| Description |
1 online resource (253 pages .) |
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data file rda |
| Note |
Print version record. |
| Contents |
Machine generated contents note: part I GETTING READY TO DELIVER THE PROGRAMME: CONSIDERATIONS, DECISIONS AND PREPARATION -- 1. Introduction -- 1.1. Opening remarks -- 1.2. Terms and definitions used in this book -- 1.3. How All About Me came about -- 1.4. short description of All About Me and what it intends to do -- 1.5. Who All About Me can be used with -- 1.6. overview of the book -- 1.7. Research into the effectiveness of All About Me -- 2. Arguments for and against telling children about their autism -- 2.1. Introduction -- 2.2. brief review of the literature surrounding individuals' responses to finding out about their autism diagnosis, or having it withheld -- 2.3. Potential benefits of disclosing a child's diagnosis -- 2.4. Potential risks of disclosing a child's diagnosis -- 2.5. Potential risks of withholding a child's diagnosis -- 2.6. Conclusion -- 3. pre-programme work -- 3.1. Introduction -- 3.2. Deciding when a child should be told about their autism and identifying if they are ready -- 3.3. Identifying whether parents are ready for their child to be told, and how professionals can help them reach this stage -- 3.4. How to identify when the professionals are ready to tell the child -- 3.5. Deciding who should lead the work and who else might need to be involved -- 3.6. Gathering and sharing essential information about the child -- 3.7. Criteria for deciding whether All About Me would be suitable for a child -- 3.8. Deciding where the work should take place: identifying and preparing the right environment -- 3.9. Deciding when the work should take place: choosing the right time for the sessions -- 3.10. Deciding how to present the work to the child -- 3.11. Conclusion -- part II TEACHING AND FOLLOWING VP ALL ABOUT ME -- 4. overview of the programme's teaching methods, content and framework -- 4.1. Introduction -- 4.2. programmes design and teaching methods -- 4.3. brief overview of the programme content and framework -- 5. Teaching Session 1: Creating the context for disclosing the child's diagnosis -- 5.1. Introduction -- 5.2. Teaching and learning objectives for Session 1 -- 5.3. Required resources -- 5.4. Introducing the child to All About Me -- 5.5. Introducing Session 1 -- 5.6. Stage 1: Exploring the child on the outside -- 5.7. Stage 2: Exploring the child as a person on the inside -- 5.8. Stage 3: Exploring and identifying the child's areas of strength -- 5.9. Stage 4: Identifying the child's challenges -- 5.10. Session summary: What we learned today -- 5.11. Assessing the session and deciding how to proceed -- 6. Teaching Sessions 2 and 3: Disclosing and explaining the child's diagnosis -- 6.1. Introduction -- 6.2. Teaching and learning objectives -- 6.3. Preparing for Session 2 -- 6.4. final pre-disclosure meeting with the child's parents -- 6.5. Introducing the child to Session 2 -- 6.6. Stage 5: T have autism' (disclosing the diagnosis) -- 6.7. Stage 6: Other people with autism -- 6.8. Stage 7: Explaining autism to the child -- 6.9. Stage 8: Informing the child about their support network -- 6.10. Stage 9: Autism and special interests -- 6.11. Stage 10: Ẁho am I?' -- 6.12. Monitoring and supporting the child between Sessions 2 and 3 -- 6.13. Making the booklet in preparation for Session 3 -- 6.14. Session 3: Revision and assessment session -- 6.15. Addressing key issues that can occur and persist across Sessions 2 and 3 -- 6.16. Summary -- 7. Differentiating All About Me to make it accessible to more children -- 7.1. Introduction -- 7.2. Meeting individual children's cognitive, communication and literacy needs -- 7.3. Strategies for including children with behavioural issues -- 7.4. Conclusion -- 8. What next? -- 8.1. Introduction -- 8.2. Continuing the processes of teaching children about their autism and helping them learn to understand and live with their diagnosis -- 8.3. Developing a child's engagement with their school work, support, and planning for the future -- 8.4. Sharing the diagnosis with siblings, other family members and friends -- 8.5. Informing school staff and other professionals about a child's diagnosis -- 8.6. Sharing a child's diagnosis with their classmates -- 8.7. Proving to the child that it is okay to have autism -- 9. brief guide to the electronic resources -- 9.1. Introduction -- 9.2. Section A: Pre-programme information-gathering and recording forms -- 9.3. Section B: Example All About Me booklets -- 9.4. Section C: All About Me booklet templates -- 9.5. Section D: Teaching and learning prompts -- 9.6. Section E: Resources for follow-up initiatives. |
| Bibliography |
Includes bibliographical references. |
| Subject |
Autism spectrum disorders in children.
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Autism Spectrum Disorder.
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MEDICAL -- Gynecology & Obstetrics.
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Autism spectrum disorders in children. (OCoLC)fst01764578
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| Other Form: |
Print version: 9781785921292 1785921290 (OCoLC)962437021 |
| ISBN |
9781784503932 (electronic book) |
|
1784503932 (electronic book) |
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