Book Description
Framed with both humor and compassion, the book defines the top ten characteristics that illuminate the minds and hearts of children with autism. Ellen's personal experiences as a parent, an autism columnist, and a contributor to numerous parenting magazines coalesce to create a guide for all who come in contact with a child on the autism spectrum.
Customer Reviews:
Good book but could be an article.......2007-10-05
The author says the book was originally an article she wrote. She got a huge response and made the article into a book. I think the desired effect of the book isn't probably any better than an article. The ten things are good ones, but maybe not enough for a book. This is a worthwhile book if you are new to working with kids with autism/autism-like features. It is a worthwhile book if you are a parent have feel like you have no clue how to interact with your child (though you do -- use your heart, do what you feel led to. Pray. God will help). As far as learning anything earth-shattering -- no. It is common sense.
Great Quick read.......2007-10-03
This book is a great way to help family and friends learn more about Autism. The book is fast and informative. Anyone can understand it's concepts and empowers people to do something for those affected by Autism in their life.
A Keeper.......2007-10-02
It hasn't been that long since I discovered that Sam has some form of Autism, still not clear what form although I definitely have some strong opinions, but this is the first book I picked up that addresses children and autism specifically.
I am reminded of when I had a stillborn baby.
I had to take my time before I could read anything about stillbirth. It was too painful for a while to even crack open a book.
That is how this has been, there has been quite a bit of grief associated with this realization, so when I began to read Ellen Notbohn's book the tears began to flow because I knew I had found a kindred spirit. The first big distinction she makes, as reviewers have noted, is that my child has autism, he is not "autistic." He is not the disorder. He is Sam, still perfect little Sam, who just so happens to have autism. It is not just semantics and word order, it is state-of-heart.
This invaluable resource gives a short-nuts-and-bolts approach in the beginning and then embellishes with detailed ideas and suggestions for living this life with your child.
I kept thinking, "If I had read this last year, I would have recognized Sam in the pages, we wouldn't be in this educational quagmire we are in..." and then I remembered another very important tidbit in the book.
Patience. Patience. Patience.
There are numerous gems in this title. I wish I had read it years ago, so I could recognize this possibility in my child.
It is highly engaging, practical and easy to follow. I will share it with other family members so they will understand how to relate to my little boy.
A Great Read!!.......2007-09-04
Get it! Read it! This was a wonderful book that put so many things into perspective for me. I have ordered more copies to give to grandparents and my child's teacher. Excellent book!
A good resource for educating friends and family.......2007-08-26
This book is a good, quick read. It provides a broad overview of the typical symptoms associated with ASD. I don't know if I'd rush out and buy a copy for everyone I know, though. Some chapters explain extreme cases of the disorder. I would read it, then maybe recommend certain chapters to friends and family based on your child's individual personality. Maybe even make notes about your child in the margin and then pass the book around. Since ASD is really different in every child, it's hard to make an exact description of the "Ten Things" they'd want you to know. However, the author does make a good attempt, and she presents the information in a way that is easy to understand.
Book Description
The revised and updated edition of a groundbreaking special-needs activity guide
This revised edition of the companion volume to The Out-of-Sync Child includes new activities that parents of kids with Sensory Processing Disorder can do at home with their child, along with updated information on which activities are most appropriate for children with coexisting conditions such as Asperger's, autism, and more.
Customer Reviews:
Easy and fun activities .......2007-10-05
While this book is especially helpful for families with children with sensory processing disorder (SPD), all children will enjoy these creative ideas. The summary of different types of SPD at the beginning is useful to show other family members and friends who want to understand your child better.
Fun activities for each sense.......2007-08-21
This book has great activities for kids! It was helpful to find information and ideas to help my kids. You just look up the sense and go have some fun.Meghan's World: The Story of One Girl's Triumph over Sensory Processing Disorder
Great book so far.......2007-07-20
I am just starting to read this book but so far, I love it. I love reading the mother's and therapist's notes. I think they give you such good ideas that come from experience. The activities are clear and resources are always offered.
Great Resource for Parents and Teachers.......2007-05-29
The Out-of-Sync Child Has Fun is a great resource for parents and teachers. As a teacher of special needs kids, I'm always looking for materials to share with parents, and this one is really meeting the need. Ms. Kranowitz knows her topic. Her ideas for simple, fun activities that teach are easy to follow. This is a book I will use over and over again.
review.......2007-05-13
This book is a must have to go along with The Out of Sync Child. It gives you some ideas on how to help your child be a kid despite having sensory issues. Good book for parents of autistic children.
Book Description
This comprehensive guide contains more than 200 toilet training tips and 60 case examples to guide parents and teachers of children with autism who need techniques beyond those used to toilet train other children.
Customer Reviews:
Gives You the Scoop on Pee and Poop.......2007-06-09
I have a six-year-old with Autism who is yet to be potty trained. I was beside myself until I purchased this manual. Now, I understand more about his point of view when it comes to learning this new task. I was perplexed by his ability to control his bladder and bowel, but his unwillingness to use the toilet. It never occurred to me that using the bathroom could cause anxiety or that I needed to provide a calm and relaxing atmosphere for him while he was on the toilet.
