Yes, Please Tell Me!: Using the PEERspective Learning Approach to Help Preteens Navigate the Social World

by Jennifer M. Schmidt M Ed M Ed, Megan R. Barrett M Ed M Ed, Brenda Smith Myles (Foreword by)

Overview

Students with autism are often brilliant but struggle to get and keep jobs due to social skill deficits and splinter skills. This book will help students start thinking socially through intentional social skill lessons based on evidence based practice including peer based instruction and intervention. Using peers to teach social skills is an easy way to shift the culture and climate of your entire school building and even district.

Product Details

ISBN-13:	9781957984551
Publisher:	Future Horizons, Inc.
Publication date:	11/23/2021
Series:	PEERspective
Sold by:	Barnes & Noble
Format:	eBook
File size:	43 MB
Note:	This product may take a few minutes to download.

About the Author

Jennifer M. Schmidt, M.Ed., is a special education teacher at Beavercreek High School in Beavercreek, Ohio. Jennifer has 25 years of teaching experience in both general and special education settings. She began working closely with students with autism while teaching in Chapel Hill, North Carolina, and was trained in the TEACCH method. At BHS, Jennifer and her now retired speech-language pathologist colleague piloted the PEERspective Learning Approach in the fall of 2007, and the class continues to this day. Many other school districts have adopted the same model with similar success and Jennifer has spoken internationally about this model and how to help students with autism. Jennifer is a passionate educator who enjoys presenting conferences about PEERspective, autism, and other topics related to special education. She was recognized as Beavercreek City Schools Teacher of the Year in 2012, and in 2014 received the Beavercreek Chamber of Commerce Educator of the Year recognition as a result of her innovative teaching model. Jen's first book, Why didn't they just say that? was released by AAPC Publishing in 2017. This book earned the 2018 National Parent's Product Award and was an International Book Award Finalist. Jennifer stays active teaching at workshops, through her role as a lead teacher on the Autism Coalition Team, Beavercreek High School, and at The University of Dayton and Wright State University. She is committed to helping other schools find success in teaching pragmatic language to students on the autism spectrum through PEERspective. Be sure to check out her website for more information.
Megan R. Barrett, M.Ed., is currently a special education teacher for grades 6-8 at Ankeney Middle School in Beavercreek, Ohio. Megan's 9 years of teaching experience have come in both general and special education classrooms across elementary and middle school settings. Along with assistance from Jennifer M. Schmidt, Ms. Barrett piloted the PEERspective model, as well as created and implemented a social skills class curriculum at the middle school level. This program has been used the past three years at Ankeney Middle School. The class is designed to help students with autism and other communication needs be successful throughout their day. As an enthusiastic educator, Megan has presented the PEERspective program at several conferences focusing on autism and collaboration as it relates to special education. Megan was recently recognized as Beavercreek City Schools 2019 Teacher of the Year and continues to be an active member of Beavercreek City Schools' Autism Coalition Team. As a way of educating her peers and colleagues, along with supporting students with various learning needs, Megan presents at local universities in order to help fellow teachers find success in helping students with autism and other behavior issues through use of the PEERspective model.

Table of Contents

PREFACE   1

INTRODUCTION  5

Common Characteristics of Students With ASD   5

Common Educational Approaches Used With Students With ASD  7

Sensory Processing Disorders and ASD  8

Overview of the Book   13

CHAPTER 1

Sensory Integration and Sensory Processing Disorder  15

Our Senses  15

The Sensory Integration Process   17

Sensory Dysfunction   29

Sensory Dysfunction in Students With ASD   38

CHAPTER 2

Sensory Integration Planning for Adolescents  41

Sensory Assessment  41

General Intervention Considerations   48

CHAPTER 3

A Sensory Buffet: Choosing the Right Interventions   53

Sensory Buffet   54

Sensory Systems   57

Putting It All Together: The “How To”  86

CHAPTER 4

Self-Regulation  89

Self-Regulation and Students With ASD  90

Anxiety and Meltdowns   95

Ways to Teach Self-Regulation  98

CHAPTER 5

A Sensory Buffet as Part of Educational Programming  107

The Ziggurat Model   107

Case Study: Asid  110

Comprehensive Autism Planning System (CAPS)  112

Home-School Communication  114

Case Study: Miguel  118

CHAPTER 6

Sample Sensory Buffet Schedules for School  123

REFERENCES  127

APPENDIX  133

Teen Sensory Tools Survey  134

Adult/Adolescent Checklist (Age Twelve and Up)  135

Steps in Determining Intervention Strategies for ROA

(Registration Orientation Arousal) Difficulties  138

The Sensory Scan Worksheet  139

Ziggurat Worksheet  141

Comprehensive Autism Planning System Worksheet  142

The ECLIPSE Model Self-Regulation Activity  143

Sensory Buffet School Communication Form  144

Sensory Buffet Home Communication Form  145

Website Resources  146

Editorial Reviews

As a professor of teacher education, I appreciate having this textbook to support my pre-service teachers as they learn how to meet the needs of diverse learners in the classroom. The practical instructional strategies identified, along with the meaningful Teacher Talks that provide concrete steps for educators, all backed by evidence-based practices, allow me to confidently provide this resource to rising educators.”

—Jennifer T. Christman, Ed.D. Assistant Clinical Professor, University of Dayton

From the Publisher