Based on the most up-to-date research, The Quiet Child is an in-depth study of habiutally quiet or withdrawn pupils during their transition from primary to secondary school. It establishes the importance of talk in learning and explores the ways in which quiet pupils are educationally disadvantaged through their inability or unwillingness to talk, both to teachers and fellow pupils. Secondly, it examines the factors, such as diminished sense of self-worth or a difficulty in forming and sustaining relationships, which may have contributed to the child's reluctance to participate in lessons. Finally, the book suggests teaching strategies to enable teachers to develop their pupils' self-esteem through fostering positive relationships, thus empowering them to play an active role in their education. Janet Collins is a Research Fellow in the Centre for Language and Communication, School of Education, The Open Universtity. As a primary school teacher, she has had extensive experience working in mainstream schools with children with special educational needs.Philip Hills, the Series Editor, is Head of the Centre for Research into Human Communication and Learning at the University of Cambridge. He has written extensively on education, information technology and communication.

What kind of teacher are you? What values, beliefs and principles do successful teachers possess and how do they sustain these in the face of challenging pupil behaviour? In this timely book, Stephen Baker contends that rigid punishment systems weaponize young people's defiance against them and that punishment doesn't work. He believes that teachers need to take responsibility for behaviour and to teach it, that we need to love the kids (even if we don't like them), that children are people, thatweare an event intheirlives, and that teaching is a relationship-based activity. That Behaviour Bookis an essential guide for both the beginner and the more experienced teacher, and its unique tone makes it an indispensable companion. Steve Baker's anecdotes, drawn from his years as a pupil, teacher and trainer pack an emotional punch and are often hilarious.

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.

One of the biggest challenges in the classroom is trying to teach when students act in unexpected and annoying ways. Based on the psychology of how children and people act, this book offers practical strategies for understanding why your students are behaving in the way they are, and how to react in a way that restores peace and harmony in the classroom. With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, this book will be every stressed teacher's best friend.

Schools often resort to ineffective, punitive interventions for the 10% of K-8 students whose challenging behavior interferes with their own and their classmates' learning. This book fills a crucial need by describing ways to provide meaningful supports to students with disruptive behavior disorders. Prominent authority Frank M. Gresham weaves together current research, assessment and intervention guidelines, and illustrative case studies. He reviews a broad range of evidence-based practices and offers recommendations for selecting, implementing, and evaluating them within a multi-tiered framework. Coverage includes school- and home-based approaches, multicomponent programs, prevention strategies, and social skills training.

One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on the topic of 'Skills for Learning'. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future. Chapters span key topics including Metacognition, Learning Dimensions, Problem Solving and Cognitive Strategies. A complete toolkit for teachers and counsellors, this book offers: * Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work * Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3 * New research, 'Circles for Learning', where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others * Sections on the development of key skills in communication, skills for learning, collaboration, empathy and self-confidence * Learning links, learning objectives and reflection questions. Offering research-driven, practical strategies and lesson plans, Skills for Effective Learning in School is an essential resource book for educators and health professionals looking to have a positive impact on the mental health and wellbeing of the children in their care; both now and in the future.

Tremendous changes have occurred over the past decade in the provision of services to students with disabilities. Federal mandates continue to define requirements for a free appropriate public education (FAPE) in the least restrictive environment. Additionally, there has been an increase in the number of lawsuits filed against school districts regarding the provision of educational services for students with disabilities. Case studies are a helpful way to understand these difficult issues. The case studies presented here are actual students eligible for special education and related services. The case studies are represented not to tell districts and parents that this is the only way questions about special education law can be answered, but to provide likely answers along with commentary for analysis. The cases were developed to help new (and experienced) special education leaders and supervisors survive the pressures of working with students with disabilities while working to provide appropriate services and prevent litigation.

It is not unusual for educators today, whether in the early childhood, primary or secondary sectors, to be confronted with severely challenging student behaviour - students who fly into unexplained violent and oppositional outbursts with little warning; who respond poorly to tried-and-true behaviour management processes. Such behaviour has considerable impact on the delivery of teaching and learning programs and the emotional wellbeing of the teachers themselves as well as raising safety risks for the entire school community. This book explains the basis for such behaviour as the neurological, physiological and behavioural outcomes of ""disorganised attachment"" due to prolonged exposure to a traumatic home life and provides practical advice to educators on ways that schools can effectively manage these students. By examining the science behind attachment theory, the neurobiology of behaviour, and the manifestation of disorganised attachment in the school context, this book will help educators: minimise such challenging behaviour, manage crises and disciplinary responses such as suspension and expulsion, improve student compliance, enhance education and overall wellbeing, anddeal with parents. Covers early childhood, primary and secondary settings.

