Características generales de los niños con Asperger. Diferencias entre niños con trastornos del espectro autista y niños con Asperger
Is your child gifted? Does your gifted child also happen to struggle socially? This doesn't mean necessarily that your child has Aspergers, nor are all Asperger children gifted, however the defined characteristics of Aspergers and what to look for...
Here’s a free printable for teachers and parents. I drew this because I have a hard time forgiving myself when I make mistakes and I’d like children to be easier on themselves. Parents, teachers, educators, you can download and print this for your […]
The amount of visual supports some of our students need to be successful both academically and socially can be overwhelming. Just imagine, if it’s overwhelming to us as teachers, it has to be way too much for our students who struggle with executive functioning skills, like organization, to handle! I’ve found that once we’ve introduced ... Read More about Setting Up a Student Success Binder
autismo, diversidad funcional, neurodiversidad
Se dice que la comunicación es un elemento muy importante para cualquier ámbito de la vida, ya sea personal y profesional, pero cuando hablamos de ésta no solamente nos referimos al aspecto de habl…
En Irish Autism Action, y publicado en el facebook de Elsonidodelahierbaalcrecer, encontramos esta rueda de resolución de problemas, muy int...
Compartimos con todos vosotros el fantástico trabajo realizado por la gerente del Gabinete Psicológico: Mari Carmen Casado Aristegui de Argentina. Desde nues
These yoga poses for kindergarten kids help them learn about themselves, discover new muscles, and build strength. Read the post to learn more.
Hola Está palabra la conocéis todos. Posiblemente es una de las primeras palabras que aprende cualquier estudiante de español. Sin embargo, no está claro su origen y muy pocos españoles lo conocen.…
For students with #autism, a virtual science fair can be an accessible and engaging experience. https://t.co/qteMbJBUhc
Help for understanding Autism and Asperger's and Homeschooling - how they can work together, how you can help someone with Autism and Asperger
This was one of the first books in the series of Superflex books from Social Thinking® and Michelle Garcia Winner. Out of all of the Superflex books, I like it the best.
Pas moins de 3 élèves avec troubles du spectre autistique cette année, j'ai donc fait un gros travail sur les émotions. J'ai réalisé qu'un de mes élèves avait besoin d'outils pour l'aider à gérer sa colère. Ça y est c'est fait avec l'aide des personnages...
9 octobre : Journée mondiale du handicap. Apprenez-en d'avantage sur le handicap invisible grâce à notre infographie.
As I talked about last week, we are getting ready to start our All About Me Unit this month. Last week, I sent home a note to all my students asking their parents to fill out a current phone number and address that their child could learn. When I tested all of my kids, only ONE knew his phone number and address (part of this could be because my kids didn't understand the questions, but still...we obviously need to work on this!) Back when I first started teaching, I used to teach my students their home phone number, but lately I have been thinking that knowing a parent's cell phone number might be more appropriate if a student is ever needing to get ahold of their parents (I mentioned this in the note as well for parents to consider when providing a phone number for their child to learn). Once I got all the information back from the parents, I created these cute re-usable books for each student so we can work on learning their personal information every day! Here is a sample cover (of me!) This is the first page...students work on name, gender, hair color, and eye color. The picture choices are stored on the bottom of the page (there are correct/incorrect answer choices available). So the student has to find the correct answer and place it next to the correct statement. For instance, they need to find their name and put it in the box next to the phrase "my name is." To make this easier for some of my students, I will only include the correct answers at the bottom of the page. This page is working on learning phone numbers. The numbers are stored at the bottom and students need to put them in the correct order at the top of the page. When we start out, I will write in all the numbers on the top of the page (with dry erase marker since the pages are laminated). Students will start out matching the numbers. Once they can do that, I will start erasing numbers from the end of the phone number to see if they can begin to memorize the order. This is the address page. Students have to put their house number and street on the top line, city/state on the middle line, and country on the bottom line. Again, pictures needed to complete the page are located at the bottom (including some wrong answers). This is the last page. Students have to identify school, teacher, room number, and a friend. Again, pictures needed to complete the page are at the bottom (I blurred out the names for privacy sake). I'm super excited about these books and can't wait to use them with my kiddos this week. I did make some of my books easier by including more pictures and less words in the answer choices. For instance, pictures of teachers/friends instead of names. I'll let you know how it goes! UPDATE: This book is now available for sale on my TPT Store. Click here to get your copy!
