152.188
Moore
Moore, Daniel T.

Your Family Clinic’s Temperature Biofeedback kit.

Contents: 1 booklet, 1 CD-ROM, 1 thermometer

Description: “Temperature Biofeedback is a tool to help children (and adults) better control their bodies. While simple and fun to learn, temperature biofeedback teaches how to relax and sit still.”–Publisher’s website

AILP
AV
616.8982
First

First Signs Screening Kit for Pediatric Practitioners [kit]. First Signs, 2008.

Contents: 1 DVD + 1 developmental screening guidelines for children ([4] p. : ill. ; 28 cm.) + 5 articles + 1 poster + 1 book
Title on poster: Is your baby meeting these important milestones? : key social, emotional, and communication milestones for your baby’s healthy development / by Stanley L. Greenspan, Barry M. Prizant, Amy Wetherby.
Book: The First Year : Autism Spectrum Disorders : An Essential Guide for the Newly Diagnosed Child / Nancy D. Wiseman with Robert L. Rich ; foreword by Kenneth Bock. Da Capo Life Long, 2009. xxii, 343 p. : ill. ; 23 cm.
Article titles: Communication and symbolic behavior scales developmental profile (CSBSDP) (8 p.) — Modified checklist for autism in toddlers (M-CHAT) (3 leaves) — Ages & stages questionnaires (ASQ) (4 leaves) — Developmental screening & surveillance news (Spring 2008) ([8] p.) — A pediatric practitioner’s guide : referring a child to early intervention in the U.S. (1 sheet, folded).

Description: Outlines the diagnostic criteria for autism spectrum disorders (Asperger’s Syndrome, Childhood Disintegrative Disorder, Pervasive Developmental Disorder — PDD/NOS, Rhett Syndrome),  provides the guidelines for conducting a developmental screening, and describes how to relay developmental concerns to parents. Differences in development are vividly demonstrated through video examples of typical and atypical behavior in children from four to thirty-six months of age.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.920075
Bayley

Bayley, Nancy

Bayley Scales of Infant and Toddler Development [kit].  Psychological Corporation, 2006.

Contents: administration manual (viii, 266 p. : ill. ; 28 cm.), 1 stimulus booklet, 1 technical manual, 1 DVD (administration manual), record forms, screening test record forms, social-emotional and adaptive behavior questionnaire booklets, caregiver reports. Manipulatives in suitcase: Set 1:  1 clear box (4-sided), 1 bell, 3 spoons, 2 red crayons, 3 plastic cups, 1 squeeze duck, 1 red shoe lace, 1 bottle with lid, 1 plastic doll, 1 pink rattle, 1 ring with string — Set 2: 1 blue stepping path, 2 washcoths, 4 red blocks with holes, 8 red blocks without holes, 16 plastic pegs, 5 round disks, blue block set (5 square, 4 round), 2 children’s books (Spot on the Farm & Picture book of photographs) — Set 3: 1 red plastic bank, 3 red flat blocks, 1 blue drawstring bag, 1 small red ball, 1 red lacing card, 1 button sleeve, 2 pencils, 1 green car, 1 comb, 1 mirror, 1 bracelet, 6 Lego blocks, 6 memory cards, 3 puzzles ( ball, ice cream cone, dog) — 1 yellow pegboard, 1 large blue ball, 1 plastic cup with handle, 1 puzzle board (pink and blue), set of seven ducks (1 weighted).

Description: The Bayley-III is designed to provide a basis for the evaluation of a child’s development between 1 month and 43 months of age. Its primary purposes are to identify children with developmental delays and to provide information for intervention planning.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
371.94
PEP3

Psychoeducational Profile : PEP-3 : TEACCH Individualized Psychoeducational Assessment for Children with Autism Spectrum Disorders / Eric Schopler … [et al.] ; TEACCH.  Pro-Ed, c2005.

Description: Derived from the program the Treatment of Education and Autistic and related Communication handicapped CHildren (TEACCH), the PEP-3 is an inventory of behaviors and skills designed to identify uneven and idiosyncratic learning patterns. The PEP-3 provides useful information regarding social reciprocity and normative data both from a group of children in the autism spectrum as well as from a comparison group of typical children.  The PEP-3 offers many nonverbal items, flexible administration procedures, untimed items, concrete materials that are interesting for even the most impaired child, several developmental levels that make success for all examinees a possibility and language items that are separated from other function areas, thus making virtually all children in the autism spectrum testable and teachable.  The third edition combines the latest research data on autism with the established information required for making diagnostic and prescriptive recommendations used for planning effective individualized behavioral interventions and educational programs.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.920075
Bayley
Scrn

Bayley, Nancy.

Bayley Scales of Infant and Toddler Development [kit] : screening test.  3^rd ed.  Psychological Corporation, c2006.

1 manual, 1 stimulus book, 1 observation checklist, forms and manipulatives.

Description: The Screening test of the Bayley Scales of Infant and Toddler Development is designed to briefly assess the cognitive, language, and motor functioning of infants and young children between 1 month and 42 months of age. The primary purposes are to determine quickly whether a child is progressing according to normal expectations and to determine if further, more comprehensive evaluation is needed.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.92855
Commun

Communication and Symbolic Behavior Scales (CSBS) / Amy M. Wetherby, Barry M. Prizant. Normed ed. Brookes Pub. Co., 2003.

Description: “CSBS is a norm-referenced, standardized instrument used to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. … CSBS can be used with infants and toddlers whose functional communication age is between 6 and 24 months and with children up to 72 months who exhibit atypical development. It should be administered by a speech-language pathologist, early interventionist, psychologist, or other professional trained to assess developmentally young children. The assessment takes about 50-75 minutes to administer.”–publisher’s website.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
618.928982
Autism

Autism Spectrum Disorders : A Transactional Developmental Perspective / edited by Amy M. Wetherby and Barry M. Prizant. P.H.Brookes, c2000.

Copies in Anchorage and Fairbanks.

AILP
ASMT
618.92
Ages

Ages & Stages Questionnaires [videorecording (DVD)] : scoring & referral / written and directed by Elizabeth Twombly, Jane Squires ; video production by Arden Munkres. Paul H. Brookes, c2009.

