Autism Asperger Publishing Co

Autism Asperger Publishing Co
Autism Asperger Publishing Co is listed in the Mental Health Services category in Overland Park, Kansas. Displayed below are the social networks for Autism Asperger Publishing Co which include a Facebook page, a Google Plus page, a Instagram account and a Twitter account. The activity and popularity of Autism Asperger Publishing Co on these social networks gives it a ZapScore of 99.

Contact information for Autism Asperger Publishing Co is:
15490 Quivira Rd
Overland Park, KS 66221
(913) 897-2632

"Autism Asperger Publishing Co" - Social Networks

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Autism Asperger Publishing Co has an overall ZapScore of 99. This means that Autism Asperger Publishing Co has a higher ZapScore than 99% of all businesses on Zappenin. For reference, the median ZapScore for a business in Overland Park, Kansas is 43 and in the Mental Health Services category is 31. Learn more about ZapScore.

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Social Posts for Autism Asperger Publishing Co

Great stuff here @asdnestnyu !…

Compelling profile of a person with #autism who is #underemployed & how we can improve via @slate.…

Compelling profile of a person with autism who is underemployed.
Autistic children grow up to be autistic adults. Our society doesn’t give them the support they need.

Pre-Sale – 20% off! "The Cartoon and Script Curriculum for Teaching Social Behavior and Communication: Using Visual Strategies to Support Behavioral Programming for Individuals with ASD" by Vera Bernard-Opitz is available for 20% of during pre-sale, now through October 15th. {Only $15.96!} This book provides cartoons, scripts, and role play to help children with ASD find friends, become better communicators, and increase their flexibility. Pre-order here:

Read an #excerpt from "Talk with Me" for teaching #conversation skills to individuals with high-functioning #ASD >…