What I like most about this book is that it gives you not only an overview but solutions and ideas for making a very important milestone in your child's life possible. Any parent of a child with learning disabilities wants their child to be able to assimilate into society as much as possible. This book helps to knock down one more wall standing in the way of social acceptance.
toilet training for the autistic.......2007-01-05
I had been struggling with toilet training my autistic child. This book gave me a better understanding of what autistic children experience when toilet training them. It gave me different techniques and helpful hints to toilet training my child. It was so helpful that I purchased a copy for his teacher.
A difficult task made easier!.......2006-07-01
I am so thankful that I chose this book over others that deal with toilet training. I did not realize how teaching someone on the spectrum how to use the potty is very different in many ways, than someone who's not. This book deals with those issues. It brings to light some very important routines and activities to follow. Especially for someone who is new to the world of Autism, this is a book that I highly recommend that you include in your library.
great ideas!.......2006-06-26
If you ever thought that toilet training was no big deal, try training a child with special needs...a whole different story. This book gives some great tips on how to go about it when the odds are against you. Determining readiness, common problems and solutions and developing a routine, are just some of the topics covered in this book. It is a must have for special ed. teachers as well as parents of individuals with autism and related disorders. Great book!
Very Useful - explains what 's going on from your child's perspective.......2005-10-14
While we successfully opted to use a different training method to train our 4 year-old dughter- this book was very good at making sense out of our daughter's behavior. An autistic child can really be a challange to understand under normal curcumstances- the volume goes waaaaaay up when potty training. We would highly recommend this book to anyone getting ready to take on this very big job. Take what you can from this book and choose the method that feels most likely to work. Be committed. Chin up. You can do it. Good luck.
Average customer rating:
- Lots of Information in an Easy to Read Book
- Thank you, Dr. Kutscher!
- Expectations fulfilled to the max
- fantastic
- kids in the syndrome mix
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Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar & More!: The One Stop Guide for Parents, Teachers, and Other Professionals
Martin L. Kutscher
Manufacturer: Jessica Kingsley Publishers
ProductGroup: Book
Binding: Hardcover
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ASIN: 1843108100 |
Book Description
Kids in the Syndrome Mix is a concise, scientifically up-to-date, all-in-one guide to the whole range of often co-existing neuro-behavioral disorders in children—from attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder, and bipolar disorder, to autistic spectrum disorders, nonverbal learning disabilities, sensory integration problems, and executive dysfunction.
Dr. Kutscher provides accessible information on causes, symptoms, interactions with other conditions, and treatments. He presents effective behavioral strategies for responding to children who display traits of these disorders—whether at home, at school, or in other settings—along with case vignettes and practical tips.
The author's sympathetic yet upbeat approach and skillful explanations of the inner world of children in the syndrome mix make this an invaluable companion for parents, teachers, professionals, and anyone else who needs fast and to-the-point advice on children with special needs.
Customer Reviews:
Lots of Information in an Easy to Read Book.......2007-08-27
As an Occupational Therapist I focus on the obstacles my students face in their everyday lives and particularly in school. Often my students have received a diagnosis of ADHD but actually present with symptoms that, in my opinion, are better represented by other disorders such as Aspergers and Central Auditory Processing Disorders. Dr. Kutscher's book emphasizes the co occurence of various disorders and confirms that a single diagnosis is the exception and not the norm in these complex students.
The book is packed with information that includes essential vocabulary and concepts, web sites,and reference to experts in research and treatment. While Dr. Kutscher jokes about how he may be oversimplifying concepts and brain function, he actually includes many key concepts that can greatly clarify the struggles of children in the syndrome mix. Some examples of the information presented in the book that, I believe, would enlighten teachers, pediatricians, parents,etc. include the following: the demoralizing result of receiving a zero on a school paper;the Connor's checklist;contextual clues and reading; phonological dysfunction and early signs of dyslexia;Fry's Instant Word List; establishing a hand dominence by 2; the 4 areas of communication;Theory of Mind; an adult using "child speak" to help a child develop social skills; social stories; using the child's special interests to engineer friendships; and sensory integration dysfunction. If the reader takes advantage of the suggestions in the Further Reading section then more in depth knowledge of subjects that are only touched upon in the book can be obtained.
Dr. Kutscher reminds us not to treat these complex children as typical because they are not. One can view them as having a wonderful uniqueness or as having a disability that needs to be accomodated for. I agree it is very important not to expect typical behaviors from these children. For them to become all that they can be and to have good self esteem, they need special consideration and help.I enjoy working with these children and I am often impressed by their uniqueness and gifts.
Thank you, Dr. Kutscher!.......2007-07-30
I want to know how the author knew my kid to a "T" without ever having met him! This book was amazing and tied together several of my son's challenges in ways that no one ever had before! Instead of dealing with each "diagnosis" in isolation, they were related to one another and the interactions - positive and negative - were examined. Just knowing why something that "should" work didn't - in such clear and reasonable language - takes SO MUCH of the stress off of us as parents, advocates and caregivers.
The language, terminology and humor made this a very accessible and comfortable read. The density of information made it a reasonable slow but very rewarding read. I would HIGHLY recommend this book to any parent, teacher, grandparent, friend or cargiver of a child (or adult)with any of the neurodevelopmental disorders it covers. You'll most likely find out that the picture is more complex but definitely more manageable and less frustrating when all the variables are considered.
Thank you, Dr. Kutscher!