1 DVD

Description: ASQ-3 users will learn how to use the scoring sheets, convert parent responses into point values, compare the results with the cutoff scores, use the monitoring zone to determine if a child’s progress should be monitored in one or more areas, interpret parent reponses on the Overall section, and decide if a referral for further assessment is needed. Includes a home visitor guiding a mother as she fills out a questionnaire for an infant and tries the ASQ-3 tasks with her child.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.92
Ages
HV

Ages & Stages Questionnaires on a Home Visit [videorecording (DVD)] / developed by Jane Farrell and LaWanda Potter ; produced by Arden Munkres ; by Diane Bricker, Jane Squires and Linda Mounts. Paul Brookes, c1995.

1 DVD
Contents: Introduction — ASQ Overview — Home visit introduction — Chenoa, 8 months — Communication — Gross motor — Fine motor — Frazier, 30 months — Communication — Fine motor — Problem solving — Overall — Follow-up activities — ASQ Wrap-up — Credits/Ordering information.

Description: The ASQ system is designed to identify infants and young children who show potential developmental problems. The ASQ system is designed to be implemented in many settings and can easily be tailored to fit the needs of many families. This video demonstrates the completion of the questionnaires for two children. Viewers discover how to explain the ASQ screening process, redefine items to reflect a family’s values and culture, create opportunities for child learning and development, and promote positive parent-child interaction.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.92
Ages

Ages & Stages Questionnaires : [kit] : A Parent-Completed Child Monitoring System / by Jane Squires & Diane Bricker ; with assistance from Elizabeth Twombly … [et al.]. Paul Brookes, c2009.

Test materials in container include: product overview (10 p. ; 28 cm.), quick start guide (4 p. ; 28 cm.) ; questionnaires for  two to four month intervals of age starting at one month, with dividers for organizing ; parent conference sheet ; CD-ROM.

Description: Designed to screen young children for developmental delays, to identify children who are in need of further evaluation and those who appear to be developing typically. Includes 21 questionnaires to assist with the screening and monitoring of children with possible developmental delays from one month to five and a half years of age. Questionnaires are to be completed by parents or other primary caregivers and have a reading level of 4th-6th grade. Test areas include: communication, gross motor, fine motor, problem solving, and personal-social. The user’s guide is intended to help implement ASQ-3 effectively, and contains vital information about planning, organizing, administering, scoring, and evaluating the screening and monitoring system as well as psychometric information.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

AILP
ASMT
618.92
Ages
Kit

ASQ-3 kit. Paul Brookes, c2009.

Contents: Baby bottle (clear); Ball: large (with hand pump to inflate; ball may be stored deflated when not being used); Ball: small; Beads: small, to string (10 included); Book: wordless picture book; Book: storybook with pictures; Blocks: small (10 included); Bowl; Coloring book (with tear-out pages); Crayons: two sizes (one 4-pack of small; one 3-pack of chunky); Cup; Fork (child size); Jars: clear plastic with screw lid, one short and one tall (short one may be used for “jar with screw lid” or “wind-up toy”; tall one may be used for  “clear bottle” if baby bottle is not used); Mirror; Puzzle (5-to-7 piece, interlocking); Scissors (child-safe); Shoelace (may be used for “string”); Spoon (child size) (may be used for “stick”); Stuffed doll or animal with buttons and zipper (may be used for “doll”); Toy: keys on a ring (may be used for “small toy” or “rattle”); Toy: small, easy to grasp.  A booklet on how to use the kit is included in the pocket of the tote bag.

Copies in Anchorage and Fairbanks; staff use only, or as designated by staff.

There are copies of all of these in both Anchorage and Fairbanks.

Books

AI Reserve
371.94
Fein

Fein, Deborah.

Autism in Your Classroom: A General Educator’s Guide to Students with Autism Spectrum Disorders / by Deborah Fein and Michelle A. Dunn. 1^st ed. Woodbine House, 2007.

Contents: pt. 1. What you need to know about autism spectrum disorders. What is autism? — More about autism spectrum disorders — What causes autism spectrum disorders? — The impact of autism on the family — What treatments are used for children with autism? — pt. 2. The student in your classroom. Educational placements — Getting started — Cognition and motor issues — Language issues — Academics — Social skills — Troubleshooting behaviors in the classroom — The balancing act — Case studies of success and failure — Myths and FAQs about autism.

AI Reserve
646.78087
Marsha

Marshak, Laura E.

Married With Special Needs Children: A Couples’ Guide to Keeping Connected / Laura E. Marshak, Fran Pollock Prezant. 1^st ed. Woodbine House, 2007.

Contents: Introduction — The structure and foundation of a good marriage — No longer cruising down the river : the early stage of adjusting to disability — Practical solutions to practical problems — Communicating and problem-solving as a couple — Romance and sexual intimacy — Negotiating and implementing livable roles — Stress management and coping strategies (or don’t forget to breathe!) — Heartfelt conflicts : opposing views on protection, expectations, and helping your child — Supports outside of your family — Serious marital troubles — A marriage transformed — Divorce considerations — Remarriage : the need to do it differently — Learning from long-term marriages — A closing thought — Appendix 1 : More advice from parents — Appendix 2 : Experiences transformed into poetry — Appendix 3 : Participant responses to selected survey items.

AI Reserve
378.0087
Katovi

Katovitch, Diana M.

The Power to Spring Up: Postsecondary Education Opportunities for Students With Significant Disabilities /  Diana M. Katovich.  1^st ed. Woodbine House, 2009.

Contents: Part One: students with significant disabilities in Postsecondary education — Chapter one: “A life worth living”: postsecondary education and students with signigicant disabilities — Chapter two: Whats transition got to do with postsecondary education? — Chapter three: Addressing the elephant in the lecture hall: Inclusion and postsecondary program options — Part Two: program profiles — Chapter four: more about options — Chapter five: Storming the ivory tower: college-based transition program: Buffalo state college — Chapter six: A matter of degree: The venture program at Bellevue college and rethink higher education’s passport program — Chapter seven: taking care of business: the occupational training program, Eastern New Mexico University — Chapter eight: five hundred graduates strong: the threshold program, lesley university — Chapter nine: learning to take ownership: the college interniship program at the berkshire center — Chapter ten: sharing the gift of music: the berkshire hills music academy — Chapter eleven: Becoming part of a greater world: vista vocational program and chapel haven R.E.A.C.H. program — Chapter twelve: “Energy is anything that causes a change”: the career and community studies program at the college of New Jersey — Chapter thirteen: A spectrum of support: college options for students with autism spectrum disorders — Chapter fourteen: working without a net: students with SD attending college on their own — Part Three: making it so – advice for students, their parents, and secondary education professionals — Chapter fifteen: So you want to go to college? advice to students — Chapter sixteen: Touching the future: the secondary teacher’s role in facilitating PSE — Chapter seventeen: Time to face the music: parent’s roles in building competence for PSE — Chapter eighteen: The buck stops here: the fine are of financing — Chapter nineteen: The nuts and bolts of college admissions: how to start — Chapter twenty: and they’re off! supporting your student during college years — Epilogue: Removing the stone.

