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Alex Plank's story regarding the founding of Wrong Planet is covered in the special education curriculum of many universities in the United States. A page is dedicated to Alex Plank and his story in a textbook used by various universities such as the University of Virginia and George Mason University for introduction to special education courses.
Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. [3]
In 2008, Wrong Planet began getting involved in autism self-advocacy, [vague] with the goal [dubious – discuss] intended to further the rights of autistic individuals living in the United States. Alex Plank, representing the site, testified at the Health and Human Services 's Interagency Autism Coordinating Committee .
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
The intervention begins with measuring the child's skill levels in language, social skills, imitation, cognition, play, and motor and self-help skills. The assessment serves as a baseline for future reassessments, which are rerun every 12 weeks, [ 7 ] and a model of it is presented in Rogers and Dawson's 2010 book, [ 1 ] being called the ESDM ...
The social thinking methodology embraces what literature says about working directly with neurotypical and neurodivergent children, teens and adults who have social learning differences, difficulties, or disabilities (e.g., Autism Spectrum levels 1 and 2, ADHD, social communication differences or anxiety, etc. or no diagnoses) and promotes the use of a variety of curricula, visual supports ...
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A 2007 meta-analysis of 55 studies of school-based social skills intervention found that they were minimally effective for children and adolescents with ASD, [74] and a 2007 review found that social skills training has minimal empirical support for children with Asperger syndrome or high-functioning autism. [75]