Empower your child to express themselves, handle big emotions, and make friends—with this fun, neurodiversity-affirming activity book for autistic kids ages 5 to 10.

There are many ways for kids to develop their social-emotional learning—and it doesn’t have to be on the playground or in an unfamiliar place. This activity book for autistic kidsprovides your child with a safe space to learn and practice everything from coping with big emotions to taking turns and learning to compromise. Written by experienced therapist Emily Mori, MS, LCPC, CAS, Social-Emotional Learning for Autistic Kids helps kids develop fulfilling relationships and feel more confident in the world around them. Through 50 engaging activities, tips for adapting the activities, and advice for how parents and caregivers can be supportive, your child will gain the social and emotional skills—and confidence—they need for healthy self-esteem and a rich social life.

Inside Social-Emotional Learning for Autistic Kids, you’ll find:

• 50 fun and creative activities. Research shows that creative expression helps to relieve stress and anxiety and helps kids communicate more openly. Through art, music, storytelling, and role-playing, your child will learn how to better navigate life’s ups and downs.
• Real-life scenarios and skill-building, from practicing cool-down techniques and naming their feelings to learning how to hold and respect boundaries, make and maintain friendships, and speak up for themselves.
• Tips to adapt and extend activities. Tailor activities to your child’s individual needs and abilities, and continue to support your child's social-emotional learning at home.
• A neurodiversity-affirming approach. Written by a certified autism specialist who empowers kids to embrace their unique strengths and needs.

Praise for the first edition

'Bill's message is clear and consistent, building on all that has gone before. His methods are trialled and tested - good stuff' - "Ray Kingdon, Education & Training, University of Wales, Newport

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In this new edition of a bestselling book, Bill Rogers brings together contributions from practising teachers that suggest ways to tackle very challenging behaviour in schools such as bullying, violence and behaviour disorders. All teachers face similar disruptions in the classroom, such as calling out and interrupting, but this book addresses the more serious issues.

Bill introduces and comments on each chapter, setting out his key principles for behaviour leadership in the style that makes him such a popular author.

There are numerous case studies drawn from practice, in each case showing how the teacher managed the situation and what the outcome was, and these examples from practice highlight the difference teachers can make to their students' behaviour, attitude, self-esteem and peer acceptance. Chapters look at: finding a way back from inappropriate behaviour; dealing with challenging behaviour day after day; creating a peaceful school; focusing on the positives; the importance of the teacher-pupil relationship; taking an holistic view of the child, and how this helps reduce disruptive behaviour.

New material in this book includes:

- new case studies;

- analysis of actions taken and skills used when managing poor behaviour;

- a new section on working with parents;

- Questions for Reflection, to encourage discussion with colleagues.

The direct, practical and inspirational nature of these accounts will resonate with all teachers and school support staff working with any age group. Based on the everyday experiences of the teachers who have written them, these are teachers' voices offering sound advice and guidance to fellow professionals.

Bill Rogers is an Education Consultant and author who lecturers widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK, Australia and New Zealand. He is Visiting Professor in the areas of Behaviour Management and Discipline in Schools at the Institute of Education, University of London.

All royalties from the sale of this book are donated to the charity World Vision and their children's education programmes in South East Asia.

The Take Action Child Handout Workbook is part of the Take Action program and is to be used only in conjunction with the Take Action Practitioner Guidebook. It provides all 84 Child handouts and work sheets from the Take Action program bound and numbered in a 92-page colour cover A4 sized book with contents page. The Take Action program teaches children aged 4-12 years helpful ways to cope with and manage anxiety. It is an evidence-based intervention combining recent research on threat-based cognitive biases and maladaptive thinking styles in childhood anxiety disorders with the well-established principles of cognitive behaviour therapy (CBT). Designed for easy use by mental health and educational professionals trained in CBT, Take Action allows flexible delivery by practitioners to individuals and groups of children with anxiety. The word ACTION is a coping-oriented acronym used throughout the program. Children are encouraged to take action against their anxiety. This means children approach their fears and worries using strategies learnt during the program.

The Take Action Practitioner Guidebook is a user-friendly guide to the Take Action Program, detailing the assessment and treatment of child anxiety. It is designed to be used with two companion workbooks: the Take Action Child Handout Workbook and Take Action Parent Handout Workbook.This practitioner guide uses an easy-to-read standardised layout of content to guide you through the steps covered in each treatment module as well as including child and parent handouts which may be photocopied. It also includes an assessment module providing useful information on a range of assessment measures for those practitioners wanting to use pre and post intervention outcome measures. The six treatment modules can be used sequentially across eight to ten weeks to provide an individual or group intervention. Clients can be provided with a professional and permanent record of therapy via the handouts and worksheets from the guide being purchased separately as the accompanying Take Action Child Handout Workbook and Take Action Parent Handout Workbook.The program teaches children aged 4-12 years helpful ways to cope with and manage anxiety. I t is an evidence-based intervention combining recent research on threat-based cognitive biases and maladaptive thinking styles in childhood anxiety disorders with the well-established principles of cognitive behaviour therapy (CBT).Designed for easy use by mental health and educational professionals trained in CBT, Take Action allows flexible delivery by practitioners to individuals and groups of children with anxiety.The word ACTION is a coping-oriented acronym used throughout the program. Children are encouraged to take action against their anxiety. This means children approach their fears and worries using strategies learnt during the program.