AI Reserve
371.94
Bruey

Bruey, Carolyn Thorwarth.

The Autism Transition Guide: Planning the Journey from School to Adult Life / Carolyn Thorwarth Bruey & Mary Beth Urban. 1^st. ed. Woodbine House, 2009.

Contents: Introduction — 1. Where are we headed? — 2. The legal framework for transition planning — 3. Creating an effective transition team. 4. Early, middle, and later phases of transition — 5. Involving your child with an ASD in the transition process — 6. Beyond school — 7. Putting it all together — 8. Final advice for the journey — Appendix — Transition Portfolio planning tool for students with autism spectrum disorders — Resource guide — References & suggested reading — Index.

AI Reserve
616.85882
Glasbe

Glasberg, Beth A.

Stop that Seemingly Senseless Behavior! : FBA-Based Interventions for People with Autism / Beth A. Glasberg. 1^st ed. Woodbine House, 2008.

Contents: Functional behavior assessment and behavior plans: an overview — How are behaviors unlearned? — Beating the behavior to the punch: using antecedent strategies to decrease a behavior — What can he do instead? building replacement skills for problem behaviors — Consequence-based strategies — Sensible interventions for every function — Managing special considerations — Measuring the effectiveness of your behavior plan — Writing up your behavior intervention plan — Frequently asked questions — The top ten strategies to prevent challenging behavior — Appendix A: sample setting events checklist — Appendix B: behavior intervention plan protocol form.

AI Reserve
367
Next

Next Chapter Book Club: A Model Community Literacy Program for People with Intellectual Disabilities / Thomas R. Fish, Paula Rabidoux ; with Jillian Ober and Vicki L.W. Graff. Woodbine House,  2009.

1 book with 1 CD

Description: “All aspects of sponsoring, organizing and implementing a book club in any community are covered. Facilitators learn how to manage their group, use strategies to initiate or improve reading skills, and encourage social interaction. NCBC also provides ongoing training and support to program coordinators and facilitators. A handy CD-ROM included in the book provides several dozen key forms and templates, such as Member and Facilitator Intake Forms, End-of-Book Survey, and Five-Level Scale of Literacy Skills. It also includes 57 strategies and activities that book clubs use.”–Publisher’s website.

AI Reserve
AV
616.8982
Straig

Straight Talk About Autism [videorecording (DVD)] : with parents & kids / [IEP Resources]  Attainment Co., 2008.

Description: Features interviews with kids with autism and their parents. They examine the key issues encountered during childhood and adolescence. “Childhood issues” covers the difficulty of getting an accurate diagnosis, parental acceptance of the disability, dealing with communication deficits, and beginning school. “Adolescent issues” features hypersensitivities, splinter skills, teasing, Circle of Friends programs, social skills, school-to-work transition and independent living.

AI Reserve
302.2
Lowndes

Lowndes, Leil.

How to Talk to Anyone : 92 Little Tricks for Big Success in Relationships / Leil Lowndes. Contemporary Books,, c2003.

Contents: How to get anything you want from anybody (well at least have the best crack at it!) — How to intrigue everyone without saying a word : you only have ten seconds to show you’re a somebody — How to know what to say after you say “Hi” — How to talk like a VIP — How to be an insider in any crowd : what are they all talking about? — How to sound like you’re peas in a pod : “Why, we’re just alike!” — How to differentiate the power of praise from the folly of flattery — How to direct dial their hearts — How to work a party like a politician works a room : the politician’s six-point party checklist — How to break the most treacherous glass ceiling of all : sometimes people are tigers.

AI Reserve
616.858832
Carley

Carley, Michael John.

Asperger’s from the Inside Out: A Supportive and Practical Guide for Anyone with Asperger’s Syndrome / Michael John Carley ; foreword by Peter F. Gerhardt. 1^st ed. Perigee, 2008.

Contents: 1. What is Asperger’s Syndrome? — 2. Now I know: what the diagnosis feels like — 3. Long walks: looking back on the past with a new perspective — 4. Disclosure — 5. The right toolbox: coping strategies — 6. Special interests = passion (+ future?) — 7. Happiness.

AI Reserve
618.9285882
Buckle

Buckley, Julie A.

Healing Our Autistic Children: A Medical Plan for Restoring Your Child’s Health / Julie A. Buckley ; with Lynn Vannucci ; foreword by Jenny McCarthy. Palgrave Macmillan, 2010.

Contents: Introduction: gridiron medicine — What is autism? The search for acceptable solutions — Where recovery lies — “Mommy, I have fleas”: yeast, labs, and supplements — Jedi knights, Yoda, and glutathione — The air that we breathe: hyperbarics — Can we chelate him now? — Have we done all that we can for this child? — Epilogue: the longest marathon.

Description: Autism Spectrum Disorder–which includes autism, Attention Deficit Hyperactivity Disorder, and Asperger’s–is today’s most common childhood disability. Dr. Buckley argues that this disorder is not a psychiatric condition but a physiological disease that must be medically treated.

AI Reserve
618.9285882
Wisema

Wiseman, Nancy D.

The First Year: Autism Spectrum Disorders: An Essential Guide for the Newly Diagnosed Child / Nancy D. Wiseman with Robert L. Rich ; foreword by Kenneth Bock. Da Capo Life Long, 2009.

On cover: Parent-expert walks you through everything you need to learn and do the first year : autism spectrum disorders

Description: An essential guide for managing all aspects of a child’s autism in the crucial stage after diagnosis.

AI Reserve
649.1
Elman

Elman, Natalie Madorsky.

The Unwritten Rules of Friendship: Simple Strategies to Help your Child Make Friends / by Natalie Madorsky Elman and Eileen Kennedy-Moore. 1^st ed. Little, Brown, 2003.