Expectations fulfilled to the max.......2007-06-09
i received the book in perfect condition and a timely fashion. A pleasure!
fantastic.......2007-06-08
OK, this book covers it all! My dear daughter is still waitng for a diagnosis and this book just pegged so many of her problems. I have read, re-read and highlighted it! If your child has been labled with ANY of the topics in this book then this book is for you! Thanks so much, really very very good!
kids in the syndrome mix.......2007-05-13
I had first read this book at the library but it had so much helpful information that i decided i needed it in my home library as a reference guide to go back to-this book is one that any parent who has a child with emotional disorders should read.I have recommended it to my sons therapist/counselers/doctors/teachers and my own support group.
Average customer rating:
- MOVING THE CHILD FROM RETREAT TO ENGAGEMENT
- A critical piece, but not the only piece of the puzzle.
- Do the program, ignore the propaganda
- A nice component, might not be a comprehensive treatment approach
- Great method, BUT....
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Autism Aspergers: Solving the Relationship Puzzle--A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth
Steven E. Gutstein
Manufacturer: Future Horizons
ProductGroup: Book
Binding: Paperback
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Book Description
A practicing psychologist offers a new approach to developing social skills and relationships in children diagnosed with autism or Asperger's Syndrome. Dr. Gutstein describes ways to steer these children onto a bright new path of self discovery and social awareness, one that will ultimately bring them home to meaningful friendships, shared emotions and heartfelt connection with the people in their lives.
Customer Reviews:
MOVING THE CHILD FROM RETREAT TO ENGAGEMENT.......2007-10-14
RDI enables the child to move from the self-imposed safety of a static system of his/her own making to engagement in the fluid world at large. The steps are based on the developmental stages of a normal childs venturing into world while he/she looks to the caregiver for support and referencing. The child on the autism spectrum ventures out until the world becomes confusing and chaotic and because he/she does not look back at the caregiver for a broadening understanding becomes overwhelmed and retreats into stimms or idiosyncratic habits to create a static, safe or predicatable environment. The child looks odd as he/she is not engaged in the fluidity life. The words static and fluid or big with RDI as the idea is the child is constantly controlling his/her environment to block out anything which might change the order they seek. The step by step process of RDI is a very optimistic idea in action as it can be used with a 2 year old or an older more entrenched Aspergers child with defined obsessions for example - basically it doesn't matter the treatment begins with breaking into the child's stimm or obsessions in a playful fashion to make them used to the interruptions of their solo activities. This is pretreatment then the program moves through levels based on developmental stages. Level 1 for example is about co-ordination and self referencing with the care giver and the child is never allowed to move forward without the caregiver right there step by step - this is a back and forth relationship play level, based on facial gazing for information - infact avoiding language at this stage is very important as the child should learn to read anothers face at this point the caregiver says "I need to see your words" - once the child has mastered back and forth - gaze reading and shared joint attention it progresses to shared novel interactions that involve spontanity, a higher level of emotional attunement and fluidity. The goal is for the child to become an initiator and to become adept at keeping co-ordination when actions and reactions grow more complicated. I believe this program is a neccessary component to any intensive program with developmentally disabled children as ABA only goes so far - ABA is great at working with these kids excellent memories to teach rote skills - but it does not provide for the rich experience of life which can not be predicted and which gives life meaning. Lynn Koegal at UCSB discovered looking back over her 20 years of videos that the kids who really mainstreamed indistinguishable from typical peers and became independent adults had self-initiation skills and this is the ultimate outcome of RDI. That they learn through referencing the other, where the self is in the relationship, and the payoff is equally enjoying what they can add or initiate in relationships.
A critical piece, but not the only piece of the puzzle........2007-08-27
I was given this book by another parent whose son has autism, and my son has a preliminary diagnosis of PDD-NOS. While I do agree that an important part of the missing piece for specturm children has to do with their inability to read and respond to the emotional and social cues of their peers, I have my doubts as to whether or not that certain "piece" is the most critical and primary component of autism that needs to be adressed first and primarily in order to begin the process of recovery. Frankly, I am dubious of any therapy that requires parents to spend $3,000 on a four day seminar before they can purchase more therapy, which will likely have to be paid for out of pocket. I find that the RDI's official websites use of guilt and fear in goading parents out of their precious resources is not only irresponsible, but generally reprehensable as well. When I hear something like recovery, or hope for you child's fullest potential, initially comes with a three-thousand dollar cash outlay plus the cost of travel and hotel accomodations, so that someone can tell me over the course of four days, that my son has a deficit when it comes to socialization, I immediately become suspicious. Buyer's beware I say: when therapists have our children's best interest at heart, they never use guilt or fear to get parents into their offices so that treatment and help can begin to lighten the already heavy load of caring for a child with autisim spectrum disorders.
Do the program, ignore the propaganda.......2006-09-18
If you're a parent looking into treatment options, then I most definitely recommend this book as a part of your treatment program. It's one of the few 'step by step' approaches to teaching social skills out there, and it seems to make sense.
Unfortunately RDI falls into the "Just use us, we want to be the only game in town!" mentality that so many treatment approaches do. If you explore RDI further (i.e., decide to do a conference or consultation after reading this book), you may be told that:
- Your ABA program is making your child "more autistic", even though they appear to be getting better this is only a short term illusion, underneath it all they are getting more autistic. (Despite research that indicates the exact opposite).