Young people with behavioural, emotional and social difficulties (BESD - sometimes called 'SEBD' or 'EBD') need effective and consistent support, yet providing this can be highly stressful and demanding for the practitioners involved. Complete with practical intervention strategies based on research, theory and practice, this comprehensive handbook provides practitioners with the information and tools they need to deal with BESD in a way that is of benefit to them as well as to the children they work with. The book begins by expanding the reader's general understanding of BESD in children. The authors examine the underlying causes, explore what can be learned from past experience, and discuss research-based theory. They then offer a range of interventions and therapies for use in and out of school, and encourage practitioners to develop skills such as engaging with parents, identifying special educational needs and setting constructive boundaries. Finally, the needs of practitioners themselves are addressed. The authors advise on how to collaborate productively with other professions and stress the importance of supporting colleagues and developing the personal resilience needed to cope in difficult circumstances. Wide-ranging, accessible and current, this guide will be an invaluable resource for the professional development of teachers and other practitioners working with young people with BESD/SEBD in educational settings.

`This book provides ideas and advice on seeking professional help for parents who are worried about a child or adolescent with behavioural and emotional problems.' - Children & Young People Now Help Your Child or Teen Get Back on Track offers specific self-help interventions and a wide-ranging, practical discussion of the types of professional help available for a child or adolescent with emotional and behavioral problems. The book covers topics that would be discussed during a consultation with a child psychiatrist. The first section offers practical guidance and ideas to help parents understand their child's problems and learn to distinguish between normal disruption and that which warrants professional treatment. The second section of the book includes useful information for those parents who are considering, seeking, or already involved with professional help for their child. Essential reading for parents who are worried about a child or adolescent with emotional and behavioral problems, this book is also a useful resource for social workers, psychologists, school counselors, pediatricians, and adult psychiatrists.

We use the word all the time, but what exactly is self-esteem, and how do young people develop it? Feeling Like Crap explores how a young person's self is constructed, and what might really help that self to feel more valued and confident. Through accounts of his individual and group work with young people, Nick Luxmoore demonstrates how listening to, engaging with and being respectful of young people can provide the support they need to help them repair their sense of self and offer them new possibilities and directions in life. When Grace was three, her parents split up and she went to live with her father while her sister stayed with their mother. Allie has slipped behind with her school work since falling out with her best friend, and any positive feelings about himself that Conor may have dared to develop have been beaten out of him by his father. This compassionate and thought-provoking book will be an invaluable resource for counsellors, teachers, youth workers, and anyone else working to help young people with self-esteem issues.

Mainstream educational provision for children on the autistic spectrum can be inadequate or inappropriate. An increasing number of parents dissatisfied with the education system are looking elsewhere for an approach that will suit their children's needs. In "Home Educating Our Autistic Spectrum Children", parents who have chosen to home educate their children with autism or Asperger's syndrome candidly relate their experiences: how they reached the decision to educate at home, how they set about the task, and how it has affected their lives. Following these personal accounts, the final chapters offer practical advice on getting started with home education, legal advice from an expert in education law, and contact details of support organisations

In this second edition, Susan Smith raises awareness of the sensitive issues involved in relating to and assisting bereaved children. It contains additional information on secondary losses involved in bereavement and the effects of traumatic bereavement, not covered in the first edition. Smith begins by outlining how children grieve in the same way adults grieve - with the same range of emotions from feelings of shock and disbelief to numbness, despair, anger and guilt.;Because children find it difficult to identify their emotions verbally, their reactions are often expressed through their behaviour. She lists common behaviours in bullet form, including health and school behaviours. These are followed by a description of feelings typical of children experiencing grief: guilt, anger, confusion, fear, anxiety, helplessness and relief. Based on developmental theories, Smith outlines typical reactions of children in age groups 0-2 years, 2-5 years, 5-9 years and 9-12 years as well as the reactions of adolescents.;Smith recommends giving children the opportunity to talk about the event as soon as possible to reduce the potential of emotional blocking. Because experienceing a parental mu

Now revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and social-emotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. Prior edition title: Developing Schoolwide Programs to Prevent and Manage Problem Behaviors. New to This Edition *Updated step-by-step approach reflecting the ongoing development of Ci3T. *Chapter on evidence for the effectiveness of tiered models. *Chapter on low-intensity, teacher-delivered strategies. *Chapter on sustaining effective implementation and professional development. *"Lessons Learned" feature--reflections and examples from educators in a range of settings.

Recess can be stressful for children on the autism spectrum. Since most of these children tend to function better in structured environments, the usual chaos of the schoolyard is not only overwhelming from a sensory standpoint, but from a social one as well. In this book, Carol Gray offers teachers and parents helpful tips and strategies for structuring playtime so that children can get through this part of the day.