Contents: The unwritten rules of friendship: simple strategies every child needs to know — The vulnerable child — Allen: Giving In to Threats — Phillip: Asking for Trouble — The Intimidating Child — Jason: Believing “Might Makes Right” — Dolores: Excluding Another Child — Jennifer: Bullying a Sibling — The Different Drummer — Eric: Seeking Negative Attention — Spencer: Talking Up a Storm — Chelsea: Coming On Too Strong — The Shy Child — Michael: Not Knowing What to Say — Emma: Hiding from the Group — The Short-Fused Child — Gregory: Acting Like a Poor Sport — Lorena: Assuming Malicious Intent — Malcolm: Falling Apart in Public — The Little Adult — Margaret: Playing “the Expert” — Simon: Belittling Peers’ Interests — Nathan: Needing to Be Perfect — The Sensitive Soul — Jonathan: Overresponding to Teasing — Claudia: Overreacting to Criticism — Lauren: Holding On to Grudges — The Born Leader — Samantha: Running the Show — Jack: Acting Like the Rule Police — Francine: Arguing with Authority Figures — The Pessimistic Child — Meredith: Constantly Complaining — Nadia: Feeling Shortchanged — Zack: Expecting the Worst.

Description: Nobody likes me” is a complaint that parents hear all too often, and few utterances make them feel more helpless. What can a parent do for a child who feels isolated, rejected, or out of sync with his or her peers? This practical and compassionate handbook draws on the authors’ experience working with thousands of children to offer you as a parent (or teacher or caregiver) tools you can use — including practical activities, games, and exercises — to identify a child’s social strengths and difficulties and to sharpen any child’s social skills. Nearly every child has trouble with social relationships in some way, at some time. Some children feel awkward in groups. Some have trouble resolving arguments. Some stick out in such a way that they become natural targets for bullies. And some seem virtually incapable of making friends. No matter what your child’s situation — whether he or she is a born leader or a constant complainer, a wallflower or an unwitting aggressor, a poor sport or a perfectionist — you’ll recognize your child’s struggles in the case studies in this book. You’ll discover why certain children don’t “get” particular social conventions, and you’ll learn simple strategies for increasing your child’s awareness of the unspoken underpinnings of social interactions — knowledge that is essential to building, sustaining, and repairing relationships.

AI Reserve
362.1968
Mannix

Mannix, Darlene

Social Skills Activities for Secondary Students with Special Needs / Darlene Mannix. 2^nd ed. Jossey-Bass, c2009.

Description: “200 ready-to-use lessons and worksheets to help students learn social skills for home, school, work, and the community.” – On cover.

AI Reserve
618.92858803
Cardon

Cardon, Teresa A.

Let’s Talk Emotions: Helping Children with Social Cognitive Disorders, Including AS, HFA, and NVLD, Learn to Understand and Express Empathy and Emotions / Teresa A. Cardon.  Autism Asperger Pub. Co., c2004.

Also called: Helping children with social cognitive disorders, including Aperger syndrome, high functioning autism, and nonverbal learning disabilities, learn to understand and express empathy and emotions

Description: “Understanding emotions – their own and others’ – poses a major challenge for children with autism spectrum and other social cognitive challenges, causing frustration and misunderstanding and often behavioral outbursts. This collection of easy-to-use activities for children ages 4-18 gives parents, teachers, and others a valuable resource. Through a wide variety of experiences, children learn to identify and respond to their own feelings as well as the feelings of others, thereby improving their chances of maintaining and establishing fulfilling and successful social relationships. The appendix offers many activities and worksheets for emotions discussed in the book. “–Publisher’s website.

AI Reserve
371.5
Behavi

The Behavior Problems Resource Kit: Forms and Procedures for Identification, Measurement, and Intervention / Michael J. Asher … [et al.]. Research Press, 2010.

1 book and 1 CD

Description: “This user-friendly resource provides over 50 reproducible forms and … procedures for identifying, measuring and solving child and adolescent behavior problems”–Back cover.

AI Reserve
618.928
Lashno

Lashno, Mary.

Mixed Signals: Understanding and Treating Your Child’s Sensory Processing Issues / Mary Lashno. 1^st ed. Woodbine House, 2010.

Contents: What is sensory processing? — History and terminology of sensory processing — The sensory systems: comparing normal and abnormal processing — Does my child have a sensory processing disorder? the evaluation process — How does sensory dysfunction affect my child? — Is sensory integration therapy right for my child? — What happens during therapy? — Treatment approaches — Your child’s sensory diet — Sensory strategies in the school environment.

AI Reserve
371.94
Cohen

Cohen, Marlene J.

Visual Supports for People with Autism: A Guide for Parents and Professionals / Marlene J. Cohen, Donna L. Sloan. 1^st ed. Woodbine House, 2007.

Contents: Introduction: unlocking the door: how visual supports can help — The features of a good visual support — Some commonly used visual supports: a primer — How visual supports can help with the development of language — Using visual supports to increase memory: the who, what, where, why, and how — Temporal sequential skills — Using visual supports to increase attending — Using visual supports to increase motivation — Using visual strategies to increase social skills — Strategies for fading visual supports — An example of the use of visual supports to increase opportunities.

AI Reserve
649.154
Selfhel

Self-Help Skills for People with Autism: A Systematic Teaching Approach / Stephen R. Anderson … [et al.]. Woodbine House, 2007.

Contents: Reducing long-term dependence — Identifying individual differences — Determining what to teach and when — Establishing a context for learning –  Motivating your child to learn — Using effective tools for change — Evaluating progress — Teaching dressing and personal hygiene skills –  Teaching eating skills — Teaching toileting skills — Planning for generalization.

AI Reserve
618.928588
Cooper

Cooper, Barbara.

The Social Success Workbook for Teens: Skill-Building Activities for Teens with Nonverbal Learning Disorder, Asperger’s Disorder and Other Social-Skill Problems / Barbara Cooper and Nancy Widdows. Instant Help Books/New Harbinger Publications, c2008.

Description: “Making friends is a skill like any other-there are rules to follow, ways to measure your progress, and reasons why some people are better at it than others. Although it may seem like this skill comes naturally to those who don’t have Asperger’s disorder, nonverbal learning disorder (NLD), or other problems relating to others, the reality is that even the most popular people must constantly hone their abilities in order to make new friends and keep the friends they already have. This workbook includes forty activities you can do to recognize and use your unique strengths, understand the unspoken rules behind how people relate to each other, and improve your social skills. After completing the activities in this workbook, you will discover that you can get along with others and build friendships despite the challenges you face. All you need is the confidence to be yourself while still keeping the feelings of others in mind. … in this series of books, students are encouraged to reflect on their own experiences through guided workbook tasks. Chapters include topics such as: What’s different about my brain?; Cool down tools; Using positive self-talk. Each chapter kicks off with a “you need to know” section to encourage the students thinking about a particular topic. This book can be used as part of a group lesson or as individual work for a student to think about in his own free time. This book, like all the others in the series, will also help parents think of ways in which they can engage their children in discussions related to this topic.”