- Language fundamentals (i.e., asking questions, following directions, speaking in sentences using correct grammar, using description) are not a core defecit of autism (despite the fact that the DSM-V lists language delay as a diagnostic criteria for autism) and so they are not targeted.
- The child's age when they begin treatment isn't important, the birth to five time frame for early intervention is arbitrary (again, despite huge research to the contrary - children certainly make progress later in life but a correlation with stronger progress with earlier intervention has certainly been established).
- You do not need to work on teaching your child language skills (i.e., vocabulary, pronouns, categories, concept words, sentence/narrative formation), they will just 'get' all of this if they do RDI, even though RDI doesn't specifically target these skills.
This is some of the information that was presented when I went to an RDI conference and checked out their website, from Dr. Gutstein himself. So I recommend this program to parents with a warning - keep your common sense. Do not fire your speech therapist or your verbal behavior consultant if you're happy with these programs and you think they are working. I like RDI, I think it's a great program and worth doing, but some of the information they are passing along to parents as 'fact' seem more like their own theories that do not appear to be consistently supported by research.
A nice component, might not be a comprehensive treatment approach.......2006-08-28
For those of you who like to skim, my 'nutshell' review of RDI: It's a great program for social skills and joint attention. It's not a complete program for an autistic child. Now for the wordy version...
The negatives of RDI are, in my opinion, not within the program itself but in what this program claims to do. RDI wants to be a core treatment approach for remediating autism, when it doesn't appear to be nearly comprehensive enough to accomplish this. If you take a look at the most common autism remediation approaches (currently, these are mostly ABA based) you'll see that they contain instruction for language, fine and gross motor skills, self help skills, reading, visual processing...the list goes on. RDI ONLY targets what it considers to be the 'core' deficits in autism, largely things such as relatedness to others, ability to cope with and pay attention to new stimuli, and the ability to adapt quickly to a changing environment. This is good stuff, but the program seems to operate on the premise that the other skills will just fall into place if you target the 'core' skills, or that if the child has other issues (i.e., receptive language or reading delays) that these are not 'really' autism, they are a co-existing condition that the child has in ADDITION to the autism and I guess you find another program to target them. A good example to highlight this is language...RDI says that since 85% of autistic children develop language on their own, this is not a true core deficit in autism. Personally, I could not disagree more. True, some language may develop, but that does not mean it matures to a level commensurate with the child's intelligence. Difficulties with 'concept' words, complex sentence structure, narrative formation, verbal reasoning and auditory processing remain present in many autistic children. The fact that not 100% of them have this issue doesn't mean it should be discounted - not 100% of people with OCD have compulsions with their obsessions, but this doesn't mean compulsions aren't central to the disorder.
RDI also presents rather alarming information on its website and at seminars about the supposedly dismal fate of autistic children who 'only' achieve a high IQ and normal school placement (reading between the lines here, this is a criticism of ABA, which often uses these as evidence of its success), saying that only 3% of children with normal IQ and school placement will live independently according to some surveys. The problem is we're comparing apples to oranges here - the children from the actual ABA studies aren't being looked at (and it's my understanding that the follow-up studies from the original Lovaas study were very positive), rather, we're assuming that those children are commensurate with other autistic children with a normal IQ, who may never have received treatment at all.
After that little rant, let me say that I actually do like RDI a great deal, as a COMPONENT of a treatment program. There are some things that cannot be taught in drill form, and conversation, reciprocity, and social language are among them. You can sit a child down at a table and teach them adjectives. You cannot sit a child down at a table and teach them how to share their joy and opinions, how to make observations about the world around them, how to want to interact (and I mean truley interact for interactions sake, not play along so long as the activity is somehow inherently rewarding to them). RDI centers everything around interactive social activities that are, for me at least, the 'missing piece' in many behavioral programs. Another very, very important component of RDI is the development of joint attention, which some research suggests is one of the most important factors in a child's prognosis and yet is extremely difficult to work on in a practical way. RDI does a wonderful job of working on this and I think this alone probably makes a huge difference for many kids.
My bottom line: I would use this for a child I thought had advanced beyond ABA, or as a part of another, more comprehensive (not necessarily ABA, but a teaching-based) program for a child who still had language, academic, or motor needs.
Great method, BUT...........2006-07-10
RDI is a self-proclaimed deficit-based approach, meaning it attempts to remedy the core difficulties in disorders such as autism. Many methods such as ABA, on the other hand, are based around teaching specific skills. For example, an ABA program might involve sitting a child down and teaching them 10 new vocabulary words, whereas an RDI program might focus on teaching children to attend to their parents speech and actions so that new vocabulary is learned naturally (yes, that is a much simplified explanation, but a general overview for anyone unfamiliar).
All of this is great, backed by a growing body of research, and seems highly practical and useful, BUT, there is one word of caution I'd like to throw in here. Consider this analogy...what if this book were about working with children born with physical disorders such as cerebral palsy? A method to treat the root causes of CP would be great, true. But without advanced medical technology, how likely would it be that a therapy method alone would cure all children with this disorder, leave them entirely able to walk, talk, and move with no trouble? How practical would it be, then, to rely entirely on a method that goes at the root cause WITHOUT looking into alternative methods and adaptive equipment to help kids with CP eat, dress themselves, move around, and communicate, in the event that therapy alone did not cure them and take care of all of these issues?
