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Quickly find an in-the-moment solution!
Now more than ever, states are mandating that children with special needs be included in the general education classroom. As a result, all educational professionals, from teachers to administrators, need specific training on how to handle unusual behaviors.
This book builds on the success of the first one by expanding the focus from within the classroom to all areas of the school environment—in the hallways, cafeteria, auditorium, on the playground, and in therapy sessions during the school day. See a particular behavior? Look it up!
Director of special education Peter Gennaro, occupational therapist Beth Aune, and special needs mom and advocate Beth Burt collectively address and solve problematic behaviors relating to:
Price: $16.95
Pages: 110
Publisher: Future Horizons
Imprint: Future Horizons
Publication Date:
24 October 2011
Trim Size: 7.96 X 3.57 in
ISBN: 9781935274483
Format: Paperback
Beth Aune, OTR/L currently has a private practice as a pediatric occupational therapist in the Coachella Valley area. She and her dedicated staff provide intervention for children with autism spectrum disorder, developmental disabilities, and other diagnoses in a variety of environments: early intervention in the home, for general and special education students in the school setting, and in the clinical setting. Beth has developed and presented numerous workshops and trainings for parents and educators that focus on the care and treatment of children with disabilities. She is passionate about her profession as an occupational therapist and considers it a calling. She lives in Palm Desert with her three children.
Beth Burt currently resides in Southern California with her husband, their two sons, two cats, and a dog. Because of her experience with her own children, one with an autism spectrum disorder (ASD) and the other with a learning disability, she became an advocate. She has over thirteen years of experience collaborating and advocating on the behalf of students with ASD and other disorders. She has been actively involved in numerous task forces and committees related to children, disabilities, and education. She has presented numerous times in Southern California to colleges, conferences, parent groups, and businesses. She is currently President of the Inland Empire Autism Society and is a board member of the Autism Society California and Visions R Us, a nonprofit organization that assists young adults with special needs in making the transition from high school to desired employment.
Peter Gennaro is currently the Director of Special Education for the Alvord Unified School District in Southern California. He served as Special Education Coordinator and as Program/Inclusion Specialist prior this. As a teacher, he taught classes for students with emotional disturbances and has taught direct service special education classes consisting of students with varying disabilities. In his current position he continues to work closely with teachers, service providers, and families to develop and implement successful student programs.
Introduction
Section One: Inside the Classroom
Leaving the Classroom without Permission
Lack of Focus in Whole Group Instruction
Out-of-Seat Behavior
In-Seat Behavior
Difficulty Completing Independent Work
Meltdown
Difficulty Organizing Materials
Classroom Celebrations
Section Two: Outside the Classroom
Riding the Bus
Getting Off the Bus and Out of the Car
Pull-Out Services
End of the School Day
Art
Music
Computer Lab
Library
Section Three: PE and Play
PE
Unsafe or Inappropriate Use of Equipment
“Aggressive” Behavior on the Playground or During PE
Difficulty Joining in Group Activities/Isolating
Challenges with Turn-Taking
Being a Poor Sport
Section Four: Passing Periods
Getting in Line
Staying with the Group
Getting to Class on Time
Restroom Issues
Section Five: Lunchtime and Snack
Messy Eater
Avoids Group at Snack and Lunch
Managing Trays and Packaging
Section Six: Communicating Solutions for Behavior Problems
Communication Strategies for Special Ed Case Managers
Communication Strategies for Administration
Communication Strategies for General Education Teachers
Communication Strategies for DIS Providers
Appendix A: Visual Supports
Appendix B: Movement Breaks Inside and Outside the Classroom
Appendix C: Oral Sensory Strategies
Appendix D: Home-School Communication Log Sample
Additional Resources
About the Authors
Index