Learning by seeing and doing: Visual support for children with autism. Ilearn Series: Flexibility And Learning - Itineris Baltimore Ironic language processing in children with high autism spectrum disorder. Pexman, P.M., Rostad, K.R., McMorris, C.A., Climie, E.A., Stowkowy, J., & Glenwright, M. Theory of Mind Learning: A new approach to social skills training for individuals with autism. Academic and social impairments of elementary school children with attention deficit hyperactivity disorder. Promoting social interaction and understanding in individuals with autism spectrum disorder: a group intervention. Pdf] Issues And Priorities Of Medical Education Research In Asia. A comparative study of the spontaneous social interaction of children with high-functioning autism and children with Asperger’s disorder. RCT of manualized social therapy for high-functioning autism spectrum disorder. Lopata, C., Thomer, ML., Voelker, MA., Toomey, JA., Nada, RE., Lee, G.K., et al. Loneliness, friendship quality and social networks of adolescents with autism in an inclusive school setting. Locke, J., Ishijima, E.H., Kasari, C., & London, N. Social problem-solving skills and self-esteem of aggressive and non-aggressive children. Evidence Based Health Services Management For Nurse Leaders: An Intracampus Partnership And Curriculum Haviland (Eds.), Handbook of emotions (pp. Social networks and friendships at school: comparing children with and without ASD. Kasari, C., Locke, J., Gilsrud, A., & Rotherham-Fuller, E. Social emotions and social relationships in autism: Can children with autism compensate? In J. An advanced test of theory of mind: Understanding the thoughts and feelings of story characters by able-bodied autistic, intellectually disabled, and normal children and adults.Ĭassari, C., Chamberlain, B., & Bauminger, N. Looking For Help Managing Your Child’s Behavior? Our Experts Can Help!!! The effects of theory of mind training and social skills on the social competence of sixth grade students with autism. Effectiveness of a social skills group intervention to improve social behavior in children with high-risk autism spectrum disorders.įeng, H., Lo, Y., Tsai, S., & Cartledge, G. C., Ornstein-Davis, N., Sturtz-McMillen, J., & Matthews, R. Emotional competence in children with autism: diagnostic criteria and empirical evidence.ĭeRosier, M. M., Rieffe, C., Terwogt, M., & Stegge, H. A multifaceted social skills intervention for children with Asperger’s syndrome: A junior high school detective training program.īegeer, S., Koot, H. Free Evidence Based CurriculumĬBT social skills self conscious self regulation Positive and Supportive Behavioral Interventions (PBIS) Solving social problems take a point of view social-emotional learning ASD Response to Interruption (RTI) Social-Educational Relations Item #12 I] Catch My Breath (international)īeaumont, Rang R., & Sofronoff, K. Representing behavior as a comic book character helps remove barriers to student awareness of behavior, while Superhero Superflex helps build the thinking needed to manage this behavior. Superflex and his sidekick dog, Bark, undertake their first mission to save the citizens of Social City. This comic tells the story of how Aiden gained super flexible thinking powers to become Super Flex! The students learn about a cast of Unthinkables who are trying to leave the city of Superflex forever. The curriculum is paired with a 21-page comic book: Students learn that everyone has a superflexible ability and can become their own personal superflex. Free Evidence Based Curriculum – Superflex Curriculum offers lesson plans to help professionals and parents create a personalized Superflex Superhero Training Academy for their students.
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