Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. SmiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of SmiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. It includes a clear step-by-step approach to preparing, running and evaluating SmiLE Therapy, with photocopiable resources and clear outcome measures from each module to share with parents, staff, education and health managers.

First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

A dozen experts in child and adolescent psychiatry contributed to this new and fully updated fourth edition of Helping Parents and Teachers Understand Medications for Behavioral and Emotional Problems, ensuring that it remains the most trusted resource for educating parents and teachers about psychotropics prescribed for children and adolescents. The book is arranged alphabetically, and each medication has its own information sheet that can be photocopied or downloaded and printed by psychiatrists, pediatricians, and neurologists for distribution to parents and teachers. A useful resource for school staff and library patrons, the information sheets will also be helpful to nonprescribing mental health professionals talking with families about possible referral for medication. The compendium has been designed for maximum utility and accessibility. * Each information sheet includes a section with general information applicable to all medications and very specific sections that include a description of the medication and why it is used, monitoring of the medication, side effects, interactions with other medications and with food, and additional information that is relevant to how the medication can best help and be used safely. * The book is written in a straightforward, understandable style that is accessible and nonintimidating to the lay public.* The number of medications covered has been expanded to reflect new drugs and older drugs recently approved for children and adolescents, such as vilazodone (Viibryd), asenapine (Saphris), and ramelteon (Rozerem).* Explanations of new concerns about potential side effects and FDA black box warnings for antidepressants and stimulants are included.* The "Information on the Internet" section offers a list of vetted medical and professional organizations where the reader can find additional information about child and adolescent mental health and treatment, and the book also includes robust lists of both published resources for parents and teachers and selected additional reading for health and mental health professionals.* Appendices cover medicines with FDA indication for attention-deficit/hyperactivity disorder (ADHD); medicines typically used for anxiety, depression, psychosis, mood stabilizing, and aggression; and an index of medicines by brand name. No other volume offers up-to-the-minute information on psychotropic medications for youth in such an easy-to-use format. Comprehensive and authoritative, Helping Parents and Teachers Understand Medications for Behavioral and Emotional Problems will prove indispensable to clinicians in helping to foster understanding among parents and educators.

Autism Spectrum Disorder (ASD) can cause significant social, communication and behavioural challenges. Introducing Therapeutic Robotics for Autism is the first book to explore the use of Robot Assisted Therapies (RAT) for children with ASD. Raheel Nawaz and Sara Ali present a holistic picture, exploring state-of-the-art robot assisted therapies available for supporting children with ASD, the impact of various robot assisted therapies on different communication skills, and challenges with robotic therapies. The book concludes with policy recommendations for parents, psychologists, therapists, and roboticists working in the domain. Written accessibly from the user's perspective, Introducing Therapeutic Robotics for Autism is a must read for researchers from related disciplinary backgrounds including robotics, educational psychology, cognitive sciences, and ASD.

Now in its third edition, this clear and concise guide by expert educator, administrator, and psychologist Robert DiGiulio is a must for student teachers, beginning teachers, and veteran teachers who want to improve their practice. Providing creative ideas, materials, checklists, models, tools, and sample dialogues illustrating applications, this updated edition focuses in on core theories of child and adolescent development, emotional intelligence, and differentiated approaches to instruction and management in the classroom. A terrific companion volume to the author's Great Teaching: What Matters Most in Helping Students Succeed.

-A classic text offering the only comprehensive survey of the research in this field. -Provides explanations of why the development of blind children may differ from that of sighted children. -Offers insight into the effect of vision on development more generally, and more specifically on the development of language and certain aspects of social cognition. -A new introduction from Miguel Perez-Pereira highlights the current context for the work, its impact as well as the latest research and tensions in the field.

The 'Get to Know Me' resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Silver Matilda - a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with depression. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child's needs to promote empathy and acceptance. Picture book and draw along versions of Silver Matilda are available separately, and as part of the Get to Know Me: Depression set.

A primary text for use in high-prevalence courses in special education programs. A critical look at four high-prevalence mild disabilities as seen from several unique perspectives. Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger's Syndrome, in addition to other mild conditions such as communication disorders. This text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.

For Methods courses in Severe/Multiple Disabilities and Moderate and Severe Disabilities. Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities. Evidence-based practices for teaching this low-incidence population of students are presented in clearly defined ways so that teachers can easily understand the research and apply it in the real classroom. All chapters in the book are unique in their authorship, written by leaders in the field known for their research and writing on the specific topics. Case studies of students are applied to chapter content in vignettes, tables, and figures found throughout the chapters. All content in the textbook rests on a solid evidence-base with appropriate citation of research provided. The seventh edition features many new updates including: a greater emphasis on teaching students with autism; six new chapters authored by experts in the field; core chapters strengthened and expanded; and PowerPoint slides for course instructors. Additionally, the new edition has even more information on: teaching methods that are supported by research, including peer support, teaching academic skills, the process for planning and implementing instruction within general education classrooms, transition planning, and alternate assessment.