AAPC Publishing published a note.
Excerpt: Talk with Me: A Step-by-Step Conversation Framework for Teaching Conversational Balance and Fluency
Talk with Me: A Step-by-Step Conversation Framework for Teaching Conversational Balance and Fluency for High-Functioning Individuals with Autism Spectrum Disorder by Kerry Mataya, MEd, Ruth Aspy, PhD, & Hollis Shaffer Introduction Conversation is everywhere – at the lunch table, at after-school activities, in the line for the water fountain, at overnight camp during downtime, at work with a coworker, or at a Thanksgiving gather­ing. Conversation requires effective communication and social interaction and is a requirement for developing or maintaining friendships. Conversation allows us to get information, give information, and to make others feel comfortable. Effective conversation skills may lead to successful relationships, independent living, and employment, whereas a lack of conversation skills may lead to failure in those areas. Regardless of the setting, this critical skill – human conversation – is challenging for many individuals with high-functioning autism spectrum disorder (HF-ASD) – children and adults alike (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb 2001; Stichter et al., 2010). Specifically, research has shown that individuals with ASD often have difficulty understanding context (Vermeulen, 2012) and process details in a conversation rather than seeing the overall conversational theme (Church et al., 2010; Scherf, Luna, Kimchi, Minshew, & Behrman, 2008). Difficulties with communication may lead to so­cial isolation, social vulnerability, and sometimes bullying (Sofronoff, Dark, & Stone, 2011). For these reasons, it is essential to equip individuals with ASD with effective conversational skills. Traditionally, the teaching of social skills, including conversation skills, friendship skills, and per­spective-taking abilities, takes place in a group setting. Indeed, research has shown the benefits of group participation for learning these skills (MacKay, Knott, & Dunlop, 2007). However, it is often difficult to find a useful lesson that applies to everyone in a given group. As a result, leaders of social skills groups often find themselves picking and choosing lessons based on the needs of students in the group. That is, one lesson might apply to one person in the group, but not apply to the needs of others. Further, many social skills programs do not take place in real-life settings, making it difficult to apply newly learned skills in naturally occurring circumstances. This is where the Conversation Framework comes in! This unique strategy provides an approach to assessing and teaching conversation skills in a group setting that is effective for most students who have difficulty engaging in conversations, including students with HF-ASD. In use since 2005, the Conversation Framework has helped hundreds of individuals with HF-ASD learn how to have meaningful conversations. Parents who have used the conversation rules at home have reported an increase in conversation around the dinner table, including an awareness of asking follow-up questions about others’ lives. Teachers have reported success for their students, with greater acceptance from peers because of the increased reciprocal interactions with classmates. Teachers have also described an increase in listening skills, overall social awareness, and on-topic questions for students who have participated in groups using the Conversation Framework. I’m excited about the changes I plan to make since being in Birmingham last week to learn the Conversation Framework. I hope that’ll give me more of a vision of what I can do to reach more of the children and teens I teach. I’m also thinking I might try to start a group for the younger children (under 12), which I haven’t done in the past. I decided to scratch the lesson that was planned for my teen group last night and just do a “conversation group” and learn about “questions, stories, and comments.” I was dismayed to see that my teens couldn’t carry on an on-topic conversation for more than 1½ minutes without becoming silent or making a drastic change in topic. They were interested in the change I made with the group and seemed excited to work on the new goals (although maybe a bit overwhelmed). One of them even said he couldn’t believe that 50 minutes had already passed and we only have 10 minutes left. It’s crazy to me that I had been following a curriculum, yet my teens were so unequipped. I look forward to seeing their progress because of what I learned from your group. – Social Group Leader, Alabama The Conversation Framework breaks down the elements of a conversation we must master in order to be proficient at carrying out a conversation. The framework was developed and refined across many years based on a review of the relevant research along with close observation of how people talk to each other – what conversations really sound like. Many find it difficult to teach conversation skills, but the Conversation Framework provides a simple and easy-to-implement process for teaching ef­fective conversational habits. The conversation rules presented in this book are specific enough to equip a high-functioning individual with ASD with the tools necessary to ac­quire conversation skills, and simple enough to be used at any age. The beauty of the Conversation Frame­work is that it does not change over time. That is, although kindergarten­ers may need to start at Step 1, where­as older students may be able to start at Step 2 or 3, the process of learning conversation is the same – the rules that elementary school students learn are the same rules that they will need in adulthood. Learning these rules will help students be successful in conversation during the middle and high school years, when the hidden curriculum and use of slang become increasingly important, and during adulthood when mastery of conversation skills is necessary for participation in further education, employment, and the community. Overview Aside from basic greetings, goodbyes, and telephone etiquette, most conversation is unscripted. It is difficult to guess what people will be talking about, what they might ask, or where the conversation will go. This can make conversation challenging for everybody, but especially so for individuals with an autism spectrum disorder (ASD) who function best when the world around them, including the social world, is predictable (Aspy & Grossman, 2011). While numerous programs and curricula have been developed to address social skills deficits, including conversational skills, most are lacking for a number of reasons, including failure to address the complexity of conversations and taking into consideration the underlying characteristics of ASD. WHAT IS THE CONVERSATION FRAMEWORK? Conversation can be complex, making it difficult to break down its components to comprehensive­ly and systematically teach the rules, as we do when teaching many other skills. The