For students with autism spectrum disorders, problems with flexibility and goal-directed behavior can be a major obstacle to success in school and in life. But flexibility and goal-setting can be taught just like any other skill—and this how-to manual equips professionals with simple, real-world ways to help students with ASD develop this critical aspect of executive function.
A classroom-based intervention approach for high-functioning students ages 8–11, this innovative guide gives special educators and other service providers ready-to-use lessons that promote cognitive and behavioral flexibility in everyday situations, from compromising with peers to handling schedule changes. Developed by a multidisciplinary team of researchers and front-line professionals, the 27 lessons in Unstuck and On Target!
- are tested and proven. Students in field tests reported clear benefits, including increased ability to compromise and focus on larger goals.
- reflect the learning style of students with ASD. Explicit, step-by-step routines, activities, and scripts build on the natural strengths of students with ASD and ensure that they make progress.
- target specific skills every student needs to learn more effectively, participate successfully in the classroom, reduce stress, get along with others, set and achieve goals, problem solve, complete tasks independently, and more.
- free up teacher time. Educators will spend less time supporting students with flexibility challenges and more time on teaching.
- fit easily into any curriculum. Lessons are easy to use and don't require extensive planning.
- make learning fun, with engaging games, role-plays, stories, and lively class discussions.
- ensure generalization. Take-home worksheets for each lesson strengthen the home-school connection and help students transfer their new flexibility skills to other settings.
Ready for any professional to pick up and use, this complete guide gives users clear instructions, materials lists, and modifications for each lesson, plus invaluable Teacher Intervention Tips that help general educators reinforce the lessons throughout the school day. And with the included CD-ROM, it's easy to print all of the game cards, student worksheets, and other materials needed to conduct the lessons.
With this effective, user-friendly approach to executive function intervention, students with ASD will develop the flexibility skills they need to reach their goals, enjoy healthy relationships, and succeed in school and in the community.
Help students with ASD
- handle unexpected events
- cope with disappointment and frustration
- keep an open mind
- navigate disagreements with friends
- set and achieve goals
- distinguish a "big deal" from a "little deal"
- learn how to compromise
- create a Plan B when Plan A doesn't work
These ready-to-use, classroom-based interventions help students with ASD improve cognitive flexibility in any situation, inside and outside the classroom. Includes CD-ROM of student worksheets, game cards, and other printable materials.
| Contents of the CD-ROM |
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vii | |
| About the Authors |
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xi | |
| Foreword |
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xiii | |
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| Introduction |
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1 | (16) |
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How Will This Manual Help You? |
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1 | (1) |
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How Educators, Students, and Parents Helped Us Write This Manual |
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2 | (2) |
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Does Unstuck and On Target! Work? |
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4 | (1) |
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What You Need to Know About Executive Function and Flexibility |
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4 | (4) |
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Prerequisites for Successful Implementation of Unstuck and On Target! |
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8 | (3) |
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Overview of Unstuck and On Target! Curriculum |
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11 | (1) |
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12 | (1) |
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Who Will Benefit from This Intervention? |
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12 | (1) |
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Guide to the Lesson Plans |
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13 | (4) |
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Topic 1 What Is Flexibility? |
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17 | (14) |
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Lesson 1 Flexibility Investigation |
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18 | (9) |
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27 | (4) |
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30 | (1) |
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Topic 2 Flexible Vocabulary |
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31 | (28) |
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32 | (5) |
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37 | (8) |
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45 | (6) |
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Lesson 4 Compromise and Consolidation |
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51 | (8) |
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58 | (1) |
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Topic 3 Coping Strategies |
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59 | (20) |
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Lesson 1 Recognizing Your Feelings |
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60 | (7) |
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Lesson 2 What Can You Do to Feel Better? |
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67 | (12) |
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78 | (1) |
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79 | (18) |
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Lesson 1 What Makes a Hero Heroic? |
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80 | (7) |
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Lesson 2 Who Is Your Hero? |
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87 | (3) |
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90 | (7) |
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95 | (2) |
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97 | (30) |
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Lesson 1 The Advantages of Flexibility |
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98 | (13) |
