and assessments that work for everyone

• is flexible, customized and individualized for individual students

• allows for the human variation of skills, needs, interests, strengths, challenges etc. that is makes up all of our students in our classrooms


Teachers Design & Differentiate By

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)


Content Process Product

Readiness InterestLearningProfile

School-Wide Programming

Considerations• It Takes A Village to educate students with AS -

Create a Team through collaboration, communication, and consultation

• Building Atmosphere - Directly Teach social curriculum and create an Inclusive, Accepting Atmosphere among staff & students - Students with AS are Quirky

• Administration - has to want these students, set the stage for their participation & create an atmosphere for inclusion & acceptance

• Policies/Procedures - discipline, grading, homework, modifications to instructional requirements & outcomes


School-WideProgramming

Considerations• Professional Development - Knowledge about AS and

the related areas (ToM, SI, EF etc. ) is critical to success, Time & commitment for students and staff

• Staff Attitude - Consistent yet Flexible, a sense of Humor - able to laugh at self, ability to Think Outside the Box, Patient/Caring, Willing to ask for Help and know that you don’t know it all, Team Player, Organized

• Flexible and Creative Academic, Social, and Behavioral Strategies - leave early/arrive late, independent studies, classes to/not to take, length of classes, PE, Cafeteria, Assemblies, Unstructured/ Structured times of the day (hallways, recess, etc.), potential break spaces


School-WideProgramming

Considerations• Materials/Supplies - Purchase materials specific

to Students with AS to guide instruction, Create a reference library of published & teacher-made materials

• Technology - availability, usage, integration into overall curriculum

• Peer Attitudes - Develop value and appreciation of diversity by fostering empathy and compassion

• Tier 1 Social and Behavioral supports – character education, positive behavioral supports, bullying prevention, self-regulation training, etc.


Class-Wide Programming Considerations

• Teacher Attitude - Serves as a model for valuing diversity in the classroom, sets the classroom climate, Consistent yet Flexible, a sense of Humor - able to laugh at self, ability to Think Outside the Box, Patient/Caring, Willing to ask for Help and know that you don’t know it all, Team Player, Organized

• Classroom Environment (human and non-human) - classroom set-up, motor pathways, organizational structures, transitional cues, visuals, schedules, rules, consequences/rewards, expectations

• Technology - usage, integration, and availability


Class-Wide Programming Considerations

• Classroom Climate - a place where all learners are valued, honored and respected

• Curriculum - embedding school-wide character curriculum into daily programming, social thinking & social skills are embedded into all aspects of the day, viewing humanities curriculum through a social lens

• Flexible and Creative Academic, Social, and Behavioral Strategies - leave early/arrive late, classes to/not to take, length of classes, PE, Cafeteria, Assemblies, Unstructured/ Structured times of the day (hallways, recess, etc.), potential break spaces

• Specific ASD Interventions - Michelle Garcia Winner’s curriculum, visual supports, social stories, 1-5 scale, power cards, How Does Your Engine Run, language scripts, social-mapping, behavior plans…


Food for Thought…

• I’ve come to a frightening conclusion that I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make each child’s day miserable or joyous. I can humiliate or humor, hurt or heal, encourage or hinder. In all situations, it is my responses that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

• Concept adapted from Hiam Ginott


Remember the Ecological Context

Student

Teachers

Peers

TAs

Other

Admin

Staff

Specialists

Students

Culture

Community

Social Fabric

Education Laws

Neighborhood

History

Ecological Assessment: School

• It Takes a Village - Who are the team members? How do they interact as a group? Are parents incorporated into the school?

• Building Atmosphere - Are you greeted when you walk in? Are people smiling? How do teachers interact in the hallways?

• Administration - Are they visible/present? Do they support special education and inclusion?

• Policies/Procedure - Is there a mission statement, school values? Is it communicated or displayed?



• Professional Development - Available for non-special education staff? How often?

• Staff Attitude - How do staff interact with students? Are they open to consultation

• Flexible and Creative Academic, Social, and Behavioral Strategies - Alternatives for schedules? Assemblies?

• Materials/Supplies – What materials are visible? Do teachers have a budget for supplies? Does library have relevant books?



• Peer Attitudes - What are recess and lunch like? Is it communicated that diversity is valued?

• Tier 1 Social and Behavioral Supports - Yes or no? Visuals around building? Hear relevant language in hallways?

• Other Things to Consider: - Layout of the building? Proximity of classroom to break space?

• Technology - How is it used? When is it used? Is it integrated? Available?


