| Forward |
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ix | |
| To the Adult Readers: families, teachers, and friends |
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xi | |
| Why this book came to be |
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xi | |
| Become familiar with how this book is organized |
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xii | |
| Who wrote the workbook, anyway? |
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xiii | |
| Keys to keep in mind when trying the ideas in this book |
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xiv | |
| Acknowledgements |
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xv | |
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1 | (20) |
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1 | (14) |
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2 | (2) |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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Practice Marking What Is True |
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7 | (1) |
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8 | (1) |
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9 | (1) |
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10 | (1) |
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Autism Is Another Thing About Me |
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11 | (1) |
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12 | (1) |
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13 | (1) |
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14 | (1) |
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15 | (6) |
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16 | (1) |
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The workbook requires your partnership and guidance |
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16 | (1) |
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What if your child wants to mark all the options, or won't mark any of them? |
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16 | (2) |
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Underline with a strip of paper to help him focus |
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18 | (1) |
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19 | (2) |
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21 | (30) |
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21 | (12) |
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22 | (2) |
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24 | (1) |
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25 | (1) |
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26 | (2) |
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28 | (1) |
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29 | (2) |
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A Schedule Can Help Me Be Flexible |
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31 | (1) |
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32 | (1) |
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33 | (18) |
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34 | (1) |
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35 | (1) |
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Daily informal assessment |
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35 | (1) |
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35 | (1) |
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Visually structured teaching |
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36 | (1) |
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36 | (8) |
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Six Examples of Schedules |
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44 | (7) |
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51 | (18) |
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51 | (12) |
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52 | (1) |
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Hearing Loud or Sudden Noises |
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53 | (1) |
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Hearing Sounds Others Don't Notice |
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54 | (1) |
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55 | (1) |
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56 | (1) |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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60 | (1) |
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Times and Places for Movements |
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61 | (2) |
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63 | (6) |
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64 | (1) |
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Reducing visual stimulation |
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64 | (1) |
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Managing auditory stimulation |
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64 | (1) |
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Controlling tactile stimulation |
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65 | (1) |
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65 | (1) |
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The need for oral stimulation |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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Movement for sensory input |
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67 | (1) |
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Sensory integration evaluation |
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67 | (2) |
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69 | (12) |
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69 | (8) |
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70 | (1) |
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71 | (1) |
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72 | (1) |
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73 | (1) |
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74 | (1) |
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75 | (2) |
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77 | (4) |
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Why do you think that artistic expression is important? |
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78 | (1) |
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What are ways that parents might encourage their child's talent? |
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79 | (1) |
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Do you have any other insights about persons with autism and talent? |
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79 | (1) |
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What is your personal experience of developing your talent? |
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80 | (1) |
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81 | (20) |
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81 | (14) |
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82 | (1) |
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83 | (2) |
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New or Different People at Home |
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85 | (1) |
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86 | (2) |
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New or Different People at School |
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88 | (1) |
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89 | (1) |
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Paying Attention to More Than One Person |
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90 | (1) |
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91 | (4) |
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95 | (6) |
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List new people on the schedule |
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96 | (1) |
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96 | (1) |
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Write a schedule of events when waiting for visitors |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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Changes in the family structure |
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98 | (1) |
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98 | (1) |
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98 | (2) |
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Teach a routine for getting help in public |
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100 | (1) |
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101 | (20) |
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101 | (12) |
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102 | (1) |
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Words: Literal Meanings and Figures of Speech |
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103 | (2) |
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Body Language and Facial Expressions |
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105 | (4) |
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Difficulty Understanding People |
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109 | (1) |
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Understanding People Better |
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110 | (1) |
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111 | (1) |
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112 | (1) |
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113 | (8) |
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A Critical gap between talking and understanding |
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114 | (1) |
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114 | (1) |
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The question of eye contact |
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115 | (1) |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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Structuring time to listen |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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120 | (1) |
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121 | (10) |
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121 | (8) |
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122 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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Imagination: About Pretend Things |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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129 | (2) |
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129 | (1) |
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Comic Strip Conversations |
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129 | (2) |
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131 | (34) |
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131 | (26) |
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Communicating Is Natural to Most People |
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132 | (1) |
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Communicating Is Not Always Natural to Me |
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133 | (1) |
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The Process of Communication |
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134 | (1) |
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Putting My Thoughts Into Words |
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135 | (1) |
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136 | (1) |
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Making Sure Someone Is Listening |
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137 | (3) |
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Who Can I Communicate With? |
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140 | (1) |
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Listening and Responding to What the Person Says |
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141 | (1) |
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Why Conversations Can Be Confusing |
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142 | (1) |
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143 | (1) |
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144 | (1) |
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145 | (2) |
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147 | (1) |
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148 | (1) |
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149 | (1) |
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150 | (1) |
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151 | (2) |
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153 | (2) |
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Why People Laugh When I'm Not Making a Joke |