Als je op zoek bent naar activiteiten die je thuis kan organiseren samen je kleuter, dan kan dit filmpje van Padres Formados je inspireren.
Question When my 15y/o son with autism (high functioning) meets with disappointment, and when things don't go just as he wants them to, he has his meltdown …then it is so difficult to get him redirected back to doing what he should be doing. Are there any tips you can give me about how to try to get him back on track, to help him accept that something didn't work out or that he can't do or have something he really wanted? Answer What you’re referring to here is low frustration tolerance (i.e., needing immediate pleasure or needing to avoid pain at the cost of long-term stress and defeatism). Low frustration-tolerance originates from the youngster’s dysfunctional and irrational beliefs. Behaviors are then the result of avoiding frustrating events which, paradoxically, lead to increased frustration and even greater mental stress. Low frustration tolerance occurs when the youngster gets very frustrated and has an unwillingness or inability to tolerate the necessary short-term discomfort that is sometimes required for long-term gain. The opposite of this would be HIGH frustration tolerance. High frustration tolerance is simply the ability to tolerate or cope with discomfort and hard work in the short-term in order to achieve one's long term goals. Kids and teens with high frustration tolerance tend to be much more flexible, logical, rational and calmer in their thinking, behavior and general approach to life – and they are far less likely to suffer mental health problems as a result. ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's Here is what I would say to your son if I were meeting with him one-on-one… Low frustration tolerance is just what it sounds like. You do not tolerate even the most minor frustrations well. You are easily irritated. You have a short fuse. Now …here is how you can increase your ability to deal with stressors, irritations and frustration without blowing your cool: When the irritation happens and before you lose your cool, you have a thought or some belief which either lowers or increases your frustration. Consider some of the situations that irritate or annoy you. Look at some of the thinking which may be causing you to be more irritated or frustrated than you need to be. Here are some examples: "I can't stand being frustrated, so I must avoid it at all costs." "I can't take this." "I can't wait that long." "I should always be happy and content." "It shouldn't be this difficult." "It shouldn't be this way." "My mom should stop doing things which annoy me." "Things must go my way, and I can’t stand it when they don't." "This is too much." It is important to listen to what you are thinking, because then you can change what you are thinking. If you change your view of what is happening, you can change how you feel about it. If you can tune-in to what is going on in your head, you can rewrite the script. A large part of feeling frustrated comes from feeling helpless. Realize that you aren't completely helpless. Now here is what I have to say to you, the parent... There are nine distinct dimensions reflecting differences in temperament that influence how kids on the autism spectrum respond to the world around them. Understanding these may better help you to understand your son and figure out strategies for coping better with his temperament: 1. ACTIVITY measures the amount of physical energy a youngster puts into behavior and daily activities. An active child moves around a lot, even when sleeping. These kids prefer more active kinds of play over quiet activities such as reading. Many resist sleeping and fall asleep only when they're exhausted. Moms and dads need to notice what works when they are trying to calm an active youngster at bedtime. 2. ADAPTABILITY measures a youngster's adjustment to changes and transitions. Highly adaptable kids can be taken anywhere, anytime. They can sleep anywhere. As they get older, they are easy going. Kids low in adaptability react negatively to changes and need a lot of time before settling into situations. Unexpected situations can arouse strong reactions. Kids low in adaptability resist change, and often insist that every detail of daily routines be followed. They frequently are clingy. You can help them feel more in control by giving them simple choices to make (e.g., “Would you prefer doing your homework before or after dinner?”). 3. APPROACH/WITHDRAWAL measures a child’s initial reaction to a new activity, person, or situation. “Approaching” children tend to have a positive first reaction. These kids are often also very active and may go barreling into new situations, sometimes frightening other kids nearby. Helping them to slow down a little is very useful. “Withdrawing” kids have a negative reaction to the first time they experience something new. Sometimes they slowly warm-up to a situation, so it's important not to rush them into things. Let them set the pace at which they assimilate into what is going on. ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's 4. DISTRACTIBILITY measures a youngster's tendency to be diverted by noise, interruptions, and other things going on around them. Highly distractible kids are acutely aware of everything that's going on around them. Simply explaining to a youngster, "You're getting distracted" can help him become more aware and regain his focus. Kids low in distractibility focus well, even in challenging environments, such as school. 5. INTENSITY refers to the level of energy a youngster puts into self-expression (i.e., the amount of volume and drama in the youngster's life). Intense kids express themselves with great vigor and gusto. Older kids speak in extremes (e.g., “Today was THE BEST or THE WORST day ever”). When they are in a good mood, they can be delightfully enthusiastic about something. When they are in a bad mood, a negative reaction from a parent can unleash a major tantrum or meltdown, abusive back-talk, threats of violence, or threats of running away. Moms and dads of intense kids need to learn how to not escalate with them. You should speak in a matter-of-fact tone of voice with them. After an eruption is over, try to help them learn more appropriate ways of expressing themselves that will be less offensive to others around them. 6. MOOD is a measure of a youngster's disposition. Some kids complain a lot. Others smile a lot and are always content. Some tend toward optimistic, others pessimistic. Kids who are more serious may have an analytical way of looking at things. If they tend toward pessimism or negativity, you can use their analytical perspective to your advantage. Speaking in a measured tone, help them understand what is upsetting them; help them broaden their perspective. Help them see things in new, more adaptive, ways. 7. PERSISTENCE/FRUSTRATION TOLERANCE measures a youngster's ability to complete a task in the face of obstacles. Kids with low frustration tolerance tend to give up easily when something doesn't go easily. Children and teens with low frustration tolerance do not like to be left alone. Kids who are low in frustration tolerance can be helped to increase their persistence by gradually stretching out the “adult response-time” to their kid's demands for help. Try breaking tasks down into smaller and easier pieces. Encourage them to do something until they can complete it. Kids with high frustration tolerance can persist in the face of difficulties and are more comfortable entertaining themselves. They sometimes find it difficult to walk away from something unfinished. You can help by giving them advance warnings (e.g., “Dinner is in five minutes”). 8. REGULARITY measures how predictable or unpredictable a youngster's biological functions are (e.g., hunger, fatigue, bowel movements, etc.). “Irregular” kids will rarely do anything with any predictability. Moms and dads should resist nagging a youngster about eating with everyone else. Instead, try making healthy snacks and food available for when they ask for it. Kids who are more irregular may handle chaos and spontaneity better than kids who are very “regular” and who do better in predictable and structured environments. 9. SENSITIVITY is a measure of a youngster's sensory threshold. A youngster low in sensitivity is better equipped to handle a stimulating situation (e.g., crowds or shopping). A youngster high in sensitivity has a low tolerance for exciting or stimulating situations, and will be prone to meltdowns. He over-reacts to physical stimuli (e.g., sights, sounds, taste, smell, and touch). Sensible accommodations to help sensitive kids can make coping easier for the youngster (e.g., learning when to turn down the volume). Understanding your son's temperament will go a long way toward helping him fit into a society that is quick to judge harshly behaviors and emotions that are "different." To the extent that a mother or father can learn to accept a youngster for who he is, it greatly helps that child or teen to learn to feel good about being himself. Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism ==> Videos for Parents of Children and Teens with ASD ---------- Resources for Neurodiverse Couples: ==> Online Group Therapy for Men with ASD ==> Online Group Therapy for NT Wives ==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples ==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD ==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder ==> Cassandra Syndrome Recovery for NT Wives ==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development ==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.