Ecological Assessment: Class

• Teacher Attitude/Style - Follow through? Clarity in directions? Wait time for kids to think?

• Classroom Environment (human and non-human) - Draw a diagram of the classroom. Paths for movement?

• Classroom Climate - What is the general feeling? Do kids help each other?


Ecological Assessment: Class

• Curriculum - Type/Pacing/Mode of Instruction - Group work/individual?

• Flexible and Creative Academic, Social and Behavioral Strategies - Breaks? Reinforcement plan? Hands on academics?

• Technology - How is it used? When is it used? Is it available? Integrated?

• Specific ASD Interventions - Transition warnings? Visuals? Individual schedule?


Ecological Assessment: Child

• Quality of Life - – Is the child smiling, laughing? – Does the child look relaxed? Anxious? – Is the child engaged? – Is the child in relationship with others?– Is the child’s leisure needs being met?


Ecological Assessment - Child

• Is the child a member of the class?• Does the child participate? • Is the child able to access the curriculum?• Does the child have an acceptable means of

communicating needs, wants, negation etc?• How does the child interact during various

types of learning situations?• Are the child’s ____(i.e. sensory etc) needs being

met?• How is the child’s rhythm, pacing, timing etc?• What accommodations are in place?• Does the child have access to technology?


School, Class, Child Assessment

• Keep the focus on the referral question

• Gather information• Interview staff, parents, peers• Read the file• Conduct observations in a variety of

contexts/people• Formulate the plan


The Consultation Decision Tree

Referral Question

Data Collection

Interventions

School-Wide

Class- Wide

Child

Where do we begin?

Decision Tree - Now What?

• Remember the initial request…the staff/administrators want the behavior to stop/fix it!

• However, in our minds we start outside the child first…it is easier to change what goes on around the child than to change the child…..we work with the human and nonhuman environment remember it is neurology!Do not use or reproduce without

written permission

• Set the stage – map out the findings• Provide examples – alternative

perspective• Think Big Picture to details • Think details to Big Picture• Set the ground rules • Agree to disagree• Change is slow and takes time• Teaching is from the inside out• Baby Steps-small victories = Buy in

Decision Tree - Now What?


Case Example:Divine Elementary

• School-Wide Assessment + positive finding, - negative finding , * mixed finding

+ Paperwork suggests collaboration looks ok, open to consultation

+ Staff were welcoming, friendly want consultation+ Administration appears to want consultation+ Mission is posted, PBS slogans on wall, student

handbook clear+ Technology is available in classes and in a computer lab* Some staff are consistent, refer to visuals? Professional Development– No alternatives or flexibility for lunch/recess– Staff inconsistent with discipline and expectations– Not a lot of available resources



• Class-Wide Assessment+ Welcoming classroom atmosphere+ Peers seem inclusive and supportive+ Use of Tier 1 strategies and language+ Student has individualized interventions

(individual schedule, earned breaks, home-school long, behavior plan)

* Materials specific to ASD* Technology not fully integrated but available– Not an active participant in class– Social thinking is not a part of classroom– Break room is not consistently available



• Student (Sam) Assessment+ Follows directions+ Member of the classroom+ Preferred academic task is independent and successful+ Well organized for familiar tasks and routines* Initiates and responds to peers* Sensory seeking* Has an individual schedule and break card, but does not

utilize them– Impulsive blurting out during academic lessons– When his preference isn’t chosen during recess or group

activities he tantrums– Often tells others when they are not following the rules– Heightened level of anxiety and insecurity– No technology useDo not use or reproduce without

written permission

The Divine Elementary Consultation Decision Tree

Referral Question

Data Collection

Interventions

Class- Wide

Child

Where do we begin?


Divine Elementary:Decision Tree

• Overall Building and class have many strengths• Class-wide needs:

– More specific strategies and supports that will allow all students more access, membership, and participation

– Social Changes (group work, classroom vibe)– Behavioral changes (teaching what to do vs. highlighting what

not to do, communication options)– Social thinking principles– Relaxation and Coping Skills

• Individual needs:– Sensory diet / Consult OT– Develop clearer schedule/break card that can be implemented

with simple adult prompts– Secret signal for blurting out behavior– Specific ASD Recommendations (power cards, social stories,

thermometers, etc.)– Increase technology use


Case Example:Flailing Elementary

• School-Wide Assessment:+Greeted by friendly staff+Parents appear involved? Professional Development– No Tier 1 Social or Behavioral program– Appears to be conflict among team members– No Flexibility in scheduling for ASD students– Staff are reprimanding students from other

classes in the hallway– Technology - computer lab, 1 desktop per class– Space is old, cramped, dreary