This is what I wonder about RDI vs. ABA and Floortime (which has recently added an intensive language-teaching curriculum based around specific language skills). Suppose that not all children are 100% remediated (which even the most enthusiastic proponents would probably agree is unrealistic), and that they do not all learn to pick up information through the usual channels? At this point, isn't some specialized teaching needed for specific skills? Unfortunately RDI has recently dissociated itself from ABA but I think these two approaches represent two ends of a spectrum...the degree to which you think you can change a child and eliminate their deficits vs. the degree to which you adapt your teaching to their special needs. For most children, there will need to be a balance between these two approaches.
Another thing I wondered about while reading the book was whether or not remediating social deficits would necessarily result in increased sociability. I'm not saying it will or will not, but am quite curious. I am not on the autistic spectrum and have the full range of social skills expected of a 'neurotypical' person as described in this book, and yet I'm still a very solitary creature. It's not a matter of not understanding how to socialize, but a matter of inherent motivation. I wonder, can this be created in people by teaching them HOW to socialize, or is it like me and golf...I know how to play it, sure, but that doesn't mean I care to.
Overall, I like this method and I'm excited to see this fresh wave of thought in the field of autism treatment. I just wish that all of the various therapy programs out there would start to play nicely and realize that none of them have all the answers, as it seems the best approach is an eclectic one.
Book Description
Activity schedules-simple, yet revolutionary teaching tools-enable children with autism to accomplish activities with greatly reduced adult supervision.
An activity schedule is a set of pictures or words that cues a child to follow a sequence of activities. When activity schedules are mastered, children are more self-directed and purposeful in their home, school, and leisure activities-doing puzzles, interacting with classmates, and preparing food with minimal assistance from adults. In Activity Schedules for Children with Autism, parents and professionals find detailed instructions and examples to help them: assess a child's readiness to use activity schedules; prepare an activity schedule; understand graduated guidance; monitor progress; expand social skills; and progress to written schedules.
Based on a decade of research conducted at the Princeton Child Development Institute, Activity Schedules for Children with Autism offers a proven teaching tool to help children with autism make effective use of unstructured time, handle changes in routine with more ease, and choose among an established set of activities independently. It can be used successfully with young children, adolescents, and adults, rewarding them with more control over their lives.
Customer Reviews:
Enlightening.......2007-01-29
A great book for teaching life skills to children with autism. Useful for the young and old child, the new and experienced teacher. Very detailed and helpful book.
A Glowing Review .......2006-08-02
This book is necessary for anybody looking to implement or improve an already existing activity schedule. Although McClannahan and Krantz are experts in the field of behavior analysis, they wrote the books so that you don't have to be a near genius I.Q to understand it. The book is perfect for parents and teachers as well as students studying behavior analysis or special education teachers interested in working with autistic children. The first chapter is dedicated to discussing what an activity schedule is and how your child or student will benefit. The subsequent chapter delves into the pre-requisite skills the child will need prior to beginning. The authors explain each pre-requisite skill, why it is necessary and provide examples of each skill. The next few chapters discuss how to implement the activity schedule as well as how to measure progress. They really left nothing out. Toward the end of the book, they explained what to do when the activity schedule is mastered and provided a great deal of detail on the dos and don'ts. It is clear, that the McClannahan and Krantz really want readers to be successful at creating and teaching activity schedules. They have also co-authored Teaching Conversation to Children with Autism, which is also worth checking out. My hats off to them on such an awesome educational easy to read and understand how to book.
Appropriate goals........2003-06-17
The goal of raising any child is to guide them into independance, and though many autistic children will never reach complete independance, it remains an important goal. Independance is an important factor in self-esteem and is essential for entering any portion of adult life. I was consistantly frustrated with therapy manuals which required my complete and undivided attention at all times. I'm under no delusion that I will be forever available to my autistic son, and it would be nice for me to feel that he could get up and at least dress himself at some point without my verbally prompting him.
The clear instructions and logical directives in "Activity Schedules for Children with Autism" place it on my 'highly recommended' list. While not a book I would recommend for a parent whose child has been newly diagnosed, I certainly recommend it to those parents with other therapeutic programs already in place. The activity schedules are very easily integrated into existing therapies and school environments, greatly boosting their success. I've also implimented an advanced version of activity schedules, verbally explained, with my five-year-old typical daughter - as a result the morning 'dilly-dallies' and afternoon 'hum-drums' have all but disappeared.
I would recommend that existing image programs be used whenever possible, only to cut down on the time it takes to prepare the schedules. I use Flash! Pro2, which can be found online, though there are many other graphic programs that could be used as well. (As a webmaster I've found that many of the 'web-ready' image collections contained pictures that were appropriate for this program as well as ABA and DTT programs.)
All-in-all, excellent book, flexible program, expertly explained.
'This show stinks.'- Tony Kornheiser.......2002-01-30
I read this book and became annoyed on two points. The authors incorporate and instruct in using PECS, TEACCH and ABA components throughout the book--yet fail to mention these highly useful and universally known interventions by name. This smells pretty arrogant, considering that originators of and recognized experts in these fields are alive, well---and also Ph.Ds. Two: They malign discrete trial teaching in a businesslike tone, with no proof to back their statement. Their stance: DTT does not build give and take conversation skills. However, I could not find anything in this book indicating their concept had mastered this issue either. Their supposed 'initiated interactions' are still scripted; human interaction has been replaced by reliance on the continuing existence of a picture or word to prompt a response in the form of taking action. So, it's still a duck.
