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 | | Incorporating Social Goals in the Classroom: A Guide for Teachers and Parents of Children With High-Functioning Autism and Asperger Syndrome by Rebecca A. Moyes, Susan J. Moreno (Foreword) ISBN-10: 9781853029677 ISBN-10: 1-85302-967-X ISBN-13: 9781853029677 ISBN-13: 978-1-85302-967-7 Paperback 2001-06 Jessica Kingsley Publishers Find Lowest Price |
Editorials | ||
Product Description This book provides practical, hands-on strategies to teach social skills to children with high-functioning autism and Asperger Syndrome. It includes a detailed description of the social deficits of these children as they appear in the classroom - difficulties with such things as understanding idioms, taking turns in conversation, understanding and using tone of voice and body language - and ways to address them. Instruction is included in the book to enhance the development of appropriate, measureable, and meaningful individualized education plans (IEPs) to incorporate social goals. Lesson plans are included to facilitate the ability to 'teach' these social goals. Parents will find this text an excellent training tool to help develop social education curriculums for their children, and teachers will find it particularly helpful as an easy-to-read manual containing many 'nuts and bolts' strategies to utilize in the classroom. | ||
Reviews | ||
Very useful and positive Although I haven't purchased a copy of this book, a read a copy that I borrowed from a library, and I find it very useful and positive. As a middle-aged adult with Asperger's Syndrome, I know how useful and helpful a book like this would have been if one had existed when I was in elementary school, as well as if the social training programs that this book's author recommends had existed back then. I was in special ed classes from the ages of 6 to 14, and although they were very helpful in giving me every chance to achieve academically, they did not give me the social skills training that I needed. On a positive note, the peers I had in the special ed classes I was in were also quite advanced intellectually (or at least average intellectually), and this, as well as the work my teachers had me doing, helped me to mature intellectually more than I would have if I had been put in with kids who were much more limited intellectually. I was put in with those who had behaviour problems, and also those who probably had A.D.D. and A.D.H.D., as well as with others with A.S., and all of them were fairly advanced (or at least average) intellectually. One problem, however, was that they did not give me the social skills training that I needed, and, unfortuantely, I still didn't have the social skills that I needed even after graduating from a regular high school. I might add that my elementary school years were from 1965 to 1973. | ||
Bought the book too soon. This book is geared towards children who are already speaking and who have mediocre social skills. I was excited to get this book so I could help my kindergarten age son, whos teachers are having a hard time setting the goals I'M most concerned about (not through lack of trying, we all just seem at a loss as of WHAT and HOW to break down the goals into an IEP format that is recognizable and measurable.) Unfortunatley my son rarely speaks and seems unable to bridge the gap between himself and other children (although he is aware of and obviously WANTS to interact on most occasions.) So, although this book seems as though it will be a WONDERFUL help in years to come, until then it's not really something we can put to use. | ||
How to KNOW if your child is making social progress!! I bought this book as a result of getting my son's IEP back with vague social goals and no way to tell if he was progressing. Most schools do not know how to write social goals, let alone make them measurable. It is our job as parents to find the answers the school can't or won't find. I rejected the social goals on his IEP and went in search for an answer. This book was it! I read it in a few hours and had complete understanding of the concepts and loved how the goals were actually measurable. I had a meeting with the school psychologist and presented ideas from the book to her (at her request I also lent her the book). The ideas are practical, do not cost the school money and not that much extra work. Because of this book I will now know how my son is actually progressing in the areas of social skills and the team will be able to know if their interventions are working or if we need to change them. **My son has NLD which is debatable as to whether it is in the autism spectrum. I found some assessment questions & goals were not applicable to my son. If my child had HFA or AS I would have given the book 5 stars. | ||
A great pleasure to read for practical advice While not as weighty as some other social skill oriented books, Moyes' book is probably more accessible to the average parent and teacher. It is a relatively short book and easily read. The references are good and there is no scent of snake oil from the overall product. While notionally the book is about framing individualised education plans (IEPs), the bulk of the book is taken up with explanations of Asperger syndrome, its manifestations, assessment and various interventions. Practically speaking, the sections on assessment will probably be of more interest to teachers than parents. There is a long chapter covering interventions and it is reasonably comprehensive. The author has clearly tried to position the book between the professional literature on interventions and the barely above anecdotal. And it works surprising well. Each of the inteventions is reviewed sparingly but fairly. At all times the emphasis is on listing advantages and disadvantages. The chapter on IEPs covers all the relevant requirements but isn't slow to point out the problems to be encountered. Given the intensive requirements of interventions, reading Succeeding with Interventions for Asperger Syndrome Adolescents will flesh out the issues for professionals and parents. All in all I found this a very remarkable book, and worth at least twice its weight in gold. | ||
An Excellent Introduction to Asperger's Syndrome! This book has been a lifesaver to me! I would highly recommend it to any teacher who has never been exposed to the intricacies of working with a student with Asperger's Syndrome. The book is written in clear, concise language (no psychobabble) and includes some excellent lesson plans to use in helping to develop social skills. It is a wonderful primer to the world of AS and should be a first stop for anyone who will be working with an AS student! | ||