• Class-Wide Assessment:+ Teacher is flexible and caring+ Open to consultation? Specific ASD interventions* Availability of break space and visuals, but teacher does

not utilize- Peers are inconsistent, no overt teasing but student is not

obviously included- No clear expectations or rules- Inconsistent discipline- No technology use- Classroom is difficult to navigate- Mode of instruction is mostly lecture and independent

reading



• Student (Sam) Assessment+ Member of the classroom+ Preferred academic task is independent and

successful+ Well organized for familiar tasks and routines* Responds to peers, but does not initiate– Does not follow directions – Does not have individualized interventions– Impulsive blurting out during academic lessons– When his preference isn’t chosen during recess or

group activities he tantrums– No technology use– Often tells others when they are not following the

rules– Appears very anxious and insecure


The Flailing Elementary Consultation Decision Tree

Referral Question

Data Collection

Interventions

Class- Wide

Child

Where do we begin?

School-WideDo not use or reproduce without

written permission

Flailing Elementary:Decision Tree

• The school and class have some strengths, as people seem happy

• School-wide Needs:– Implement a Tier 1 Behavioral Support Program– Establish clear guidelines and expectations for

communication and decision-making on Sam’s team– Spruce up the building in simple ways (art teacher)– Professional development in UD and DI

• Class-wide needs:– Establish clear rules, expectations, rewards, and

consequences– Tier 2 intervention to address teasing and class climate– Increase use of visuals and structures (homework posted,

schedule posted, use of white board)– Rearrange the classroom– Relaxation and Coping Skills – Improve technology integration into teaching


Flailing Elementary:Decision Tree

• Individual needs:– Individualized schedule with integrated

behavior plan– Reward to do preferred game/activity with his

choice of peer – Scheduled and structured breaks– Sensory diet / Consult OT– Secret signal for blurting out behavior– Specific ASD Recommendations (power cards,

social stories, thermometers, etc.)– Modified academic instruction and expectations– Allow technology use– Alternatives for lunch, recess


General Guidelines

• Adults and students who feel valued, safe and respected do better academically & socially – Create Safety– Create mutually respectful relationships– Create acceptance of diversity – Humor– Pause/Slow Down– Open communication


Individual Supports for Students with ASD

• Lenses to think about– Communication– Behavior = Communication– Anxiety/Emotion Regulation– Human/Non-Human Environment– Central Coherence– Executive Functioning– Theory of Mind– Social Thinking– Sensory Integration


Communication Systems• So what’s Communication,

anyway? It is made up of…– 7% = Verbal Words We Say– 23 % = Paraverbals (rate, tone,

volume...)– 70% = Non-Verbals

• So what’s Communication, anyway? It is made up of…– 7% = Verbal Words We Say– 23 % = Paraverbals (rate, tone,

volume...)– 70% = Non-Verbals

• Pragmatics = the social use of language. The way we use language socially varies by context.

• Kids with AS may know what to say but not know when to say it or to whom or why or how or where to say it

• All children with AS have PRAGMATICS deficits that need to be addressed.

• Pragmatics = the social use of language. The way we use language socially varies by context.

• Kids with AS may know what to say but not know when to say it or to whom or why or how or where to say it

• All children with AS have PRAGMATICS deficits that need to be addressed.

Parts of Communication


Behavior = CommunicationASSUMPTION:

All of the child’s overt BEHAVIORS SERVE some COMMUNICATIVE FUNCTION

Standard Verbal (talk, picture boards, sign language…)Non-Standard Verbal (prosody, perseverative…)Standard Non-Verbal (gestures, point, affect, proximity…)Non-Standard Non-Verbal (tantrums, running away, throwing…)


Communicative Function Categories

• Requests• Comments • Declaration of Feelings• Negations• Sensory• Self/Non-Interactive


Do Not Use Without Permission

Behavior May Not Be What It Appears To Be

• Behavior = Communication (requests, feelings, negations, comments, self, sensory)

• Behaviors can appear willful, weird/odd, rude, defiant, manipulative, annoying etc….

• Behaviors are related to neurology, the environment, a child’s internal psychological state/emotional state/understanding, sensory input, developmental level…

• AS is a neurological disorder -- it’s easier to change what’s external to the child than to change the child


Three times to Intervene

1. Before the fact-Take the wall

away.2. During the fact-Intervene just as

he starts to teeter.