The Take Action Parent Handout Workbook is part of the Take Action program and is to be used only in conjunction with the Take Action Practitioner Guidebook. It provides all 40 Parent handouts and work sheets from the Take Action program bound and numbered in a 44-page colour cover A4 sized book with contents page. The Take Action program teaches children aged 4-12 years helpful ways to cope with and manage anxiety. It is an evidence-based intervention combining recent research on threat-based cognitive biases and maladaptive thinking styles in childhood anxiety disorders with the well-established principles of cognitive behaviour therapy (CBT).Designed for easy use by mental health and educational professionals trained in CBT, Take Action allows flexible delivery by practitioners to individuals and groups of children with anxiety.The word ACTION is a coping-oriented acronym used throughout the program. Children are encouraged to take action against their anxiety. This means children approach their fears and worries using strategies learnt during the program.

This book explains the continuum of trauma in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience. It shows how teachers, while not specialist mental health professionals, can provide skilled and effective help within school and the classroom to children and young people for them to recover from trauma. It recognises the pressure on teachers and schools to meet national educational objectives, which can all too easily ignore the particular history and personal needs of individual pupils. The knowledge and strategies within this book will equip the busiest teachers to both recognise and to effectively respond to these particular needs and reduce their stress.

Actually, there are more than 200 apps for autism. This book will guide you through them, so you can confidently utilize today's technology to maximize your child or student's success! Speech Language Pathologist Lois Jean Brady wrote this book to educate parents, teachers, and other professionals about the breakthrough method she calls "iTherapy"-the use of Apple products (iPhone, iPad, iPod Touch) and various apps to meet students' individual educational goals.Lois believes that all persons on the spectrum can learn how to use technology in a way that is relevant to them. She shares important tips on how to use apps responsibly and effectively by maintaining a child centered, team approach to teaching and learning. Her approach takes into account the individual's interests, strengths/challenges, vision, motor planning, attention, sensory processing, memory, cognitive ability, environment, and access to tools. Lois also coaches adults on how they can use prompting and reinforcement techniques to help establish and generalize skills learned, until students are able to consistently demonstrate the skills in various environments (home, school, etc.).For those who are new to the wonderful world of apps, worry not! Lois provides helpful sections on how to get started, including:Choosing an iDevice Basic iDevice Operations Opening an Account How to Download an App from iTunes and more! But what about apps that were released since this book was published? Again-Lois has you covered! Just visit this book's companion website AutismApps dot org for reviews of new apps that made the grade.

This is the second version of the popular book 'Behaviour Skills for Parents and Support People'. 1000's of parents, teachers and support people Worldwide found the first version of this book helped them with positive strategies that they could realistically implement. These understandable strategies cover almost every aspect of modifying challenging behaviour, from sleep problems to aggression. Also included in this new version are chapters on managing teenage behaviour and advice for new Parents in the chapter 'Preventing the Pain'. Teachers and people who support others who have autism, an intellectual disability or other disability will also find this book hugely valuable in their work. At least one organisation bought copies of the first version for all of their staff Purchase your copy now, and start making a difference by upskilling yourself with Behaviour Skills.

What would a genuinely supportive school day look like in real practice, for children who have experienced attachment difficulties and developmental vulnerability? What are the core features of an attachment-friendly school? How can we promote inclusion and positively affect learning outcomes amongst pupils in need, at risk, in care and adopted? Loiuse Bomber, teacher, therapist, trainer and author of the critically acclaimed number one selling book on behavioural difficulties Inside I'm Hurting, draws on her extensive experience in working with these children and young people. The book is full of practical ideas that can easily be integrated into the busy-ness of everyday school life. Complicated methods and procedures are unnecessary - the good news is that genuine relationship will provide children and adolescents who have experienced relational traumas and losses with the core support they need.