AI Reserve
618.92 858832
Patric

Patrick, Nancy J.

Social Skills for Teenagers and Adults with Asperger Syndrome: A Practical Guide to Day-to-Day Life / Nancy J. Patrick.  Jessica Kingsley, 2008.

Description: “This resource provides practical strategies for helping teenagers and adults with Asperger Syndrome to navigate social skills, friendships and relationships at home and in the community. The author offers advice and useful strategies for tackling day-to-day problems such as visits to the dentist or the doctor, searching for a job, sorting out personal finances, going on vacation, and dealing with public transport, as well as more intimate topics such as dating and acquiring and maintaining friendships. The chapters are structured around real-life scenarios and the challenges they present, followed by step-by-step solutions and suggestions. A final section provides a set of practical self-help tools, which encourage the reader to note down answers to the questions posed and record personal reflections. This accessible guide will be essential reading for teenagers and adults with Asperger Syndrome and their families, teachers, therapists, counsellors, carers, social and health work professionals.”–Publisher’s website.

AI Reserve
618.928982
Boyd

Boyd, Brenda.

Parenting a Child with Asperger Syndrome: 200 Tips and Strategies / Brenda Boyd.  Jessica Kingsley, c2003.

Contents: How to use this book in a hurry — Laying the foundations — Bringing out the best in your child — Common problems A-Z — A word of personal reflection — Appendices.

616.85503
Transi

Transition Strategies for Adolescents and Young Adult who use AAC / edited by David B. McNaughton and David R. Beukelman ; [foreword by Bruce R. Baker]. Paul Brookes, 2010.

Contents: Series preface — Series editors and editorial advisory board — About the editors — About the contributors — Foreword / Bruce R. Baker — Acknowledgments. I. Foundations for successful transitions. 1. Supporting successful transitions to adult life for individuals who use AAC / David B. McNaughton & Pamela Kennedy — 2. Self-determination and young adults who use AAC / David B. McNaughton, Tracy Rackensperger, Michael L. Wehmeyer, & Sandra Wright. II. Education and transition programs. 3. Literacy instruction For transition-age youth who use AAC: what is and what could be / Beth E. Foley & Julie A. Wolter — 4. Making school matter: supporting meaningful secondary experiences for adolescents who use AAC / Erik W. Carter & John Draper. III. Employment and volunteer programs. 5. Post-high school transition supports and programs in postsecondary education for young adults who use AAC / Christy A. Horn & Randy Joe May — 6. Developing skills, “Making a match,” and obtaining needed supports: successful employment for individuals who use AAC / David B. McNaughton, Anthony Arnold, Sam Sennott, & Elizabeth Serpentine. IV. Relationships and social engagement. 7. “Activity brings community into our lives”: recreation, leisure, and community participation for individuals who use AAC / John Dattilo, Elizabeth Benedek-Wood, & Lateef McLeod — 8. The language of love: sexuality and people who use AAC / Dave Hingsburger. V. Living in Society. 9. Preparing youth who use AAC to communicate with their personal assistants / Barbara Collier & Hazel Self — 10. Medical and health transitions for young adults who use AAC / Sue Balandin & Annalu Waller. VI. Assessment and intervention in AAC with teens and adults. 11. AAC considerations during the transition to adult life / Laura J. Ball, Korey Stading, & Denise Hazelrigg — Index.

259.44
Carter

Carter, Erik W.

Including People with Disabilities in Faith Communities : A Guide for Service Providers, Families, and Congregations / Erik W. Carter. Paul Brookes, 2007.

Contents: Lives of faith : moving toward full participation — A welcoming congregation : signs of hospitality — Welcoming, including, and connecting : becoming a responsive congregation — Designing inclusive religious education programs — Supporting individuals with developmental disabilities and their families : the other six days — The contributions of service providers : supporting spiritual expression — Launching communitywide efforts : partnering together for inclusion.

371.9046
Access

Access to Academics for all Students : Critical Approaches to Inclusive Curriculum, Instruction, and Policy / edited by Paula Kluth, Diana M. Straut, Douglas P. Biklen.

L. Erlbaum Associates, 2003.

Contents: Access to academics for all students / Paula Kluth, Douglas P. Biklen, and Diana M. Straut — Toward standards for diverse learners : examining assumptions / Paula Kluth and Diana M. Straut — Academic access and the family / Tracy Knight — Seeing all students as literate / Kelly Chandler-Olcott — Equity for all learners of mathematics : is access enough? / Susana M. Davidenko and Patricia P. Tinto — Accessing power through intentional social studies instruction : every day for every student / Diana M. Straut and Kevin Colleary — Auto mechanics in the physics lab : science education for all / John W. Tillotson and Paula Kluth — Providing access to arts education : an illustration through music / Katia Madsen — In the pool, on the stage, and at the concert : access to academics beyond the classroom walls / Mara Sapon-Shevin and Paula Kluth — Academics, access, and action / Douglas P. Biklen, Diana M. Straut, and Paula Kluth.

306.70874
Facts

The Facts of Life—and More : Sexuality and Intimacy for People with Intellectual Disabilities / edited by Leslie Walker-Hirsch. P. Brookes, 2007.

Contents: Sexuality Education and Intellectual Disability Across the Lifespan : a developmental, social, and educational perspective / Leslie Walker-Hirsch — Six key components of a meaningful, comprehensive sexuality education / Leslie Walker-Hirsch — Foundations in social development education and sexuality education techniques / Leslie Walker-Hirsch — A parent’s perspective : supporting challenges and strategies / Emily Perl Kingsley and Leslie Walker-Hirsch — Social support systems for quality service delivery : a historical view / Amy Gerowitz — In their own words : couples tell their stories / Nancy Parello — Cultural diversity, sexuality education, and intellectual disability / Ruth Luckasson and Sherry Niccolai — Supporting diversity in sexual relationships : on being — gay, lesbian, bisexual, or transgender with an intellectual disability / John D. Allen — Consent to sexual activity : legal and clinical considerations / Ruth Luckasson and Leslie Walker-Hirsch — Managing the risks associated with sexual activity / John Rose and Melissa Rennie — OB-GYN care for females with intellectual disabilities / Mary E. White and Stuart A. Lustberg — Helping individuals recover from sexual abuse : one therapist’s model / Marklyn P. Champagne — Sexuality and mental health : interventions and treatment / Robert Joseph and John J. Barisa.