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Lesson 2 Being Flexible Can Make Good Things Happen |
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111 | (16) |
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125 | (2) |
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Topic 6 Your Goals: Getting What You Want |
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127 | (18) |
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Lesson 1 Setting and Achieving Goals Using Goal-Plan-Do-Check |
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128 | (6) |
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Lesson 2 GPDC Application and Practice |
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134 | (3) |
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Lesson 3 GPDC Application and Practice |
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137 | (8) |
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144 | (1) |
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Topic 7 Scripts That Help You Be Flexible |
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145 | (26) |
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Lesson 1 Big Deal/Little Deal |
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147 | (9) |
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Lesson 2 Choice/No Choice |
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156 | (7) |
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Lesson 3 Handling the Unexpected |
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163 | (8) |
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170 | (1) |
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Topic 8 Journey to Target Island |
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171 | (18) |
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Lesson 1 What Is a Target Goal? |
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172 | (5) |
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Lesson 2 Your Target Goals |
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177 | (4) |
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Lesson 3 Conflicting Goals |
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181 | (8) |
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188 | (1) |
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Topic 9 Being Flexible Makes You a Good Friend |
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189 | (24) |
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Lesson 1 Flexibility Helps When Your Friend Makes a Mistake |
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190 | (7) |
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Lesson 2 All Friends Have Similarities and Differences |
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197 | (5) |
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Lesson 3 Flexibility Helps When You Disagree with Your Friend |
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202 | (11) |
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212 | (1) |
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Topic 10 Flexible Futures |
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213 | (16) |
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Lesson 1 Unstuck and On Target! Review Game 1: Flexiac |
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214 | (5) |
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Lesson 2 Unstuck and On Target! Review Game 2: Four Corners |
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219 | (3) |
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Lesson 3 Flexible Futures |
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222 | (7) |
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227 | (2) |
| Index |
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229 | |
Lynn Cannon, M.Ed., is a social learning specialist at The Ivymount School and The Maddux School. Ms. Cannon received her M.Ed., in Special Education from the University of Virginia. For over 15 years, she has worked as an educator, administrator and program director, serving students with neurodevelopmental disabilities. Ms. Cannon is also a co-author of Solving Executive Challenges, a resource guide for teachers and parents and The Conversation Club, an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities, therapists, educators and their families. She is currently working with federal grant to develop IvySCIP, an assessment, IEP development tool and curricular resource for children with neurodevelopmental disabilities.
Lauren Kenworthy, Ph.D., is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, and Director of the Center for Autism Spectrum Disorders at Children's National Health System. Dr. Kenworthy received her B.A. from Yale University and Ph.D. from the University of Maryland. Her research interests are in describing and treating the neuropsychological phenotype of autism. She is an author of more than 60 peer-reviewed publications, and a co-author of the Behavior Rating Inventory of Executive Function (BRIEF). She is currently completing a trial of Unstuck and On-Target in low-income schools for children with ADHD or ASD.
Katie C. Alexander, M.S., OTR/L, is an occupational therapist and clinician-researcher. Ms. Alexander received her B.S. and post-professional masters from the University of Kansas Medical Center. For over 15 years, she has specialized in community and school-based intervention for individuals with neurodevelopmental disabilities and served as the founding program director for the Model Asperger Program at The Ivymount School. Her research and clinical interests are in developing interventions and supports that improve the daily lives of individuals with neurodevelopmental disabilities and their families.
Monica Adler Werner, M.S., is the Director of the Model Asperger Program (MAP) at the Ivymount School. In that capacity she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self advocacy and self regulation. Ms Werner has been a major contributor to the development of the intervention. In addition, she is a co-founder of Take2 Summer Camp, a program designed to develop social thinking, problem solving and skills. She also serves as an ad hoc public reviewer of NIMH autism grants.
Laura Gutermuth Anthony, Ph.D., Associate Professor, Division of Child and Adolescent Psychiatry, Department of Psychiatry, Children,s Hospital Colorado, University of Colorado School of Medicine. Dr. Anthony completed a dual degree Ph.D. program in clinical and developmental psychology at the University of Illinois, Chicago in 1997. Since then, she has focused her research and clinical work on children with neurodevelopmental disabilities, including more than 30 publications. She has also received funding for 11 federally-funded and 7 foundation research grants including a current Patient Centered Outcome Research Institute (PCORI) Addressing Disparities award for children with autism and ADHD to study this intervention.