Through a variety of activities and features this books shows readers how to deliver interventions that identify target behaviors, model behaviors, and provide opportunities to practice. It also supports students in navigating social situations, forming relationships with peers and adults, and following rules and routines.

Uno de los clasicos mas apreciados por la comunidad del autismo,Diez Cosas que Todo Nino con Autismo Desearia que Supieras", ha encantado, informado y servido de guia a millones de familias y profesionales de todo el mundo desde que se publico la primera edicion en 2005. Hay una voz infantil en cada capitulo que describe la experiencia unica de como diez caracteristicas principales del autismo afectan a la percepcion y la reaccion de nuestros hijos al entorno fisico, sensorial y social. La tercera edicion profundiza en el enfoque sobre estos aspectos basicos a la vez que se extiende en como nuestras propias perspectivas modelan la vida de nuestro hijo y la nuestra propia hoy, manana y los proximos anos. Una seccion totalmente nueva nos ilumina sobre nuestra enorme capacidad de eleccion y perfila solidas estrategias para tomar una decision firme en cada situacion.

For over a decade and with the best of intentions, the U.K. government has spent millions attempting, but largely failing, to improve personal, social and educational outcomes for children and young people in public care. In this book, the authors explain why the problems of this highly vulnerable group have resisted such effort, energy and expenditure and go on to show how achieving positive outcomes for children in care is possible when the root causes of failure are tackled.

Topic covered include:

- The power of parenting

- The impact of parental rejection on emotional development

- Support for the adaptive emotional development of children and young people

- Practical advice on introducing the 'Authentic Warmth' approach into existing childcare organisations

- Future issues in childcare

This book is essential reading for carers, commissioners, policymakers, support professionals, designated teachers and students of social work.

*Current and even more comprehensive edition of a bestseller: 50% new material includes eight new chapters. *Revised assessment procedures, recording forms, and other tools are based on field testing in both general and special education settings. *Humor, illustrative cases, and technical terms explained with minimal jargon will continue to make this edition a reader favorite. *An affordable, practical guide to an essential task for school psychologists and behavior analysts working with 5- to 17-year olds (grades K-12).

In a Nutshell - This book helps in-service and pre-service teachers understand how students with mild to significant autism can be perceived as literate and then supported to participate in literacy activities both in and out of school.Synopsis - In addition to discussing reading and writing within the formal academic curricula, this practical volume considers how students with autism may use literacy to enhance other areas of their lives (e.g., to research and understand their own disability, to pursue social relationships online). Drawing upon classroom and school observations, the authors' own experiences as elementary and high school teachers, autobiographies of people with autism spectrum disorders, and recent research in the areas of significant disabilities and education, the book explores why students with these labels are often excluded and offers ideas for planning lessons, creating curricular adaptations, and designing a classroom environment that promotes literacy learning for students with autism.

One of the five books in the Mental Health and Wellbeing Teacher Toolkit for teachers and other professionals working with children, this practical resource focuses on the topic of 'Emotional Literacy' and how to support children and young people on a journey of self-discovery where they learn to recognise, understand, share and manage a range of emotions. Promoting a proactive rather than a reactive approach to dealing with the social and emotional aspects of learning and managing the world of today, Emotional Literacy addresses the increasing number of mental health issues arising among young people. Chapters span key topics including Recognising Emotions, Understanding Emotions, Self-Regulation and Empathy. This book offers: * Easy to follow, and flexible, lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work. * Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. * New research, 'Circles for Learning', where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. * Sections on the development of key skills in communication, skills for learning, collaboration, empathy and self-confidence. * Learning links, learning objectives and reflection questions. Offering research-driven, practical strategies and lesson plans, Emotional Literacy is an essential resource book for educators and health professionals looking to have a positive impact on the mental health and wellbeing of the children in their care; both now and in the future.

This easy-to-use resource is a compilation of theoretical background and concrete approaches designed to increase understanding and outline strategies to support autistic children and young people who experience anxiety in the school environment. This resource also has practical application for parents, carers and professionals across a range of educational and community-based settings. Using real life examples and case studies, the book explains and explores the different forms of anxiety and their impact across the school environment. Each chapter offers practical information and strategies that may help reduce the negative symptoms of anxiety and help support emotional resilience across home and school environments. Key features of this book include: Chapters aimed at enhancing the understanding of anxiety in autism, considering potential triggers of anxiety, discussion on cognitive theories, social communication and means of assessing anxiety. A wealth of downloadable anxiety management strategies and resources that can be adapted and used by a teacher, parent or other professional. This resource has been developed by the multidisciplinary team at Middletown Centre for Autism, and is a useful resource for the busy parent, teacher and other professionals who wish to provide individualised support strategies for anxiety across a range of settings.

The second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. Now with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.