Audio-Visual Materials

AI Reserve
AV
371.94
Winner

Winner, Michelle Garcia.

Social Behavior Mapping [videorecording (DVD)] / Michelle Garcia Winner. The Gray Center, 2007.

1 DVD

Description: “Cognitive behavioral techniques are those which help a student to learn the thinking behind expected behaviors. Social Stories (developed by Carol Gray) are one type of cognitive behavioral technique for teaching students how to cope in a specific context or with specific people. Social Behavior Mapping is another complimentary method, which helps students to understand how our behaviors (expected and unexpected) impact how people feel, which then impacts how they treat us, which impacts how we feel about ourselves. Social Behavior Maps demonstrate to students how we all impact each other emotionally and behaviorally. This technique is not a panacea, but instead helps to demystify the complexity of social thought and related behaviors. It is being embraced in classrooms all over the United States. On this DVD, the evolution of social behavior mapping is explained along with step-by-step instructions on how to use this valuable treatment strategy. This DVD corresponds with a book called Social Behavior Mapping, also by Michelle Garcia Winner.”–Container.

AI Reserve
AV
371.94
Strate

Strategies for Organization [videorecording (DVD)] : preparing for homework and the real world / Gray Center for Social Learning and Understanding. Gray Center for Social Learning and Understanding, c2005.

2 DVDs plus 1 workbook.

Description: A workshop on the 10 steps of organization that students need to engage in to build successful study systems. Covers topics such as developing motivational skills to understanding time estimation. Also introduces concepts to better understand what type of organizational problem the student has (static versus dynamic).

AI Reserve
AV
616.858832
Intric
II

Intricate Minds II [videorecording (DVD)] : understanding elementary school classmates with Asperger Syndrome / Coulter Video.  Coulter Video, c2006.

1-DVD

Description: “Interviews with elementary school students and demonstrations designed to promote positive interactions between classmates and reduce harassment, bullying and isolation”–Publisher’s Web site.

AI Reserve
AV
616.858832
Intric
III

Intricate Minds III [videorecording (DVD)] : understanding elementary school classmates who think differently/ Coulter Video.  Coulter Video, c2006.

1 DVD

Description: Helps students understand and accept classmates with behaviors that make them appear “different.” Designed to show the points of view of students with conditions such as Asperger Syndrome, Higher Functioning Autism, Pervasive Developmental Disorder, and Semantic-Pragmatic Disorder.

AI Reserve
AV
371.94
Social

Social Thinking Across the Home and School Day [videorecording (DVD)] : the ILAUGH framework and related therapy strategies for kids with social cognitive deficits: HFA, AS, NLD, PDD / Michelle Garcia Winner and the Gray Center for Social Learning and Understanding. Gray Center, 2003.

2 DVDs

Description: “Most people understand that students on the autism spectrum or with non-verbal learning disorder lack the appropriate use of social skills. However, this lack of social skill production emerges from their weaknesses in social cognitive understanding. The workshops and therapy techniques … help parents and educational professionals provide a more thoughtful approach to recognizing the social cognitive reasons for students’ deficits and then teaching them concepts that break social cognitive information and related skills down into smaller parts.”–Container.

Assessments (for use by SESA staff, or as designated by staff)

ASMT
158.2
Greens

Greenspan, Stanley I.

The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhood : Clinical and Research Applications / Stanley I. Greenspan, Georgia DeGangi, Serena Wieder. Interdisciplinary Council on Developmental and Learning Disorders, 2001.

Description: “The … (FEAS) was developed as a criterion-referenced instrument for children ranging in age from 7 months through 4 years of age. It was designed to measure emotional functioning in children with constitutional- and maturation-based problems (e.g., regulatory disorders), children with interactional problems leading to a variety of symptoms such as anxiety, impulsivity, depression, etc., and children with pervasive developmental difficulties. This includes children who experience constitutional or developmental maturational problems, such as those with regulatory disorders or pervasive developmental disorder, as well as caregivers and children with relational problems, such as attachment disorders, or children from multi-problem families with a variety of interactional difficulties (e.g., anxiety, depression, impulsivity, etc.). The FEAS provides a systematic assessment of the child and caregiver’s functional emotional capacities. For infants and young children, these capacities include the child’s ability to organize play interactions with objects and persons, to self-regulate mood and organize attention, to form an attachment with the caregiver, to engage in reciprocal emotional interactions and communications, and to represent feelings and ideas and engage in emotional thinking through play interactions. Caregiver behaviors are evaluated in relation to their capacity to support their child’s development in each of these areas. The FEAS is intended for use to profile social-emotional functioning in infants and young children. As will be seen in chapter 5, it distinguishes between the child with a high-risk profile of emotional functioning and those without problems, as well as between different types of problems. “–Publisher’s website.

Baby Autism New Materials

ASMT
371.94
SCERTS

The SCERTS Model : A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / by Barry M. Prizant … [et al.]. Paul Brookes, c2006.

2 volumes

Contents: v. 1. Assessment — v. 2. Program planning & intervention.

Description: “A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model  provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual’s progress as he or she works toward a goal). With this two-volume manual set, professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention with preschool and elementary school students with ASD.”–Publisher’s website.

ASMT
616.8982
Schopl

Schopler, Eric.

The Childhood Autism Rating Scale, Second Edition (CARS) /Eric Schopler, Mary E. Van Bourgondien, G. Janette Wellman, Steven R. Love. 2^nd ed. Western Psychological Services, 2010.