3. After the fact-“Couldn’t put

Humpty together again”


Anxiety and Emotion Regulation

Children with AS:• Often misinterpret the environment,

and this can increase anxiety• Lose IQ points when anxious (we all do)

leading to decreased coping & problem solving abilities

• Challenges with anxiety are often misinterpreted as behavioral – THINK ABOUT ANXIETY FIRST


Consider the Non-Human Environment

The Non-Human Environment has to be addressed when teaching students with AS

• Non-Human Environment (inside/outside, place)• Seating Options & Room Arrangement• Sensory Influences (color, visuals, smells,

lighting, manipulatives, temperature, air quality, music/ sounds…)

• Animals & Plants• Seasons & Weather• Tasks & Curriculum


Consider the Human Environment

External - What Non-verbal Communication (affect, gestures, body

language, proximity, nuances…) Verbal Communication (prosody,tone, volume, rate,

type, humor…)

External - Who Type (1-1, dyad, small group…) Adults, peers, familiar/unfamiliar….

Internal - Who (Student characteristics/temperament…) Physical Health (hunger, thirst, hormones,

emotions, sleep…)


Central Coherence Theory & AS

Individuals with AS• have deficits in “Getting the Big Picture” -

Don’t see the Forest through the Trees” don’t understand how the parts relate to the whole and become the whole.

• have difficulty conceptualizing & integrating information

• tend not to relate information to a larger pattern of behavior and thought, develop schema.


Executive Function in Children with ASD

• Children with AS often have deficits in Executive Functioning . For example, they may:– Not manage time effectively– Get stuck on one topic or a detail– Be inflexible– Act impulsively– Not plan well– Be disorganized– Not know what to attend to– Not use previously learned knowledge


Theory Of Mind

• ToM - the ability to appreciate that other people have different mental states: intentions, needs, desires, beliefs that may be different that your own

• ToM - the understanding that other people have thoughts & feelings and that these people can reflect on their thoughts/feelings and can reflect on others people’s thoughts/feelings and change their thinking and behavior

• ToM - involves: joint attention, representation, transitioning, inferring, categorizing, abstraction, pretending, etc.


What is Social Thinking – MGW

“Simply put, social thinking is our innate ability to think through and apply information to succeed in situations that require social knowledge. Social thinking challenges represent a social executive function problem.

The ability to socially process and respond to information requires more than factual knowledge of the rules of social interaction, it also requires the ability to consider the perspective of the person you are interacting with.”

“Social thinking should be taught to kids with social learning challenges not as an additional school subject, but as a core instructional element that impacts each moment of the school day.”


4 Steps of Perspective Taking M GW

Social behavior is based on social thoughtAs soon as I share space with you:

1. I have a thought about you, you have a thought about me.

2. I try to determine why you are near me, what you may want from me (motive/intent). You wonder why I am near you, what I may want from you.

3. Given you are having a thought about me, I wonder what you are thinking about me? (you)

4. I monitor and possibly modify my behavior to keep you thinking about me the way I want you to think about me. (and reverse).


Sensory Integration

SENSORY INTEGRATION is…• There are 7 senses - 5 + 2, proprioception &

vestibular• the ability of our senses to work together and

interconnect with other systems in the brain• the ability to use information gathered from our

senses to organize our behavior and interact successfully with the world

• the ability to filter out unimportant sensory information and organize ourselves for performing meaningful activity


Our Senses 5+2

• PROPRIOCEPTION - Processing information about the body’s position and parts received through muscles, ligaments and joints. Proprioception gives awareness of our body’s position without being vigilant

• VESTIBULAR - Processing information about movement, gravity and balance. Vestibular sense is located in the middle ear and detects position and movement of the head through space


Sensory Integration in Children with ASD

• Differences interpreting, filtering, modulating, and integrating sensory input

• Sometimes children’s behavior will be better understood by thinking about their sensory differences or anxiety level.

• Children may be over-and/or under aroused to sensory input.


Putting that theory to use - What to look for when observing a child

• Comprehensive observation provides a context in which to understand a specific behavior or learning issue - Take it all (SI, Attn., TOM…) into account

• Who is the child in each setting/situation or with particular people?

• Why is the child doing what he is doing (Functional Analysis B=C)?

• Is the child experiencing sufficient positive social connections? How can you tell?

• Is the child experiencing sufficient positive academic success - (engaged in what’s going on)? How can you tell?