Conversation Framework is a comprehensive step-by-step process designed to teach teachers, parents, SLPs, and others how to help high-functioning students with ASD to engage in effective conversation with oth­ers. It is an instructional tool that facilitates understanding of conversation by providing the gestalt, or “big picture,” of how to teach conversation. The overall goal of the Conversation Framework is to provide concrete steps for teaching conver­sation that promote retention of skills and natural conversation in a wide range of settings with a variety of people. Through use of the Conversation Framework, specific areas within a conversation are targeted and replacement conversation skills are taught that assist with behavior, awareness, and perspective taking. Reaching Goals Many years ago I sat in a team meeting discussing the lack of conversation skills for a high-func­tioning kindergarten student with ASD. The IEP team was concerned about his one-sided talking “at” others and his disruption of the class when he interrupted the teacher to make irrelevant comments during whole-group instruction. I suggested adding IEP benchmarks for specific ar­eas of conversation, including knowing the topic, asking questions, telling stories, and making comments. An autism advocate at the meeting responded that the child was years away from learning these skills and concluded that it would be several years before he would be able to ask a follow up question. She suggested benchmarks for walking independently in the hallway. How­ever, through use of the Conversation Framework, eight months later the student often knew the topic and asked independent follow-up questions, as evidenced through teacher observation and data collection. After learning the Conversation Framework, his off-topic comments decreased, on topic comments increased, and raising his hand and awareness of others increased. His over­all behavior significantly improved. – Kerry Mataya The “Gestalt” of the Conversation Framework Wing (1981) described the typical conversation style of somebody with ASD as “one-sided.” For that reason, a major step of the Conversation Framework focuses on how to “balance” rather than mo­nopolize the conversation, by helping students visualize the entire framework. The word visualize is significant here. Most people with ASD – but not all – process information more effectively when it is presented visually rather than relying only on auditory input. (Previous cognitive assessments that may have been completed are a good resource if you are unsure of somebody’s learning style.) Despite focusing on the big picture, the Conversation Framework is taught one step at a time. Be­cause high-functioning individuals with ASD often have difficulty multitasking, the Conversation Framework allows the student to learn skills step-by-step. That is one step must be mastered and become consistent across settings before the next step is introduced. To that end, the Conversation Framework uses repetition and best practice techniques that allow skills to become habitual. Indeed, because real conversation tends to move rapidly, some skills in the framework are not considered to be mastered until they are routinely exhibited within 0 to 2 seconds. Let’s look briefly at each step within the Conversation Framework. Step 1 – Identify the Topic Knowing the topic is the first step toward having an effective conversation. To identify the topic, you must be able to identify the subject of a conversation, the weight or seriousness of what is being dis­cussed, the implied emotion within the conversation, and the inferred meaning of the conversation. The concept of “on topic” vs. “off topic” is also addressed. Step 2 – Balancing Asking Questions, Telling Stories, and Making Comments Within 0-2 Seconds The term balance is used here to refer to creating an equal distribution of questions, stories, and com­ments both with regard to one’s own utterances and in proportion to others’ statements. • Balancing Asking Questions Within 0-2 Seconds Asking questions is essential to keeping a conversation going. There are three different types of questions: (a) questions to start a conversation, (b) follow-up questions about what someone just said, and (c) reciprocal questions. Asking questions allows you to find out information from oth­ers, as well as let someone know you are interested in what they have to say. In general, people like to talk about themselves and their experiences. There are times we may not be interested in what someone has to say, but we ask a question anyway because it shows interest in others. • Balancing Telling Stories Within 0-2 Seconds Telling stories is a significant component of having a conversation. Conversations without stories are boring. Stories can be based on sequential, informational, or emotional events. There are two different types of stories: (a) stories to start a conversation and (b) related stories. Stories allow you to give information in a logical format. They vary in length. • Balancing Making Comments Within 0-2 Seconds Making relevant comments is an important part of mastering conversation. Making comments allows you to show interest in what others are saying and makes others feel comfortable. There are four types of comments: (a) reflex comments, (b) empathetic comments, (c) response com­ments, and (d) sarcastic comments. Step 3 – Bridge the Topic Bridging the topic is the most vital skill for maintaining a longer conversation. Once the other areas of the Conversation Framework are mastered, the next step is learning to bridge from one topic to a related topic without appearing to make a drastic change in the conversation. There are three types of bridging topics: (a) expanding categories, (b) condensing categories, and (c) smooth transitions. It is important to show fluency within each step of the Conversation Framework to be proficient in natural conversations.

We are so excited to share that "Show Me! A Teacher’s Guide to Video Modeling" by Carol Dittoe, MA, CCC-SLP, and Heather Bridgman, MS, ATP, has been selected as a winner of the 2018 Teachers' Choice Awards in the category of Professional Development! These awards were judged exclusively by teachers across the country who used the strategies from the book in their special education classrooms... we’re incredibly honored and proud of our talented authors. 🏅 Find the book here:

Elizabeth Sautter of @MakeSocialStick shares tips to help build #socialemotional skills through caring for a #pet.…

Elizabeth Sautter, author of Make Social Learning Stick, shares tips to help your child build social emotional skills through the experience of caring for a pet. 🐶🐾
My son wanted a puppy more than anything for his 13th birthday. Our dog Jack, a member of our family for 14 years, had recently died, so we couldn’t say no. Even though I’m more a cat than a...

🏆“Power Cards” #book wins 2018 Teachers' Choice Award... #proud to be chosen by #sped teachers across the cou…