Description: “This 15-item behavior rating scale helps to identify children with autism and to distinguish them from developmentally handicapped children who are not autistic. In addition, it distinguishes mild-to-moderate from severe autism. Brief, convenient, and suitable for use with any child over 2 years of age, the Childhood Autism Rating Scale (CARS) makes it much easier for clinicians and educators to recognize and classify autistic children. Developed over a 15-year period, with more than 1,500 cases, CARS includes items drawn from five prominent systems for diagnosing autism. Each item covers a particular characteristic, ability, or behavior. After observing the child and examining relevant information from parent reports and other records, the examiner rates the child on each item. Using a 7-point scale, he or she indicates the degree to which the child’s behavior deviates from that of a normal child of the same age. Professionals such as physicians, special educators, school psychologists, speech pathologists, and audiologists, who have had only minimal exposure to autism, can easily be trained to use CARS. After the child has been rated on each of the 15 items, a total score is computed by summing the individual ratings. Children who score above a given point are categorized as autistic. In addition, scores falling within the autistic range can be divided into two categories–mild-to-moderate autism and severe autism. This categorization system is based on a comparison of CARS scores with the corresponding expert clinical assessments of over 1,500 children. The product of long-term empirical research, CARS provides quantifiable ratings based on direct behavior observation. These ratings are an important element in the systematic diagnosis of autism.”–Publisher’s website.

ASMT
612.8
DeGangi

DeGangi, Georgia A.

Test of Sensory Functions in Infants [kit] : TSFI / Georgia A. DeGangi and Stanley I. Greenspan. Western Psychological, 1989.

Description: Designed to provide an overall measure of sensory processing and reactivity for infants (4 to 18 months). Includes tests of 5 subdomains: reactivity to tactile deep pressure, adaptive motor functions, visual-tactile integration, ocular-motor control, and reactivity to vestibular stimulation.

The Seattle Children’s Hospital – University of Washington Autism lecture series on June 17, 2010. The topic is Autism 209: Behavioral, Instructor: Felice Orlich, PhD, “Anxiety and Depression,”  via videoconference, teleconference, or watch at SESA’s Fairbank’s office.

Handouts can be downloaded here.

Facing the Challenge [videorecording (DVD)] : Working with Children Who use Challenging Behaviors. Devereaux Foundation, 2007.

Contents: Disc 1. What is challenging behavior (15:24) — Developmentally appropriate behavior (10:53) — Why do kids misbehave (13:53) — Parents as partners (14:15) — Skill development study 1 (10:27). Disc 2. Prevention strategies (18:50) — Behavioral planning I (14:21) — Behavioral planning II (15:48) — Intervention strategies (16:16) — Skill development study 2 (9:47).

Description: Instructional and interactive video developed by the Devereux Early Childhood Institute and Video Active Productions in cooperation with the National Association for the Education of Young Children. Includes over two hours of training and documentary to help teachers learn how to prevent children’s use of difficult behaviors and how to develop intervention strategies to work with children who use challenging behaviors to meet their needs.

Dancing colors. Sportime, [1994]

Description: Sheer nylon scarves that serve as colorful, appealing and creative props for children for movement, drama, and dancing activities.

AILP
EQUIP
T106
Jumbo

Jumbo farm animals.  Learning Resources, 200?

Description: Toy models of farm animals: a horse, cow, pig, goat, sheep, goose, and rooster.

AILP
EQUIP
T107
Jumbo

Jumbo jungle animals.  Learning Resources, 200?

Description: Toy models of jungle animals: an elephant, tiger, gorilla, lion, and giraffe.

AI Reserve
EQUIP
T108
Time
Watch

Time timer watch plus (adult). Time Timer LLC, 2010.

Description: For individuals with perceptual problems.  Watch can be used as a time timer (up to 12 hours); optional pre-alarm and alarm; watch mode with optional time-of-day alarm; water resistant. Requires 1 CR2025 lithium battery.

(copies also in Fairbanks)

AI Reserve
EQUIP
T109
Talkin

Talking timer. Talking Timer, 2010.

Description: Countup, countdown clock. Talking clock, with automatic announcement of the time under or over zero. Requires 2AG13 alkaline batteries.

(copy in Fairbanks, also)

Teen Action Toolkit : Building a Youth-led Response to Teen Victimization / author, Julie L. Whitman. National Center for Victims of Crime, 2007.

Description: This toolkit, created by the National Center, in partnership with the COPS Office, U.S. Department of Justice, is a resource for educators, law enforcement personnel, outreach workers, victim service providers, youth workers, teens, and others who might be interested in starting a youth-led effort to improve local policies, outreach, and services for adolescents. It includes handouts and exercises that can be used in working with teens.

Webber, Sharon G.

Webber Photo Cards [game] : Emotions / design by Sharon G. Webber, Ryan Bradburn & Tony Mitchell ; photos by Sharon G. Webber, Corbis and Comstock ; edited by Clint Johnson & Audrey Prince ; illustrations by Bill Golliher. Super Duper Publications, c2005.

People of different ethnicities, genders and ages in various emotional states which can be identified using a variety of synonyms.

372.4
Colorc

Colorcards : what’s wrong? Speechmark Publishing, 2007.

Description: In each image, something is wrong. The game is to discover what is wrong in each case.

428
Langua

Language Builder Picture Cards.  Stages Learning Materials, 2004.

Description: A basic vocabulary photo library. 350 flash cards show objects from nine categories (animals, foods, vehicles, furniture, clothing, toys, everyday objects, shapes, colors) photographed in their natural environments. Designed to help teach fundamental language skills to preschool children, children and adults with autism, developmental delay, or speech/language delay, or to anyone learning or re-learning basic language skills.

AI Reserve
510
Math

Math Discovery Kit : learn basic math skills by completing each task. Lauri Toys, 2007.

Description: Hands-on practice to help children increase number recognition skills, learn to compare quantities, introduce early problem solving, develop early counting skills, practice early addition and subtraction skills, and build patterning skills.

428.34
Idioms

Idioms Fun Deck. Super Duper Publications, c1999.

Description: This set of paired cards, with an idiom on one and the real meaning on the other, includes game ideas and activities are designed to enhance development of figurative language in children.

331.7
Webber

Webber Photo Cards. Occupations.  Super Duper Publications, c2001.

Description: Using card games such as: naming, describing, matching and remembering, students build vocabulary and develop language skills by naming the occupation represented by the picture.

Prepositions! [electronic resource] / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.2. Laureate Learning Systems, c2008.

Description: Introduces language-impaired children to early syntactic rules. Offers games, four levels of training, test option, and programmed instruction. Suggested for students (Pre-K-8) with autism, intellectual and developmental disabilities, language-learning disorders, low vision, and hearing impairments; also for English language learners (Pre-K-6).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, 2000, XP, VIsta or later ; 64 MB of installed RAM ; 40 MB of available disk space ; color monitor, 800 x 600 with high color ; Windows compatible sound card and speakers ; 8x or better CD-ROM drive ; web browser (for Help System, no internet connection required). Optional: mouse, keyboard, single or dual switch, touch screen or any other compatible pointing device.