• Assess the human and non-human environmentDo not use or reproduce without written permission

Do Not Use Without Permission

Putting the Theory Into Practice

• Each Child is Unique - Know the Student with AS - treat respectfully, accept quirkiness, know his./her interests

• It’s about relationships - Establish one!• Children with AS are Consistently Inconsistent • Make it visual!• They don’t get why we do what we do (ToM) -

Always provide the Why• Anxiety ---> fight/flight/fright --> Behavior• Behavior = Communication - it’s your job to figure

out what it means• Don’t engage in power struggles you will lose• Emotions are connected to learning & memory->

participation (If I feel safe and relaxed I’m available for learning)


Putting the Theory Into Practice• They don’t see the forest through the tress - teach

the big picture• Sensory Needs have to be addressed - create a

sensory diet• Be flexible and creative when discipline is needed• Teach to their learning style, strengths & interests

- Universal Design & Differentiated Instruction• If you can add an external structure, support,

visual etc. do it• Don’t expect sustained effort all day • They are square pegs trying to fit into round holes• Always analyze using the Person, Activity,

Environment (Human/Nonhuman Environment)Do not use or reproduce without

written permission

ResourcesWeb Pages• OASIS (Online AS Information and Support): http://www.udel.edu/bkirby/asperger

/.• AANE (Asperger’s Association of NE): www.aane.org.• Tony Attwood: http://www.tonyattwood.com.au/.• Autism Society of America: http://www.autism-society.org• Nonverbal Learning Disorder Association: http://www.nlda.org• Autism community www.wrongplanet.net• Temple Grandin www.templegrandin.com• Universal Design www.CAST.org• Differentiated Instruction www.caroltomlinson.com

Books• Emergence: Labeled Autistic by T. Grandin (and others)• Right Address…Wrong Planet by G.P. Barnhill• Pretending to be Normal: Living with Asperger Syndrome by L. Willey• Quirky Kids by P. Klass and E. Costello• Asperger Syndrome: An Owner’s Manual by E. Korin • Asperger’s Syndrome, The Universe, and Everything: Kenneth’s Book by K. Hall• Freaks, Geeks, and Asperger Syndrome: A User Guide to Adolescence by L.

Jackson• Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome, by

S. Shore (and others)• Unwritten Rules of Social Relationships By Temple Grandin and Sean Baron


http://www.udel.edu/bkirby/asperger/



http://www.aane.org/

http://www.tonyattwood.com.au/



http://www.autism-society.org/

http://www.nlda.org/

http://www.nlda.org/

http://www.wrongplanet.net/

http://www.templegrandin.com/

http://www.CAST.org/

http://www.caroltomlinson.com/

Resources• The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in

Social Situations by B.S. Myles et al.• Incorporating Social Goals in the Classroom: A Guide for Teachers and Parents of

Children with High Functioning Autism and Asperger’s Syndrome by R.A. Moyes• Answers to Questions Teachers ask about Sensory Integration, by J. Koomar, C.

Kranowitz, S. Szklut, et. al.• The Beyond Access Model Promoting membership, participation and learning for

Students with Disabilities in the General Education Classroom by Cheryl Jorgenson, Michael McSheehan & Rae Sonnenmeier

• Institute on Disabilities www.iod.unh.edu• The Incredible 5-Point Scale, by K.D. Buron and M. Curtis• The Explosive Child: A new approach for understanding and parenting easily

frustrated, chronically inflexible children By Ross Greene• The Differentiated Classroom: Responding to the needs of all learners By Carol

Tomlinson www.caroltomlinson.com• Alternate Assessment: measuring outcomes and supports for students with

disabilities by Harold Kleinert, Jacqui Kearns• Teacher and child by Hiam Ginott• The Ziggurat Model, R. Aspie & B. Grossman www.texasautism.com• Thinking About You Thinking About Me, Michelle Garcia Winner

www.socialthinking.com


http://www.iod.unh.edu/

http://www.caroltomlinson.com/

http://www.texasautism.com/

http://www.socialthinking.com/

ResourcesFor peers of children with ASD (to explain ASD and build

community):• This is Asperger Syndrome by E. Gagnon and B.S. Smith Myles• You are Special Too by J. Santomauro• Coulter videos to explain Asperger’s Syndrome to kids

www.coultervideo.com• The Sixth Sense II by Carol Gray (implemented by

teachers/adults; www.thegraycenter.org)• All Cats have Asperger Syndrome by K. Hoopman• Blue Bottle Mystery: An Asperger’s Adventure By Kathy Hoopman (and

others by her)• Adam’s Alternative Sports Day By Jude Welton (and others)• Wishing on a Midnight Star by Nancy Ogaz• Asperger’s Syndrome: The Universe and Everything Kenneth Hall• The Curious Incident of the Dog in the the Night-Time Mark haddon


http://www.coultervideo.com/

http://www.thegraycenter.org/

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