The authors also make some big mental leaps from 'because' to 'therefore', in the later chapters. Perhaps they know that many parents want to believe there is something out there JUST THAT EASY, but these implied leaps of faith left me slightly offended. You know about the bridge for sale, right?
But wait, the concept does have merit, and could be a godsend for some kids and families. I am inclined to incorporate some of the concept into our own home program for dealing with my son's downtime pacing, but I think my endgoal will be for him to INITIATE a conversation with me starting with, "Mom, what can I do?"
If the authors do write a followup to this 1999 version, it would be mighty respectful of their readers and their professional peers to play it straight and help parents learn to use ABA, TEACCH and PECS concepts correctly so as to incorporate Activity Schedules effectively into their children's lives.
We have enough to worry about without wondering if we are being bamboozled. ;-)
Give your child with autism skills for independence!.......2001-04-10
This program could be adapted to work successfully for just about anyone - in fact, most of the adults I know (including myself) could benefit from some of these simple ideas. This concept is especially beneficial for helping someone who has autism develop better generalization skills.
This book will teach you how to make schedules that your child can complete on their own. Schedules that will eventually prepare them for a life in the future where they can mangage their own schedule using a regular day planner or other "socially appropriate system. The books says "As a parent of a child with autism, you have learned many coping skills that help you deal with the demands of everyday life. Teaching your child to use an activity schedule initially increases those demands, but ultimately creates some freedom for you." It does take a little work to set up the schedules at first, but it does create freedom for you and for your child - and that is a great benefit!
(...)
Average customer rating:
- Thankyou again, Torey Hayden
- Somebody ELSE'S kids, (not yours, Torey Hayden!)
- A straightforward account of four unusual children and their extraordinary teacher
- somebody else's kids
- Pretty Good
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Somebody Else's Kids
Torey L. Hayden
Manufacturer: Avon
ProductGroup: Book
Binding: Paperback
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Similar Items:
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Just Another Kid
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Murphy's Boy
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The Tiger's Child
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One Child
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Beautiful Child
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Health o Meter HDC100-01 "Grow with Me" Teddy Bear Scale for Babies and Toddlers
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ASIN: 038059949X |
Book Description
"Were all just somebody else's kids..."
A small seven-year-old boy who couldn't speak except to repeat weather forecasts and other people's words...A beautiful little girl of seven who had been brain damaged by terrible parental beatings and was so ashamed because she couldn't learn to read...A violently angry ten-year-old who had seen his stepmother murder his father and had been sent from one foster home to another ...A shy twelve-year-old from a Catholic school which put her out when she became pregnant...
"What do we matter?"
"Why do you care?"
They were four problem children-put in Torey Hayden's class because no one else knew what to do with them. Together, with the help of a remarkable teacher who cared too much to ever give up, they became almost a family, able to give each other the love and understanding they had found nowhere else.
Customer Reviews:
Thankyou again, Torey Hayden.......2007-06-04
We really do need more Torey Haydens in this world. I have now read everything she has published bar the fiction and "Murphy's Boy" which I'm going to start soon. Reading 'Somebody Else's Kids' felt like going backwards in time, because it was one of her first books. Like most people probably, I picked up one of her more recent books, was immediately hooked and set about tracking down the rest of Torey's work.
Hayden is a teacher of special needs children, specialising in elective mutism. This book comes from very early on in her career. Due to changes in the law with regards to the 'mainstreaming' of education, the politics of teaching children with special needs has become very convoluted. And while all the arguments go on and new theories are considered and schools are shut down, reopened and studies are done, somebody has to deal with the reality of teaching children who for whatever reason can't function in a regular classroom. That would be Torey.
As always, her compassion and passion and kindness blast off the page. You will read and weep, read and laugh and read and wonder. I love that Torey exists and represents so many other passionate committed teachers and carers in this field. Her children are always incredible characters and have usually suffered horrific abuse, like Lori, the lion-hearted 7 year old who, due to being beaten by her parents has a piece of skull embedded in her brain, along with lesions from other beatings resulting in her simply being UNABLE to learn to read. Torey manages to convey how clever Lori actually is with an exceptional ability to 'read' people. And makes the deliberate point that Lori would have been better off without a limb or sight in the current education system where some special needs are still treated with an almost medieval stigma.
Hayden's books are never sugar coated. The reader always gets a good dose of the reality of teaching special needs kids, the mess, the smells and the chaos. She never portrays herself as a hero (although she is) and her honesty about her personal life and her frustration at her own frustration and impatience just make her more endearing.
I have 4 children and a teaching degree. I feel very strongly about the amazing work Torey and people like her do, usually behind the scenes and often in less than acceptable conditions. I tentatively offered "One Child" to my 10 year old daughter, because I WANT my children to learn compassion and to value difference. My daughter devoured this book and has now read 3 of Hayden's books. She is about to start this one because I just finished it. Torey's books have helped me start a dialogue with my daughter about compassion and caring and how each individual person has a part to play, a choice of better or worse, in their lives and the lives they touch. For this I feel I owe Torey Hayden a huge debt.
Torey Hayden's books are relevant to everybody and should probably be made required reading for some! She truly contributes to making life worth living in this world.