Changing Problem Behavior in Schools presents an innovative approach to dealing with classroom behavior problems that can be used successfully by teachers as all grade levels, counselors, and administrators. The authors draw on techniques and strategies developed by family therapists to show how behavior can be changed and chronic problems effectively addressed. They offer numerous examples - drawn from the authors' research on over two hundred cases - to illustrate problem solving methods used successfully in classrooms, lunchrooms, and a variety of other school settings and situations. They suggest ways to build on successes and maintain an ongoing system for handling problem behavior. And they provide guidelines for analyzing unsuccessful attempts at changing behavior and offer advice on how to handle relapses. The book examines ways to overcome a wide range of student problems, such as fighting, sleeping in class, and tardiness. It also includes advice on solving staff relations problems such as disagreements over student placement - as well as problems between the school and the community such as a lack of cooperation from parents. A valuable resource section includes practice activities that provide step-by-step instructions for applying each of the book's specific problem-solving techniques in the school or classroom. The approach to problem behaviors in the school described in this book is called 'ecosystemic' because problem behavior is viewed as a part of, not separate from, the social setting within which it occurs. The book is divided into three parts. The three chapters in Part One describe the ecosystemic framework used to explain problem behavior. Chapter 1 analyzes how social, personal, and professional factors influence individuals' perceptions of events and contribute to keeping their behavior in problem situations from changing. Chapter 2 describes the usefulness of the concept of ecosystem and explains how problems and solutions are viewed from an ecosystemic perspective. Chapter 3 focuses on how to recognize and use ecosystemic clues to help develop the flexible approach to problem solving. Part Two of the book, consisting of chapters 4 through 9, presents ecosystemic methods for promoting change in problem situations. Each chapter is devoted to a different ecosystemic technique. Each chapter follows the same format: the technique is described, case examples are presented and discussed, and the essential elements of the technique are reviewed. The three chapters in Part Three encourage readers to implement techniques from Parts One and Two. A resource section concludes the book.

Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" policies to resolve issues of school safety and a new understanding of children's disruptive behaviour, educators are changing the way they view children's academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas.

This book focuses on what schools can do to educate and support children with serious emotional and behavioral problems. Written for the busy school administrator, school psychologist, special educator and other school leaders, it serves as a research-based, yet practical guide that pulls together key principles, information and resources helpful in the process of developing and implementing school-based programs. The reader will gain an understanding of the essential elements that contribute to quality intensive programming as well as information related to positive behavior management supports and program evaluation.

Completely eliminating behaviour difficulties in schools is probably not possible but reducing them is a realistic aim. This book provides a useful range of practical approaches, responses, practices, and procedures that teachers can use in their everyday work. The main focus is to illustrate the links between behavioural theory and competent teaching practice. The combination of research scholarship and on-the-job experience will support teachers to be more skilful managers of students with challenging behaviours. The title, Discipline, Democracy, and Diversity recurs as a theme throughout the book. Discipline is about teaching and modelling responsible individual and collective behaviours that will encourage students to become self-motivated and self-regulated learners. Democracy is about putting into practice skilful and respectful approaches for meeting the needs of students experiencing behaviour difficulties. Diversity is about creating an inclusive and safe environment: one that stimulates the development of knowledge, creativity, acceptance, and participation, and encourages the expression of feelings.

Formerly published by Peytral PublicationsThe Teacher's Guide to Intervention and Inclusive Education presents creative strategies to help students of all abilities improve skills in reading, writing, and mathematics.Educators will find methods to enhance students' concentration and habits of organization, and techniques that promote success for advanced students, learners with disabilities, and students who are at risk. This resource includes: Observation charts for making quick, systematic profiles of students' strengths and difficulties Over 1000 teacher-tested ideaas for successful intervention and inclusion 42 innovative reproducibles for teachers, parents, and students A comprehensive section on how to help students succeed in math A practical section on working with colleagues and parents to enhance student outcomes

Oppositional and defiant children present a major challenge for teachers and other educators. Students with serious behavior disorders can become aggressive, disruptive, and even violent in class. But instead of becoming frustrated with this antisocial behavior, educators need to approach each child individually with patience and understanding. Using stories based on actual classroom cases, Philip S. Hall and Nancy D. Hall illustrate the key concepts and techniques needed to successfully teach oppositional students. They believe that the teacher's own behavior can positively influence the student's reactions, and they offer practical advice on what approaches work and don't work. Readers will learn how to: Identify the risk factors that can trigger antisocial behavior. Engineer the classroom environment, routines, and tasks to increase success. Interact in ways that promote positive behavior. Temporarily remove a disruptive child from the classroom while preserving the child's dignity. Work with the child's parents to find the appropriate special education services. Guide parents toward effective training programs. Develop a school culture with the values and beliefs to nurture oppositional students. Students with oppositional and defiant behavior must feel they are emotionally and physically safe in the classroom. The authors show how educators can help students move from despair to hope, from anger to comfort, and from failure to success.

Heads Up Helping is packed with proven techniques and practical teaching tips for parenting and educating children with ADD/ADHD and other challenges. Melinda Boring writes from the unique perspective of an experienced homeschooler, professional speech/language pathologist, and mother of three children - two with ADHD.