{"id":18495,"date":"2021-03-08T15:19:39","date_gmt":"2021-03-08T15:19:39","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=18495"},"modified":"2024-10-08T08:40:07","modified_gmt":"2024-10-08T08:40:07","slug":"autism-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/autism-what-to-do-and-what-to-avoid\/","title":{"rendered":"AUTISM – WHAT TO DO AND WHAT TO AVOID Primary"},"content":{"rendered":"
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Autism \u2013 What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

PRIMARY SCHOOL<\/em><\/p>\n<\/div>\n


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After the great success of the useful book for teachers ADHD – What to do and what to avoid<\/em>, there is a new practical guide ready to use Autism – What to do and what to avoid<\/em>. The book presents the most effective strategies for managing a child with autism in primary school<\/strong>, offering clear, concise and concrete indications on what to do and what not to do in difficult classroom situations<\/strong>.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

The book is structured in 15 chapters, corresponding to the most frequent problematic situations and typical behaviors in children with autism spectrum disorder in the 6-11 year old age group<\/strong>, divided into three macro-areas:<\/p>\n<\/div>\n

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  • Social interaction;<\/li>\n
  • Communication;<\/li>\n
  • Behaviour, interests, activities.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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    Observation checklists<\/p>\n

    At the end of each macro-area there are Observation checklists<\/u>, useful for getting to know and better understand the child’s overall functioning, strengths and emerging potentials while helping to structure the objectives of the Individualized Education Plan<\/strong>.  The checklists present a number of aspects about which it is useful to collect as much information as possible, both directly through observation and indirectly through interviews with family members and operators.<\/p>\n<\/div>\n<\/div>\n

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    What to o and what to avoid<\/p>\n

    The reason for each behavior is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> with regard to some crucial educational and didactic aspects. This is further explored in the paragraphs dedicated to Structuring and collaboration<\/em> guidelines are then drawn up with parents and other school workers (The educational pact<\/em>).<\/p>\n

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    At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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    \u2022 Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em>
    \n\u2022 Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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    \u2022 A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.
    \n<\/em>\u2022 The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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    Each chapter closes with The expert advice<\/em>: reflections<\/strong> to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n<\/div>\n


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    Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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