Increase Independence and engagement. Provide a sense of accomplishment.
Building Independence How to Create and Use Structured Work Systems presents an evidence-based approach – structured work systems. Individuals with ASD and related disorders are supported by a variety of people throughout their day, whether in educational and work settings, transition programs or at home. Structured work systems are one method that can be used to ensure that they develop and maintain their ability to work on their own, without assistance and prompting from others.
The characteristics and benefits of structured work systems are explained in this well-illustrated book. Structured work systems provide visual information about:
- what work needs to be done
- how much works needs to be done
- when the work is completed
- what will happen next
Due to the predictability and sense of accomplishment that is built into the system, many individuals with ASD find that structured work time is their favorite time of the day. Full of colorful photos and case examples spanning different ages and levels of functioning, the book provides an A-Z guide to work systems, including assessment, how to build them into the curriculum, IEPs, lesson planning, and more tools geared toward individuals with ASD. Foreword by Gary Mesibov, PhD.
Reeve and Kabot have done it again! Increasing independence for the students we serve is vital to their present and future successes. This book's combination of targeted techniques, evidence-based guidelines, and classroom-friendly practices will have students soaring as teachers implement these clearly defined strategies. A fantastic, must-have resource for my staff!
--L. Shannon Mundy, EdS, director of Special Education, Mountain Brook Schools, Alabama
Structured work systems are critical for many individuals with autism spectrum and related disorders at school, home, and in the community. Reeve and Kabot offer a clear description and practical guidelines for implementing structured work systems from assessment through progress monitoring. The structured work systems and specific activity examples provide a starting point for developing and organizing tasks that the reader can then build upon. The text is especially beneficial for beginning teachers and individuals new to working with students with ASD or to implementing structured work systems.
--Christi Carnahan, EdD, assistant professor, University of Cincinnati; co-author of QUALITY LITERACY INSTRUCTIONS FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
Probably the most challenging aspect of work systems is illustrating the application of this visual support to the Common Core. Reeve and Kabot take TEACCH's approach over the past 40 years and demonstrate high quality of detail in illustrating some curriculum related directly to the Common Core. Here you will find creatively developed activities that address the characteristics of autism spectrum disorders at multiple levels while ensuring attention to the Common Core across ability and age levels ... Practical data sheets, multiple illustrations to show different systems, settings, and formats, and a useful list of materials to assist work system development all make this a vital resource for teacher trainers and for teachers attempting to provide quality educational services to students with ASD.
--John B. Thomas, MEd, educational consultant, co-author of TEACCH TRANSITION ASSESSMENT PROFILE
MEET THE AUTHORS
Christine E. Reeve, PhD, BCBA-D, has more than 20 years of professional experience with children, families and schools focused on autism, inspired by one sister with autism and another sister who teaches children with special needs. During her 13 years at Nova Southeastern University's Mailman Segal Institute, she served in a variety of roles, including director of the therapeutic intervention program for children with significant behavioral issues and autism and consultant for the Autism Consortium, providing consultations and training to school systems across the country. Christine owns and directs a school consultation practice providing professional development and consultation to school systems concerning students with autism, low-incidence disabilities, and challenging behavior. Christine also serves as adjunct faculty and a dissertation advisor for Nova Southeastern University. Author and co-author of several books, including Setting up Classroom Spaces That Support Children With Autism Spectrum Disorders, Christine also maintains a blog regarding school-related information about autism spectrum disorders at http://reeveautismconsulting.blogspot.com/.
Susan Kabot, EdD, CCC-SLP, is the executive director of the Autism Institute at Nova Southeastern University, where she oversees the Baudhuin Preschool; Starting Right, a parent-child early intervention program for children 18-36 months; the Autism Consortium, which provides outreach services to school districts around the country; and the Unicorn Children's Foundation Clinic. She also teaches autism courses at both the master's and doctoral levels at NSU and serves as a dissertation chair and member. Susan has been active at the local, state and national level in a variety of organizations addressing the needs of individuals with autism, their families and the professionals who serve them. She was appointed to the Florida Developmental Disabilities Council and serves on the Health Care and Self-Advocacy Leadership Task Forces. She is also a member of the Panel of Professional Advisors for the Autism Society of America. With Christine Reeve, Susan is the co-author of several books, including Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders. Susan is the mother of three sons. Her middle son, Michael, has autism.
ISBN 13: 9781937473099
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