{"id":27754,"date":"2024-10-08T08:40:56","date_gmt":"2024-10-08T08:40:56","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=27754"},"modified":"2024-10-09T10:14:35","modified_gmt":"2024-10-09T10:14:35","slug":"autism-what-to-do-and-what-to-avoid-nursery","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/autism-what-to-do-and-what-to-avoid-nursery\/","title":{"rendered":"AUTISM \u2013 WHAT TO DO AND WHAT TO AVOID Kindergarten"},"content":{"rendered":"
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Autism \u2013 What to do and what to avoid<\/h1>\n

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

Kindergarten<\/em><\/p>\n<\/div>\n


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An agile and ready-to-use guide<\/strong> from the successful What to do and what to avoid <\/em>series, which offers kindergarten teachers<\/strong> advice and suggestions for best managing children with autism at school.<\/p>\n

What attitudes to adopt? Which ones should we avoid in specific situations? In the style of a Teacher Training<\/em> notebook, the volume presents many analytical and practical tools<\/strong> useful for successfully tackling the difficulties that occur every day in class with autistic students<\/strong> in 15 chapters<\/strong>. The “trick” – according to the authors – is to be able to help the child reduce problematic behaviours and at the same time increase functional ones.<\/p>\n

Attention! There is no magic spell, nor a single strategy valid for all cases, but the strategies must be applied in synergy and at multiple levels so that they have the desired effectiveness.<\/p>\n

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

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BOOK STRUCTURE AND CONTENTS<\/p>\n

The 15 chapters presented in the volume are divided into 4 macro-areas<\/strong>:<\/p>\n

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

    The reason for each behaviour  is initially explained in a few concise sentences (Why does she\/he do this?<\/em>), followed by simple and clear instructions for the teacher on the attitudes to adopt and avoid (What to do, What to avoid<\/em>). This is followed by an in-depth analysis of the topic (What to keep in mind<\/em>) and tools and strategies are provided on how to intervene<\/em> regarding some crucial educational and didactic aspects. This aspect is further explored in the paragraphs dedicated to Structuring <\/em>and lines of collaboration are drawn with parents and external school workers (The educational pact)<\/em>.<\/p>\n<\/div>\n<\/div>\n

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    Each chapter:<\/p>\n<\/div>\n<\/div>\n

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

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    • Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em><\/li>\n
    • 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>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
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      • A more in-depth description of the specific problem behavior<\/strong>being worked on: Analysis of the problem behavior.<\/em><\/li>\n
      • The tools and educational strategies<\/strong>to create the intervention: How to intervene<\/em>.<\/li>\n<\/ul>\n<\/div>\n
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        Each chapter closes with What to avoid<\/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 that have been translated into English to facilitate your evaluation:<\/strong><\/p>\n<\/div>\n

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