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"... the most important considerations in devising educational programs for children with autistic spectrum disorders have to do with recognition of the autism spectrum as a whole, with the concomitant implications for social, communicative, and behavioral development and learning, and with the understanding of the strengths and weaknesses of the individual child across areas of development."
—Educating Children with Autism2001

xMinds Resources

Intervention Strategies
Behavior Management


Asperger Syndrome and Difficult Moments
Practical Solutions for Tantrums, Rage and Meltdowns
By Brenda Smith Myles and Jack Southwick
Autism Asperger Publishing Company; Rev Exp edition (March 29, 2005)   158 pp
"Sometimes, when the environment is structured in such a way that the persons [on the autsm spectrum] can't have their needs met or don't understand behavioral, social, or academic expectations, an unfortunate eent will occur - a rage attack, behavioral outburst or tantrum."  This book explains the meltdown cycle and provides intervention techniques for each specific stage, as well as information as to how to teach skills that will help to prevent future meltdowns.
Why we recommend this book:  Written for both teachers and parents, this books helps to promote a coordinated home / school approach that is necessary when attempting to exxtinguish negative behaviors. By understand how and why the child acts out, simple techniques can be implemented to help the child regain control.

Lost At School
Why Our Kids with Behavioral Challenges are Falling Through the Cracks 
and How We Can Help Them
By Ross W. Greene
Scribner, 303 pp
Ross Greene presents an evidence-based approach that addresses challenging behaviors in the classroom. Collaborative Problem Solving (CPS) is based on the premise that all children do well if they can, but many are unable to meet behavioral expectations because they are lacking the skills necessary to be successful. CPS has been proven effective for students on the autism spectrum.
Why we recommend this book: This practical, cutting-edge approach offers renewed hope to parents, teachers and students by focusing on solving problems rather than simply administering consequences. The author’s conversational tone makes it an enjoyable read.

Managing Meltdowns
Using the S.C.A.R.E.D. Calming Technique with Children and Adults with Autism
By Deborah Lipsky and Will Richards, 2009, 80pp
Jessica Kingsley Publishers
Co-written by an individual with high-functioning autism and a clinical psychologist, the book distinguishes between a meltdown and a temper tantrum and provides valuable insight into how an autistic individual perceives danger. It teaches those in authority how to react in a way that will de-escalate a situation.
Why we recommend this book: The strategies recommended here can be used in school environments to eliminate the practice of restraint and seclusion of students on the autism spectrum. Deborah Lipsky’s insight into the perceptions and reactions of people with autism challenges the reader’s assumptions about how to respond to them.

No More Meltdowns
Positive Strategies for Managing and Preventing Out-of-Control Behavior
By Jed Baker, Ph.D., 2008, 150pp
Dr. Baker provides a four-step model to reduce challenging behavior. Step 1: Accept and appreciate the child (establish a positive relationship); Step 2: De-escalate a meltdown (use distraction and teach self-calming strategies); Step 3: Understand why a meltdown keeps occurring (discern the function of the child’s behavior); and Step 4: Create plans to prevent meltdowns. The second half of the book describes intervention strategies for the four major triggers that cause meltdowns: demands, waiting, threats to self-image, and unmet wishes for attention.
Why we recommend this book: The book is concise and extremely accessible, providing plenty of examples and engaging real-life stories that parents and educators can easily identify with. Dr. Baker conveys great compassion for the children who struggle to cope with a world that is out of their control.

Simple Strategies That Work!
Helpful Hints for All Educators of Students with Asperger Syndrome, Highfunctioning Autism, and Related Disabilities 
By Brenda Smith Myles, Diane Adreon, and Dena Gitlitz
Autism Asperger Publishing Co. 
These ten simple strategies, which can be applied to students of all ages and in all settings, are essential to foster success and independence in school.
Why we recommend this book: This resource explains how the characteristics of autism affect the behavior and classroom experience of these students, and provides simple and clearly articulated strategies for helping these students cope with the challenges.


Lives in the Balance: Collaborative Problem Solving
Collaborative Problem Solving (CPS) is an evidence-based behavioral approach developed by Dr. Ross Greene, and is a process by which adults and kids solve problems together. The underlying philosophy is that children do well when they can; in other words, challenging children lack the skills they need to be successful. For many children on the autism spectrum these skills must be taught directly and coached consistently. Children on the spectrum will also need significant help learning how to generalize the new skills to other environments and people.
Why we recommend this web site: The site provides practical information and resources to help learn about and implement CPS. This behavioral approach would be most successful for students on the spectrum who are verbal and have developed some self awareness and ability to self reflect and who are beginning to learn how to consider the perspective of others. 

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Made possible by a five-year grant from the U.S. Department of Education, the center takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision-makers, caregivers, and service providers apply these best practices. Articles on teaching social and emotional skills and preventing challenging behavior; dozens of free audio and web presentations for educators and parents on implementing and sustaining programs and services, positive behavior supports, and evidence-based practices, among others; and powerpoint presentations on policies for education systems. 

Social Thinking and Communication


Thinking About YOU Thinking About ME
Philosophy and strategies to further develop perspective taking and communicative abilities for persons with Social Cognitive Deficits
By Michelle Garcia Winner
Think Social Publishing, Inc., 207 pp
Description: Winner is the first to promote teaching high-functioning students on the autism spectrum why it’s important to have social skills, not just how to have social skills. Because these students can apply reasoning to understanding and reacting in situations, this approach helps them learn how to help themselves.
Why we recommend this book: There is no other methodology like Winner’s. Simply teaching children how to mimic a social skill is not the same as teaching them why we use social skills. Children with HFA/Aspergers must learn cognitively what neurotypical children know intuitively.

Social Behavior Mapping
Connecting Behavior, Emotions and Consquences Across the Day
By Michelle Garcia Winner
Think Social Publishing, Inc., 108 pp
Description: This book provides a simple and systematic method to teach children to understand how their behavior affects how other people think about them, by linking their behavior with feelings and consequences. It includes clear instructions for writing individualized social behavior maps, as well as more than 50 maps for school, home, social activities, and personal hygiene.
Why we recommend this book: The simple and direct method appeals to the visual processing strengths and black-and-white thinking of these students. Students can participate by drawing or diagramming the sequence of behavior, feelings, and consequences. 

Improving the educational experiences and outcomes of students on the autism spectrum in grades K-12

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