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Questions
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| Asked By: |
| Beth Liebowitz |
Hello Beth,
I'm sorry it has taken me so long to get back to you. I was unable to log into this system for quite sometime, but it is fixed now.
As to computer programs, I will have to think on that one. Graphic organizers work well with teaching comprehension. Have you tried any of those?
I know Lexia and it has worked very well with many of our students with ASD, but not all. We often have to go to a more direct instruction for reading, like Reading Mastery, which has worked very well. I'm not familiar with Captains Log, but will ask my colleagues about it. email me at sjwagne@emory.edu to get more on this.
Sheila Wagner |
| Asked By: |
| tara r |
Hello Tara,
Your daughter does sound quite talented with many strengths that can be capitalized upon for her future. Yes, she will have a difficult time getting all that knowledge out in an appropriate and timely manner in her academic areas. It sounds very much like you should be working with a talented speech/language pathologist who can assist in the process of improving her expressive communication abilities - perhaps through other means besides paper and pencil, such as computer-output, word processing, etc. She should also be taught how to formulate answers through a concrete modality and analyze problems through a much more basic and organized routine. Using graphic organizers, sentence diagrams and other visual supports to tear apart passages to find meaning or create answers should be able to help her. I can fully understand her frustration with trying to relate her thoughts and viewpoints when she is struggling with her fine motor problems and pragmatic language difficulties. You may also wish to consult with Diane Twatchman-Cullen, a noted speech language pathologist who lectures throughout the nation on these types of difficulties in individuals with ASD. I'm sure that she will have many suggestions for you. I believe that she is also, one of the 'experts' on this website, but if not, you can find her through the Internet. She has also written books under her name that are commercially available. Ms. Cullen is an expert in this area and I would certainly defer to her.
Good luck and I'm sure this little girl will have a bright future!
Sheila Wagner
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| Asked By: |
| April Owen |
I'm certain my book will have many topics to consider at an IEP meeting, but does not provide specific IEP objectives for all the domains that are necessary to educate students within this setting, since those must be geared to each individual child. Children with ASD are so different one from another, that objectives must be written with their specific needs in mind. If you wish to email me via my private email, we can talk further. You will find it below.
Sheila Wagner
Sheila.Wagner@emory.edu
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| Asked By: |
| Jennifer Neary |
Hello Jennifer,
Some school districts will talk with parents regarding their services when the parents haven't decided on where to move within the Metro-Atlanta area, but many prefer not talking to them until they have an established residency. So it can be difficult to learn which is the best system.
I'd suggest the family make some decisions as to the general area they want to move to, then contact the Autism Society of America to gain contacts with parents in that area. Tell the family that traffic conditions in Atlanta really make it more desirable to live near their jobs, to lessen commute time (which can be exceedingly lengthy, depending on where they live/work). Once in town, if they wish to contact the Emory Autism Center, an initial intake meeting will be held to provide them with information regarding local area resources, what programs and services exist at the EAC, and help to get them connect. The Emory Autism Center can be reached at 404)727-8350.
Sheila Wagner
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| Asked By: |
| Terri Novara |
Try contacting the Autism Society of America - National Chapter. You can find them on the web. |
| Asked By: |
| Angela Copponi |
Hello Angela,
That is a BIG question! It will depend on what resources you already have, whether you have had students with autism before, and how much training you have had. I'd suggest that you contact your supervisor to find out what workshops there might be that you could attend, on autism and educating students with this disorder. It will also depend on whether you plan on doing any inclusion with them or not. If it will be a strictly self-contained classroom, then look to TEACCH materials in North Carolina. If you are intending to do inclusion (I would hope so), then my own book, Inclusive Programming for Elementary Students with autism might come in handy. Diane Twatchman-Cullen has written an excellent book on How to be a Paraprofessional, so that you can best train your staff. A Treasure Chest of Behavioral Strategies for Individuals with Autism by Beth Fouse and Maria Wheeler is also excellent to help maintain order in your classroom. The Touch Kid Social Skills Book by Susan M. Sheridan is also excellent for giving basic steps for teaching your students. There are thousands of resources out there. Check out Future Horizons Publishers who carry hundreds of items surrounding this disability.
I hope this is helpful. Good luck!!
Sheila Wagner |
| Asked By: |
| david clarke |
Thank you!
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| Asked By: |
| Kaisu Doerksen |
Hello Kaisu,
Anytime you lay hands on a child with ASD when they are upset, you risk the epsiode escalating, thereby increasing the risk of physical harm - to the student, or to the staff and peers. Many individuals with ASD do not like being touched and, if they accept it at other times, may not do so when upset. It would be better to remove the other children as quickly as possible, or shield them physically from harm through the use of staff's physical presence or a structure of some kind. When slightly calmer, you may be able to remove the child through verbal coaching and soothing words, rather than through physical assist. Of course, there is always the time when all else fails and great harm can occur if physical assistance is NOT used to stop the actions. This will have to be a case-by-case decision after all else has been tried and not worked - including giving the student some space and allow them to self-calm. If everything fails, then it would be better to have at least two staff interacting with the child and they should use standard, Crisis Prevention Techniques to move the child to safety. Much research has been conducted on physical assists and restraint methods, which I would encourage you and the school to investigate. If this child has routine meltdowns that brings this subject up, then the school staff need professional training in this area.
Hope this helps!
Sheila Wagner
Emory |
| Asked By: |
| Debbie Vasquez |
Hello Debbie,
This is the question that is most frequently asked, but is the most difficult to answer! I, and those that I work with at Emory Autism Center shy away from this question of recommending a particular school, because so many things change from one year to the next. Teachers move, classes move, principals move, staff get pregnant and leave, etc., etc., etc. What may be wonderful one year, may be a disaster the next. So I really don't give recommendations one way or another. I know that this is hard, but when you land in Atlanta, come see me and we can talk.
Sheila Wagner
Emory |
| Asked By: |
| allen norde |
This is an interesting perception of 'self' and how someone (I assume with ASD) views the world. But do you have a question for me?
Sheila Wagner |
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