Somebody ELSE'S kids, (not yours, Torey Hayden!).......2007-05-29
Torey Hayden is a person with personal boundary issues and a belief that she can be a "savior" to the children whom she is supposed to teach, no matter how serious their problems, as long as they are "beautiful" and have "high I.Q.'s". Moreover, her writing is prone to exaggeration, repetition and contradiction.
She states that others see her over-stepping her boundaries as a teacher, yet she repeatedly does just that. For example, telling Tomaso that he is "a special guy" is fine; telling him that she loves him is one thing, but then saying, "I need you, come here so that I can put my arms around you." (112), she is clearly out of line. Probably co-dependent.
She uses the term "high I.Q." to validate the worth of her "special kids" on at least four occasions in the book (p.30, 133, 185, 257) and at one point calls the children who are in the profoundly mentally handicapped class as "Betsy's idiots" (p.288). She loves Lori who is strangely beautiful and has a high I.Q. despite her specific brain damage. She often refers to Claudia's above-average I.Q., and uses this to try to get her accepted into a counseling program for pregnant teens.
She states that she tries not to believe that she is omniscient, yet she acts otherwise. For instance, she tells Lori that she loves her, and that there will never be a time when she can't handle things, because she (the teacher-god) will never let this happen. She is unable to let go of her work and have normal relationships with adults. This is why she looses her boyfriend, Joc, who sums up the problem with, "Oh get off your God trip for once!"
And OMG, her writing! Redundant, melodramatic and sometimes illogical. My favorite example is when she contrasts Lori with Hitler. When Lori fears that she is a "retard kid" because she can't read, Torey replies, "Hitler could read" , and he was a really retarded. I mean really. Hayden throws moral retards like Hitler and profoundly retarded "idiots" like those in Betsy's class are thrown into the same dumpster of humanity, while she, god-like rises up to save those special children who have worth because of their I.Q. or physical beauty.
A straightforward account of four unusual children and their extraordinary teacher.......2007-03-21
Special ed teacher Torey Hayden tells the story of a year within her classroom, when she struggled to help four students -- 12-year-old Claudia, a shy, bright parochial school student who is pregnant; Tomaso, a Mexican 10-year-old who became wild and unreachable after his stepmother murdered his father; seven-year-old Lori, unable to learn after physical abuse at the hands of her biological parents resulted in brain damage; and Boo, also seven, and severely autistic.
Most days, Heyden admits, she was full of frustration, as these four kids aren't exactly easy to work with. In addition, having the four -- with widely different needs -- *together* was also a challenge. But still, something within her refused to give up. Although many others before her had dismissed each of the children as lost, Heyden wanted to believe that wasn't true.
Although it crosses into the realm of potential sap, preachiness or self-admiration, the book never goes there. While Heyden's quest to help the children -- and resulting success with them -- puts her well ahead of others, she never takes on the air of patting herself on the back for it. Rather, she is a mere human; one who often becomes frustrated, as anyone else might be; and far from perfect. Often, as she becomes fixated on the children, Heyden forgets to balance the other areas of her life, which become problematic as a result.
This is a fascinating look at a year in the lives of four different special needs children, and what one caring individual does to try to help them.
somebody else's kids.......2005-11-09
Torey Hayden, author of "One Child," charts a year in the life of a special education classroom with some unusual and unforgettable students. They include Claudia, an academically gifted, pregnant twelve-year-old; Tomaso, who witnessed the death of his father; Lori, a girl whose abuse left her unable to read and write; and Boo, an autistic boy with a fondness for giving weather reports. How they bond, become a class, and deal with the largely unsympathetic outside world makes for a remarkable story. Even more gratifying is the epilogue, in which we learn that all four made gains after they graduated from Hayden's class, all quite remarkably.
Pretty Good.......2003-03-22
While I didn't enjoy this book as much as some of the other Torey Hayden books I've read, I did like this book.
The troubled children in this book were lovable and as always, Torey worked miracles with them. I really felt her love for them. My favorite of the children was the autistic Boo.
Read this book - you won't regret it.
Product Description
The popular book, Fine Motor Skills for Children with Down Syndrome is now available in an expanded new edition. Written by an occupational therapist who has worked extensively with children with Down syndrome, and is also the mother a teenager with Down syndrome, this book explains the best practices and procedures for helping children master daily living skills for home, school, and an independent future. The author presents a thorough overview of the building blocks of fine motor development and how the characteristics of Down syndrome can impact the acquisition and progression of fine motor skills. She also explains the building blocks of fine motor development: Stability Bilateral coordination Sensation Dexterity Early arm and hand control And important daily living skills for home and school: Dressing and grooming Eating and drinking Cutting Grasping a pencil Preprinting skills Drawing Printing Cursive handwriting There are instructions for dozens of easy home- and school-based activities, which help children gradually overcome delays and learn the fine motor skills mentioned above. The author suggests ways for parents to incorporate these exercises into as many day-to-day activities as possible, recognizing how impractical it is to constantly be in ?therapy? mode with a child. New material includes a chapter on problems with sensory processing for those who are over- or under-responsive to touch, or have unexpected reactions to sound, pain, or other sensations. Being aware of these sensitivities can open pathways to better behavior and responsiveness to therapy. Also new is information about a critical developmental step--determining when a child is ready for preprinting activities. These and many other additions make this the most up-to-date, comprehensive resource on fine motor development for children with Down syndrome.