This book is intended to provide guidance to parents, guardians, educators, and community recreation professionals regarding the importance of increased physical activity beyond the school day for children with disabilities. The book starts off by discussing early childhood development specific to children with disabilities and places emphasis on parents' roles as their advocate in school and community sports, recreational, and leisure programs. The book highlights the legal rights of a parent, their child's rights, and the equal rights that a child with a disability has when participating in interscholastic athletics and sports. Emphasis is placed on public laws that mandate educational opportunities for children with disabilities along with recent legislative updates regarding extracurricular school based activity. Finally, readers will learn how a child with a disability can be educated utilizing a variety of instructional strategies that can be helpful in the classroom and community setting. This book offers practical information on suggested activities, adaptations, and general considerations when teaching a child with a disability. The book's appendices offers a wide variety of resources ranging from sports organizations and resources from around the country along with modifications and adaptations of a variety of sports a child with a disability can participate in.

The PEERS (R) Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.

Bullying affects the lives of many children: some are victims, some take part in bullying others, and many are, to a greater or lesser extent, onlookers or witnesses of bullying behaviours. Usually seen as something that happens in schools and amongst peers, the advent of cyberbullying by mobile phones and via the internet, primarily in this century, has seen cases of bullying increase and traditional forms of the behaviour evolve. This book considers the effects of bullying and cyberbullying on children. It looks at the different roles that are present within bullying and the different effects that it can have on a child's development of psychosomatic problems, self-esteem, friends and loneliness, school satisfaction, and family relations. It focuses on several key aspects of this type of intimidation and considers topics including traditional bullying, the situation of immigrant children in relation to bullying and victimization, cyberbullying in young people, and emotional and behavioural correlates of cyberbullying. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

The new Ofsted framework evaluates the behaviour and safety of pupils at the school. This resource provides over 100 lesson plans promoting: recognition of different emotions and behaviours; practice in responding to those different emotions and behaviours; good behaviour towards, and respect for, other young people and adults. Each lesson plan is linked to a children's book and references SEAL. Lessons can support Literacy, PSHE and citizenship. Lesson plans are bracketed into year groups and five or six-week modules that give schools the opportunity to deliver specific projects on anti-bullying / safeguarding, pupil voice and transition. There are also modules covering emotions such as anger, loneliness, excitement, jealousy, kindness, pride and confidence. This is a comprehensive, accessible and invaluable tool for every classroom.

Solution Focused Practice is a change-focused approach to enabling people of all ages to make progress in their lives by emphasising what is wanted in the future, amplifying successes and highlighting the capacities and skills available to support progress. Grounded in the reality of the day-to-day challenges of school life, Solution Focused Practice in Schools: 80 Ideas and Strategies offers dynamic, practical, down-to-earth and jargon-free applications of the Solution Focused (SF) approach that can create energy and movement in even the toughest of situations. From working with individuals to considering organisational developments, this book explores the SF approach using numerous examples and sample questions that can be adapted for any situation and whether the time available is long or short. The reader will gain ideas about how to: move beyond 'don't know' responses in individual discussions with students to create dialogues where difference and change can occur invite classes into constructive conversations about building the classroom environment that brings out the best in students, whether there has been a concern or not address key issues such as confidence, motivation, resilience and dealing with set-backs build detail around potential and effective futures in coaching, consultations and meetings support the development of policies and procedures at an organisational level support solution-based conversations using play, role play, video and other creative techniques. This book is an excellent resource for managers, teachers, SENCOs, mentors, counsellors, coaches, psychologists, social workers and all those who work in a supportive capacity in schools to promote the learning and well-being of both students and staff.

This practical resource provides the tools to help individuals explore their ambitions, set goals and plan to achieve them, manage their lives and gain the skills to make their hopes and dreams a reality. The programme is ideal for use with people who are making major changes in their lives and are ready to explore their options for the future. They may wish to return to education, go back to work, change jobs, start voluntary work, take up new interests or are considering other changes in their lives. The book is divided into two parts: six core sessions covering: Making a start, Deciding what you want, Setting goals, Making it happen, Learning to learn and What next? and Eight optional sessions. These can be used individually or added to the core sessions in any order, depending on identified need. The sessions cover: Dealing with stress, Coping with change, Being assertive, Overcoming relationship conflict, Organising your time, Dealing with disappointment, Keeping records and Creating an impression. It is an ideal resource for youth leaders, teachers, support workers, occupational therapists, social workers and probation staff. It has been developed through the experience of working with groups and individuals in adult education, youth services, day centres and rehabilitation centres.