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155 | (1) |
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156 | (1) |
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157 | (8) |
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Language and communication are two different things |
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158 | (1) |
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Being verbal does not necessarily mean that a child is communicative |
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158 | (1) |
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Significant differences from an early age |
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158 | (1) |
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Speech and Language evaluation |
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159 | (1) |
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160 | (1) |
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Experiment with writing or typing |
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160 | (1) |
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161 | (2) |
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Making conversation easier |
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163 | (2) |
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165 | (50) |
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165 | (24) |
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Different Kinds of Schools |
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166 | (1) |
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Knowing What Will Happen Today |
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167 | (1) |
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168 | (1) |
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169 | (2) |
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Why It Might Be Hard to Work Independently |
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171 | (1) |
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Being Independent and Organized With the Work System |
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172 | (1) |
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173 | (1) |
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Knowing What Is Most Important |
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174 | (1) |
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175 | (1) |
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Using My Special Interests |
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176 | (1) |
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177 | (1) |
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178 | (1) |
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179 | (1) |
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Knowing More About Free Time |
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180 | (1) |
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181 | (2) |
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183 | (1) |
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184 | (2) |
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186 | (1) |
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Teaching Other Children About Autism |
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187 | (1) |
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188 | (1) |
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189 | (26) |
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The educational environment |
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190 | (1) |
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191 | (1) |
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Problems when teaching independent work skills |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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How can I use a work system to teach my child to work independently? |
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194 | (1) |
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Providing written directions |
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195 | (1) |
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Written directions can be used at home, too |
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196 | (1) |
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Organizing the work space, supplies, and materials |
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197 | (1) |
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198 | (1) |
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199 | (1) |
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Student satisfaction and motivation |
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200 | (1) |
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Utilizing special interests |
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200 | (2) |
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Outlines, diagrams, models, notes, and mapping |
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202 | (2) |
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Nine types of lesson adaptations |
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204 | (2) |
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206 | (1) |
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The computer: A cautionary measure |
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207 | (1) |
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208 | (1) |
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What are the most important skills I should teach? |
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209 | (1) |
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More educational interventions |
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210 | (1) |
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211 | (1) |
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212 | (1) |
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Programs to teach peers about differences |
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212 | (2) |
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Talking about autism and your child |
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214 | (1) |
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215 | (28) |
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215 | (14) |
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216 | (1) |
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217 | (1) |
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218 | (1) |
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219 | (1) |
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Running and Other Motor Skills |
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220 | (1) |
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221 | (1) |
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222 | (1) |
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223 | (1) |
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A Friend Coming to My House |
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224 | (1) |
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Getting Along With a Friend |
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225 | (1) |
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226 | (1) |
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Should Friends Know About Autism? |
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227 | (1) |
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A Mentor Is a Special Kind of Friend |
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228 | (1) |
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229 | (14) |
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230 | (1) |
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230 | (1) |
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Identify what is fun from your child's perspective |
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231 | (1) |
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Assess his level of social interaction |
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232 | (2) |
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Provide the necessary structure |
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234 | (1) |
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The equation for a successful social experience |
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235 | (1) |
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Buddies, peer helpers, and other partnerships |
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236 | (1) |
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Individualizing the social event: ``A big party is not always big fun!'' |
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236 | (1) |
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Social Stories and Comic Strip Conversations |
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237 | (1) |
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We are all in this together |
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238 | (1) |
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238 | (1) |
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Social groups: getting to know others with autism |
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239 | (4) |
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243 | (28) |
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243 | (16) |
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244 | (1) |
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245 | (1) |
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246 | (1) |
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What Happens When I Feel Anxious |
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247 | (1) |
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248 | (1) |
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249 | (1) |
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250 | (1) |
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Reading Other People's Emotions |
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251 | (1) |
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Emotion-Meter for My Parent |
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252 | (1) |
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253 | (1) |
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254 | (1) |
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255 | (1) |
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256 | (1) |
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257 | (1) |
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258 | (1) |
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259 | (12) |
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260 | (1) |
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260 | (1) |
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261 | (1) |
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261 | (1) |
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262 | (4) |
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266 | (1) |
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266 | (1) |
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Reduce sensory stimulation |
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267 | (1) |
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267 | (1) |
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267 | (1) |
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267 | (1) |
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268 | (1) |
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268 | (1) |
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269 | (1) |
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269 | (1) |
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269 | (1) |
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A special note about adolescence |
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270 | (1) |
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271 | (10) |
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271 | (10) |
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272 | (1) |
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273 | (1) |
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274 | (2) |
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276 | (1) |
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How All Children Are the Same |
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277 | (1) |
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Writing a Letter About Me |
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278 | (1) |
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279 | (2) |
| About the Illustrations |
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281 | (2) |
| About the Illustrators |
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283 | (6) |
| About Other Major Contributors |
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289 | (4) |
| Recommended Resources |
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293 | |