Customer Reviews:
Great book!.......2007-04-12
This is a great book for anyone working with or parenting children with down syndrome (and fascinating for anyone with children). It covers development based on stages rather than ages, so the focus can be on the child and not on a outwardly determined norm for development.
Great Helps!.......2007-01-09
This book offers so much help for parents, grandparents, teachers, anyone working with children who have down Syndrome. It gives so much help, ideas, insights... well, the list just goes on.
Recommended for all teachers, parents, guardians, grandparents, caregivers and counselors for children with Down Syndrome.......2006-06-04
The substantially revised and updated second edition of Fine Motor Skills For Children With Down Syndrome: A Guide For Parents And Professionals by pediatric occupational therapist Maryanne Bruni offers a thoroughly "user friendly" study detailing particular tactics and effective strategies for training the motor skills of children with Down Syndrome. Introducing readers to invaluable tips on determining when a child is ready for preprinting and printing activities, strategies for encouraging self-help skills for independent living, research on how children with Down Syndrome learn, expanded suggestions for useful toys, activities, equipment, and grandparent lists, useful information for computer use, and more, Fine Motor Skills For Children With Down Syndrome enables a thorough grasp of greatly helpful and very practical information for a more educated approach to aiding children with Down syndrome. For its concise and essential comprehension of dire information, Fine Motor Skills For Children With Down Syndrome is very strongly recommended for all teachers, parents, guardians, grandparents, caregivers and counselors for children with Down Syndrome.
Must have reference for pediatric occupational therapist.......2000-03-01
Maryanne Bruni has taken the best of both worlds of knowledge-therapist and parent of Down syndrome child--and combined them when she wrote this terrific guide. Listing developmental sequences step by step for scissors and handwriting skills helps me explain to parents what to work on at home and what to expect next. This guide should be in every pediatric facility and early childhood program's library. It covers all the practical hands-on treatment ideas that get glossed over in OT school. Thanks, Maryanne.
Easy to read book for both parents and professionals........2000-02-17
I am an Occupational Therapist and I work with children with disabilities. I have found this information useful in my own practice and have shared this title with some of my families.
Book Description
Written specifically for teachers, child and youth-care professionals, and foster parents, No Such Thing As a Bad Kid is packed with information for anyone who lives or works with youngsters at risk. This empowering handbook provides hundreds of hands-on tips and sample dialogues which can help revolutionize your interactions with troubled kids and their interactions with the world. Even parents of children not at risk will benefit from this book.
Customer Reviews:
best book for people working with young people in crisis.......2007-04-11
This book has so much to offer the Youth Worker and Professional person in giving insight into ways to deal with young people and the feeling that also affect you when dealing with young people in crisis
Appelstein Captures the Essence of Working with Kids.......2000-02-21
Whether you are a professional or parent, you will benefit from the insight and pracitcal techniques Charlie Appelstein provides in "No Such Thing as a Bad Kid." Appelstein combines research, experience, and humor in this marvelous work on how to help kids grow and manage their problems. It is hard to believe that a book that is so easy and fun to read could be so helpful. As a therapist and staff development trainer in a residential treatment setting, I use the concepts and techniques in this book EVERY day.
Excellent toolbook to parent troubled kids.......1998-10-21
As a parent of two ADHD children, I found this book to be a milestone as a common sense approach to dealing with troubled kids. Appelstein shares his wealth of experience in working with children from the inside of the parent out. I have already found his insight to be invaluable.
Product Description
The completely revised and greatly expanded 5th edition of Planning for the Future: Providing a Meaningful Life for a Child with a Disability After Your Death discusses all the steps that parents should take to assure a secure and happy life for their disabled son or daughter.
Customer Reviews:
Future Care of Your Disabled Child.......2007-03-31
"This book addresses a variety of issues related to planning for a child with a disability, including special needs trusts, guardianships, government benefits programs, and taxes. It focuses on the importance of developing a comprehensive life plan for the child and is written on a level that is fairly easy to understand. Because this book was published in 1995, information gathered from it may need to be updated according to more recent changes in the law."
I deducted one star for the publication date (1995), but the overall info is invaluable for someone facing this situation.
Amazing Book on Future Planning.......2005-09-06
I just wanted to share this book with those who may be interested. It is so detailed - I have never seen so much information in one place in my entire life about future planning for a child with a disability. The first section just blew me away - the second and third - same thing. I look forward to finishing the remaining 400 pages of this whopper of a book (which is 642 pages in length). This book has already answered every single question that I've ever had about the future, in regards to my son, who has Autism. I would venture to say that the education that I have received in the first 240 pages makes it worth every single penny - and then some. Everything from the differences in housing options to caregiver options to community living to managing finances to specifying your child's joys so that they may continue after your death (even down to writing a letter of intent which specifies that your child likes to bowl or go to the movies!). Over and over again I've seen the authors stress how important it is to GET INPUT FROM THE PERSON WITH THE DISABILITY and to TELL THE PEOPLE WHO YOU EXPECT TO CARE FOR YOUR CHILD about your decisions, which involve them. Readers are prodded to write a "letter of intent" and to revise it each year so that it's always current and changes with the needs of your child. The book is expensive but if you're looking into this topic, I would highly recommend making this purchase before consulting an attorney or hiring someone blindly. Please note that this is not my "formal" review but is my way of sharing this book NOW instead of waiting until I'm completely finished.
Jackie D. Igafo-Te'o, Bridges4Kids
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