System requirements for Macintosh: 300 MHz or faster PowerPC, Intel or better CPU, with Mac OS 8.1 or later, including any Mac OS X ; 64 MB of installed RAM ; 40 MB of available disk space ; color monitor, 800 x 600 with thousands of colors ; 8x or better CD-ROM drive ; web browser (for Help System, no internet connection required). Optional: mouse, keyboard, single or dual switch, touch screen or any other compatible pointing device.

AI Reserve
SFTW
428
Explor
Nouns

Exploring Nouns [electronic resource] / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: “The programs begin by offering instruction on each object in a scene …. Then the student is asked to identify the nouns or verbs without instruction  …. Once a student can identify each vocabulary item in a scene without instruction, the program automatically moves to the next scene. These programs offer two types of reinforcement for correct answers: either the noun/verb animates or amusing characters perform a short skit using enriched language.” — Publisher’s website.

System requirements for Macintosh: Macintosh with 300 MHz or faster PowerPC, Intel or better CPU with Mac OS 8.1 or later, including any Mac OS X; 64MB RAM; 40 MB or available hard drive space; 8X or better CD-ROM drive; color monitor capable of 800 x 600 resolution with tusands of colors; web browser (for Help system, no Internet connection is required); Macintosh compatible pointing device.

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, 2000, XP, or later, including Vista; 64 MB RAM; 40 MB of available hard drive space; color monitor capable of 800 x 600 resolution with high color; 8X or betterCD-ROM drive; Windows compatible sound card; Windows compatible pointing device; web browser (for Help system, no Internet connection is required).

AI Reserve
SFTW
372.41
Adject

Adjectives and Opposites [electronic resource] : Learning at the Circus / Mary Sweig Wilson, Bernard J. Fox. V. 1.20. Laureate Learning Systems, c2001.

Description: “This program uses animals, clowns, and acrobats to train over 115 vocabulary items and 26 pairs of opposites. Seven activities give you a variety of training options to accomodate a wide range of children. These activities include two-picture instruction, open-ended exploration and full-screen identification.”–Publisher website.

System requirements for Macintosh: Macintosh 68040 processor or Power PC or better ; Mac OS 7.5-9, or OS X in classic mode ; 8 MB of  installed RAM ; 4X or better CD-ROM drive. Macintosh compatible pointing device (mouse, keyboard, single switch, touch screen, or other).

System requirements for Windows: Pentium 133 MHz CPU or faster ; hard drive with Windows 98 or later ; 16 MB  of RAM ; 4x CD-ROM drive or better; color monitor capable of 800 X 600 resolution with 256 color mode ; Windows compatible sound card and speakers; Windows compatible pointing device (mouse, keyboard, single switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
1

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 1 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at masculine/feminine, singular and plural, pronouns, copular “be”.

Contents: Modules: 1. Girl’s noun/Boy’s noun — 2. Noun/nouns (singl/pl) — 3. With/with no — 4. Me/you — 5. Is/are — 6. He/she.

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
2

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 2 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at third person pronouns, location determiners, negation, present progressive and regular past tense verbs.

Contents: Modules: 1. Is/is not — 2. He/she/they — 3. Him/her/them — 4. Here/there — 5. Is verb + (-ing)/verb+(-ed) — 6. This/that.

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
3

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 3 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at plural determiners, pronouns, and noun/verb agreement using present progressive verb forms.

Contents: Modules: 1. These/those — 2. My/your — 3. Me/us — 4. I/you — 5. Is verb + (-ing)/are verb+(-ing) — 6. I/we.

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
4

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 4 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at pronoun forms, negation, and noun/verb agreement.

Contents: Modules: 1. Does/does not — 2. Us/you — 3. My/our — 4. We/you — 5. Our/your — 6. Noun/verb agreement (has/have).

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
5

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 5 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at pronouns, future modal “will”, and third person noun/verb agreement.

Contents: Modules: 1. His/her/their — 2. Will verb/is verb+(-ing)/verb+(-ed) — 3. Mine/yours — 4. Mine/ours — 5. Ours/yours — 6. Noun verbs/nouns verb agreement.

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

AI Reserve
SFTW
428
Langua
6

LanguageLinks [electronic resource] : Syntax Assessment & Intervention : level 6 / Mary Sweig Wilson, Bernard J. Fox. Sterling ed., v. 2.1.1. Laureate Learning Systems, c2008.

Description: Looks at regular and reflexive pronouns, possessive “s”, and present passive.

Contents: Modules: 1. His/hers/theirs — 2. Himself/other determiner phrase — 3. Herself/other determiner phrase — 4. Themselves/other determiner phrase — 5. Boy noun/boy’s noun — 6. Is verb+(-ed) by.

System requirements for Macintosh: 300 MHz or faster Power PC, Intel or better CPU with Mac OS8.1 or later, including any Mac OS X — 64 MB of installed RAM — 40 MB of available disk space — color monitor capable of 600 x 800 resolution with thousands of colors — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

System requirements for Windows: 300 MHz or faster CPU with Microsoft Windows 98, ME, NT 4.0, 2000, XP, or later — 64 MB of installed RAM — 40 MB  of available disk space — color monitor capable of 800 x 600 resolution with high color — Windows compatible sound card and speakers — 8x or better CD-ROM drive — web browser (for Help system, no internet connection required) — compatible pointing device (mouse, keyboard, single or dual switch, touch screen, or other).

What is in it:

• Help for Haiti: SESA’s Streamlined Effort
• SESA Board and Staff
• Graduate Program in Portland
• Teen Speaks Out for Autism
• It Takes a Team to TANGO
• Conferences and Workshops
• Students with Special Needs Help Haiti
• PBS Resources

Download insert in PDF format.

What is in it:

• SESA and PBS: Promoting the Power of the Pyramid
• The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children
• Is Video Modeling the Carrot or the Stick?
• Tip Sheet: Addressing the Needs of Young Children who Engage in Challenging Behaviors
• SESA’s Project CIRCLE
• Alaska Positive Behavior Support (PBS) Pilot Project: An Overview
• The Educational Transition Support Project: Helping to Bring the Kids Home