Physical Education for Young People with Disabilities explores a range of methods that will support teachers to be more inclusive in their practice when planning and teaching Physical Education. Offering many practical ideas to include pupils with specific additional needs across a range of activity areas, such as athletics, dance, gymnastics and swimming, this book will increase practitioners' confidence, enabling them to feel equipped to meet individual needs and include all pupils in their lessons. The range of authors provides a wide perspective and wealth of experience, and all the ideas have been trialled with students and young people, both nationally and internationally. Written by practitioners for practitioners, this book is a valuable resource for trainee teachers, in-service teachers and practitioners working in a practical or sporting context with young people, and will support Physical Education lessons and physical activity sessions.

Why are some teachers better at managing pupil behaviour than others?

How do teachers persuade pupils to want to learn?

Why is the working atmosphere in the classroom such an important part of teachers working lives? Can anyone become good at classroom management?

Classroom management is a major element of the teaching and learning process, impacting on standards of achievement, pupil motivation, and the quality of teachers' working lives. Managing Pupil Behaviour provides routes through the classroom management maze and will help practising and aspiring teachers to learn to manage behaviour effectively in their classrooms.

The book draws on the views of over 100 teachers and 700 pupils to determine what factors help teachers to manage learning effectively in their classrooms, so that pupils can learn, and teachers can enjoy their work. Teachers and pupils provide eloquent testimonies on why some teachers become better than others at getting pupils to want to learn and to behave well.

The book also includes a unique 10-point scale that encourages teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching. The scale is designed to get teachers to think about:

• factors influencing the working atmosphere in the classroom
• the influence of the working atmosphere in the classroom on teaching and learning
• equal opportunities issues surrounding the tension between inclusion and situations where some pupils may be spoiling the learning of others.

Managing Pupil Behaviour has been written to help all teachers think about different ways to approach this vitally important aspect of their working lives.

Almost every teacher has experienced at least one of "those kids." The kids who won't sit still, who won't do their work, who don't attend, who won't conform to the classroom expectations, who are straight out defiant and disrespectful. These kids, these so-called "bad kids," and their stories actually have a great deal to teach us. This book centers around these stories and the lessons learned from them. Whether in education or in your everyday relationships with others, the lessons these kids teach will touch your hearts and make a difference in your lives. Picking up before the award-winning documentary The Bad Kids began, Lessons from The Bad Kids will teach us not only to improve our educational system but also how to become better people.

This title is written by Andrew & Beth Chadwick. If you deal with challenging behaviours this book includes strategies covering a range of special needs including autistic spectrum, aspergers, dyspraxia, dyslexia, depression, tourettes, obsessive compulsive disorder, oppositional defiant disorder, attention deficit hyperactivity disorder and specific learning difficulties. It addresses problems such as: Truanting; Swearing and verbal abuse; Theft; Bullying; Attention seeking; Drug abuse; Low self-esteem; and, Vandalism. It includes case histories to provide some insight into the difficult situations teachers may encounter in the classroom. It is suitable for all ages.

Winner of an iParenting Media Award, this book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the 'right way' and 'wrong way' to approach each situation - and the positive/negative consequences of each. A facilitator - parent, teacher, etc. - is initially needed to explain each situation, and ask questions such as 'What is happening here?' Children role-play skills until confident enough to practice them in real-life interactions.

Many children with language and learning difficulties also experience difficulties with social, emotional and behavioural development. Emotional literacy packages often contain worksheets, stories and abstract language concepts. Children who have difficulties with literacy, attention or speech and language may find it difficult to access many aspects of these packages. This resource aims to deliver an appealing, practical and meaningful programme which all children (including those with learning difficulties) will find easy to access and enjoy. There are eight sessions which cover: Understanding anger; Understanding feelings; Self-esteem; Triggers and fuses; Learning to think differently; Physiology and relaxation; Strategies to manage anger; and, Review and reinforce. The accompanying downloadable resources provide colour images and practical worksheets from the resource session material that can easily be printed. This is a comprehensive, practical resource that facilitates the development of children's belief in their own ability to change and equips them with the skills to achieve change.

The bestselling guide, fully revised and updated, offering practical information and tips to help every child with ADHD succeed

"The ADD/ADHD Checklist" helps parents and teachers to better understand children and teenagers with attention problems and provide the kind of support and intervention that is crucial to kids' success. Presented in a concise, easy-to-read checklist format, the book is packed with practical advice and information on a wide range of topics, including what we do and don't know about ADHD, probable causes, critical elements for school success, the most commonly prescribed medications, what children with ADHD need at home, effective behavioral strategies, how to help kids stay organized, and advocating for an ADHD child.

Discover the full potential of the Blobs! Eagerly awaited, this comprehensive resource book for understanding and using Blobs provides: a fantastic insight into Blobs and Blob Trees, their development and the theory behind them; clear instructions on how Blobs can be used to discuss a wide variety of important issues, emotions or feelings; session ideas and activities for working with groups and individuals of all ages; questions to use with the Blobs; and, what not to do when using Blobs! Ideal for anyone new to the Blobs resources, this manual will also provide background information and additional ideas for those familiar with this engaging series.