Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder


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Much of what is coming at them from the outside world is experienced as dismaying and intrusive, if not downright terrifying. Under the stress of all this, they may lose control. The outside world will not care much whether the person just lost control or was trying to stop some intolerable sensory input or social demand. There is so much that can potentially destabilize a person with an ASD. Consider lack of language and an inability to communicate, broken routines, items out of order, sensory overload, and the unfathomable behavior of the human beings around them. For a person on the spectrum, life is dishing these up all day long.

Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder

Nevertheless, meltdowns are very challenging for those around them. Depending on level of functioning, they can also be very frightening for the person with an ASD who has lost control of him or herself. For some individuals with ASD, problems with mood go beyond frequent irritability or tantrums. They may suffer from an actual mood disorder in addition to their ASD.

Bipolar disorder has been reported, although anxiety and depression appear to be much more prevalent. The authors take the reader through the stages of the rage cycle and emphasize the importance of utilizing the teachable moments before and after a rage episode. Linda M. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with illustrative examples, the book shows how to conduct a functional assessment and develop an overall support plan, using a team-based approach.

Of particular utility, chapters detail specific types of interventions that could be included in the plan: antecedent interventions, alternative skills training, responses to problem behavior, long-term supports, home-based strategies, and more. Featuring self-check questions to facilitate learning and problem solving, this is an invaluable classroom text and professional guide.

Lost and Found is a follow-up to Dr.

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While the first two books described Dr. Greene's positive, constructive approach and described implementation on a macro level, this useful guide provides the details of hands-on CPS implementation by those who interact with these children every day. Readers will learn how to incorporate students' input in understanding the factors making it difficult for them to meet expectations and in generating mutually satisfactory solutions. Specific strategies, sample dialogues, and time-tested advice help educators implement these techniques immediately. The groundbreaking CPS approach has been a revelation for parents and educators of behaviorally-challenging children.

This book gives educators the concrete guidance they need to immediately begin working more effectively with these students. The discipline systems used in K schools are obsolete, and aren't working for the kids to whom they're most often applied — those with behavioral challenges. Lost and Found provides a roadmap to a different paradigm, helping educators radically transform the way they go about helping their most challenging students. This practitioner-friendly guide provides special and general education teachers of autistic students with a six-phase positive behavior support model that includes interventions for each phase.

Drawing on her own experience of schooling, and of a network of friends and correspondents who share her way of thinking and responding, Clare Sainsbury reminds us of the potential for harm education holds for those who do not "fit in". This book holds insights that take us beyond the standard guidance on how to manage autistic spectrum disorder. It challenges the way we might handle obsessive behavior. It invites us to celebrate the pure passion of the intellect, which such obsessions can represent, and to recognize the delight which can be experienced by children who love to collect.

It reminds us that many of the autistic mannerisms we might try to suppress actually help the child to think.

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Insightful and empowering, this book is based on the premise that some children need extra help and patience in developing social skills. It shows teachers how to build on these crucial skills, ranging from the ability to control speech and movement, through improving attention and concentration, to the ability to adapt to the social environment of the classroom. It gives teachers the tools to help children develop stronger character and emotional well-being, to give them the skills they need to deal with the emotional challenges they meet in school. Classroom games and activities to teach and support all students in key social skills and engagement complement this important book.


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Fighting, biting, screaming and other behaviours that challenge the people dealing with them are often triggered by unsuitable surroundings or unrealistic demands. Based on the successful low-arousal approach, it is a proven method of stepping away from distress and towards calm, improving the quality of life of everyone involved. Helpful examples covering a wide range of developmental disabilities from autism to Down's Syndrome illustrate the positive changes that can be achieved. Meltdowns are stressful for both child and adult. Jed Baker offers parents and teachers strategies for understanding, preventing and managing meltdowns.

Positive Strategies for Students with Behavior Problems.

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This research-based and practical manual has effective solutions for educators from grades K— Developed specifically for use with children with persistent or severe behavior problems, this book introduces educators to the systematic Positive Strategies method, which helps teachers understand why behaviors persist, prevent problem behavior, and replace challenging behaviors with better alternatives. For professionals who work with students on the autism spectrum in inclusive classroom settings, supporting emotional regulation is key.

This practical guide outlines cognitive and language strategies that support emotional regulation, which the authors have found successful with their students with autism, supported by research that shows why they work. The focus in this book is on the emotional state of the child as opposed to controlling behaviours. The guidelines and strategies provided help students with prediction and make the expectations of them clear, empowering children by giving them choices. Examples of how to use each strategy are given, alongside tips for application.

The book also includes sample goals for regulation, information on therapy techniques that work and a 'cheat sheet' overview of the strategies, creating a clear and concise guide to engaging and enhancing learning in the classroom. Agitation Phase 7. Meltdown Phase 8.

Managing Problem Behaviors in Children with Autism and Developmental Disabilities

Re-Grouping Phase 9. Starting-Over Phase Request Inspection Copy. Email this to a friend. Order Inspection Copy. Footprint Books - Home Page. Media Enquiries. Quick Search Books General. Books return to list. Product Status: Not Our Publication - we no longer distribute Qty: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 add to your cart.

Overview Contents Reviews Author Bio. This hands-on, practical, teacher-friendly approach to preventing as well as responding to the acting-out behaviors of students with autism spectrum disorders ASD includes detailed procedures for general and special education teachers.


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It is based on the model described in Colvin's bestselling book, Managing the Cycle of Acting Out Behavior in the Classroom, which presents a 7-step model for confronting challenging behavior in the classroom, from the calm phase to the agitation phase to the deescalation phase.

Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder

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