Provide students the social skills instruction they need to succeed in school and in life! Students on the autism spectrum have so much to offer our schools and communities, but they often aren’t provided with sufficient opportunity to develop to their full potential. This practical resource offers down-to-earth methods and strategies backed by evidence for enhancing the social skills of children and adolescents who have Asperger Disorder and other forms of high-functioning autism. Case studies, vignettes, classroom materials, checklists, and templates will help you:  • Deliver interventions that model desirable behaviors and provide opportunities for students to practice  • Support students in navigating social situations, forming relationships with peers and adults, and following rules and routines  • Develop, implement, and evaluate social skills intervention and support programs Educators and specialists will appreciate how this practical and friendly resource approaches each student as a unique learner and offers ways to build multi-faceted social skill intervention and support plans for each one. “Packed with practical, research-based activities, this book is the answer for teachers and parents. Educators will find value in the detailed processes and activities as well as the ready-to-use materials.” —Renee Bernhardt, Supervisor of Special Education Cherokee County School District, Canton, GA “This is an up-to-date, practical, and practitioner-friendly resource for developing, implementing, and evaluating social skill intervention and support programs.” —Debi Gartland, Professor of Special Education Towson University

Social Skill and Support Methods for Learners With Asperger Disorder and High-Functioning Autism

Social Skill and Support Methods for Learners With Asperger Disorder and High-Functioning Autism

This book is based on three fundamental and well-founded assumptions regarding children and youth with Asperger Disorder and other forms of high-functioning autism (HF/AD). First, social skill and social interaction deficits are prominent and defining characteristics, and to various degrees, individuals with this disability will struggle to fully comprehend and abide by conventional social codes of behavior and conventions (Mason, Ganz, & Crutchfield, 2016; Simpson, Ganz, & Mason, 2012). Of course, these difficulties differ from individual to individual; and it is not uncommon for changes in social functioning, both positive and negative, to occur over time. Notwithstanding these individualized ...

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