Are you frustrated by the inevitable communication breakdowns and behaviour difficulties that occur regularly with your most challenging students? Then this is the book for you!!!

Don’t let the title fool you.

This book is packed with lots of samples & examples of visual tools that have worked for students with Autism Spectrum Disorders and lots of other students with moderate to severe communication or behavior challenges.

This is what we know …
Communication and behaviour are intertwined. Using visual strategies to improve communication can significantly improve behavior situations.

In Solving Behavior Problems in Autism you will learn to:

What is it?

Why did you write this book?

Because behaviour challenges are so challenging! Parents and educators frequently become frustrated and exhausted from dealing with behaviour challenges. Students are often overwhelmed by the challenges and demands facing them. Life can get better. This book provides lots of help.

Who is this book for?

Teachers, parents, Speech Therapists and others who live with and program for students with autism spectrum disorders will benefit. But, don’t be fooled by the title of the book. The information in this book is also appropriate for those who deal with any other students with communication and behaviour challenges.

The cover says:

Strategies for: Autism, Autism Spectrum Disorders, Asperger’s Syndrome, Communication Disorder, Fragile X, Attention Deficit Disorder, Behavior Disorder, Learning Disability, Pervasive Developmental Disorder, Language Delay or Disorder, comprehension Problems, Auditory Processing Disorder, Hearing Impairment, Aphasia, Developmental Delay, Emotional Impairment, Speech Disorder, Mental Impairment, Traumatic Brain Injury, Down Syndrome, Multi-handicapped, Bilingual and more …

What is the book about?

It is not unusual for students with autism spectrum disorders or other communication challenges to demonstrate behavior differences or behaviour problems. Dealing with those behaviour issues can be one of the most challenging aspects of parenting and teaching these students. The familiar and typical strategies used with other students may or may not work with this population. Without taking the time to understand the bigger picture … discovering the causes of the behaviour difficulties … intervention attempts can result in a continuous pattern of reacting to isolated incidents rather than developing a plan or approach that will produce better long term outcomes. But, discovering causes of difficulties is only half of the answer. Finding some ways to deal with the behaviour challenges is the other half. This book helps you discover how. It is packed full of very practical, easy to use techniques that really work.

Tell me more …

There are as many approaches to teaching and educating children as there are people. The results of those approaches range from satisfying and successful to frustrating and failing. Students with autism spectrum disorders frequently learn differently from their peers. Therefore, the techniques for teaching skills and managing behaviour situations may need to be modified. The majority of these students tend to be visual learners. Considering the learning style of this population, the focus of visual strategies to solve behaviour problems is a natural consideration.

These are the links: behaviour-communication-visual strategies.

Communication emerges as an integral part of the problem, or it evolves as an essential part of the solution. The development of visually supported communication or visually mediated communication strategies becomes a significant source for improving communication for these students. Frequently, the improvement in behavior is directly related to improvement in communication; particularly the ability to understand.

Visual tools and supports help create an environment that makes the student’s communication/ social/ behaviour difficulties less likely to occur. When analysing situations where behaviour problems occur it becomes obvious that many of them are the result of a student not understanding what is going on in his life. It is common to assume that students understand. In reality, many times they don’t. The purpose of using these aids is to enhance the student’s understanding of what is happening in his life and what is expected of him. Once he understands, he is more apt to comply with the demands of the setting. It does not matter if a student is verbal or non-verbal. The primary purpose of these tools is to support communication to the student. They are used to give information, provide structure, or accomplish numerous other purposes. There are numerous ways that visual tools can be used to support students.

Are these techniques just for students with autism?

NO!!! NO!!! NO!!! Working with students who have autism spectrum disorders can be very challenging. Some of their behaviour difficulties may appear more complicated or severe than other students. When we discover what really works well with these students, we end up with some effective tools that will work for most other students, too.

Excerpt from the book:

Students with autism spectrum disorders experience communication difficulties that significantly affect their social interactions, behaviour, and overall participation in daily activities. The real bottom line is this: These students tend to be visual learners living in a very auditory world. Because they are easily frustrated and often misunderstood, their behaviour is frequently not like that of other students. Sometimes they do not understand what to do or how to do what other students do. Sometimes they try to control the world using behaviours and strategies other students don’t usually need to use.

In attempting to sort out the challenges, we discover a comparative learning strength. These students tend to understand what they see better than what they hear. Simple logic says teach to their strength. Using that strength helps compensate for their weaknesses. Hence visual strategies. Most important: Using visual strategies works! These techniques work for verbal students. They work for non-verbal students. High or low skilled students both benefit from visual supports that are designed to match their level of capability. Visual tools and supports are not a magic Band-Aid that will fix every problem that these students have, but they will provide a valuable framework to support their lives. Implementing a system of visual tools and supports significantly reduces various behaviour problems and increases effective communication interactions for most students. Using visual tools and supports makes a difference … a huge difference. Frequently the successful functioning of students with autism will come from the implementation of lots of small pieces that eventually work together to create an effective communication system. The principle of visually supported communication is simple, however the impact on the functioning of most students with autism is profound.

Does this book have the same information as the book Visual Strategies for Improving Communication?

Visual Strategies for Improving Communication is the first book in the Visual Strategies Series. Solving Behavior Problems in Autism is the second book in the series. It follows the same format as the first book, however, it is packed with additional information and lots of new samples and examples.

How will I benefit?

You can e-mail your order to products@spedsg.com,
fill up an order form and fax to (65) 6899 8477,
or call (65) 6899 8377.