Asperger's... What Does It Mean to Me?: A Workbook Explaining Self Awareness and Life Lessons to the Child or Youth with High Functioning Autism or Aspergers Book

To the Adult Readers: families, teachers, and friends Why this book came to be Become familiar with how this book is organized Who wrote the workbook, anyway?
Keys to keep in mind when trying the ideas in this book

Chapter 1: Workbook I Might Have Questions Reading This Book This Is A Workbook The Directions Practice Marking What Is True Special Practice Sheet Introducing Me Strengths and Talents Autism is Another Thing About Me What is Autism?
Why Do I Have Autism?
Was I Born With Autism?
For Parents and Teachers Marking what is true The workbook requires your partnership and guidance What if your child wants to mark all of the options,
or won’t mark any of them?
Underline with a strip of paper to help him focus Pick and choose

Chapter 2: Ways of Thinking—Workbook Special Interests Details Styles of Learning Perfection Routines and Familiarity Changes A Schedule Can Help Me Be Flexible Last-Minute Changes For Parents and Teachers The need for success Assessment Daily informal assessment Inconsistency Visually structured teaching The schedule Six examples of schedules

Chapter 3: The Sensory Experience—Workbook The Five Senses Hearing Loud or Sudden Noise Hearing Sounds Other’s Don’t Notice Touching Smelling Seeing Tasting Pain Movements Times and Places for Movements For Parents and Teachers The quiet area Reducing visual stimulation Managing auditory stimulation Controlling tactile stimulation Smells The need for oral stimulation Eating Visual preferences Movement for sensory input Sensory integration evaluation

Chapter 4: Artistic Talent—Workbook Drawing and painting Music Writing Drama Mechanical Ability Computers For Parents and Teachers Why do you think that artistic expression is important?
What are ways that parents might encourage their child’s talent?
Do you have any other insights about persons with autism and talent?
What is your personal experience of developing your talent?

Chapter 5: People—Workbook People The People in My Family New or Different People at Home My Family Tree New of Different People at School Other Important People Paying Attention to More Than One Person Being Safe For Parents and Teachers List new people on the schedule Use a calendar Write a schedule of events when waiting for visitors Overnight visitors Parents out of town Changes in the family structure Substitute teachers Social stories Teach a routine for getting help in public

Chapter 6: Understanding—Workbook Eye Contact Words: Literal Meanings and Figures of Speech Body Language and Facial Expressions Difficulty Understanding People Understanding People Better Seeing What They Mean Tuning Out For Parents and Teachers A critical gap between talking and understanding Take a close look The question of eye contact Choice of words The way you speak Be aware of distractions Structuring time to listen Body language Writing it down Tuning out

Chapter 7: Thoughts—Workbook What are Thoughts?
Who Has Thoughts?
Hopes are Thoughts Fears are Thoughts Imagination: About Pretend Things Other People’s Thoughts Who Knows My Thoughts?
For Parents and Teachers Assumptions Comic Strip Conversations

Chapter 8: Communication—Workbook Communicating is Natural to Most People Communicating is Not Always Natural to Me The Process of Communication’
Putting My Thoughts Into Words Sentence Starters Making Sure Someone is Listening Who Can I Communicate With?
Listening and Responding to What the Person Says Why Conversations Can Be Confusing Talking Too Much Asking the Same Question Not Talking Styles of Speaking Ending a Conversation Talking to Myself Asking for Help Being Honest and Polite Humor Why People Laugh When I’m Not Making a Joke Communication With Art For Parents and Teachers Language and communication are two different things Being verbal does not necessarily mean that a child is communicative Significant differences from an early age Speech and language evaluation Use this book Experiment with writing or typing Provide written cues Making conversation easier

Chapter 9: School—Workbook Different Kinds of Schools Knowing What Will Happen Today A Place to Work My Own Office Why it Might be Hard to Work Independently Being Independent and Organized With the Work System Written Directions Knowing What is Most Important Handwriting Using My Special Interests The Computer School Jobs Free Time Knowing More About Free Time Rules Homework Good Grades The Quiet Area Teaching Other Children About Autism My Thoughts About School For Parents and Teachers The educational environment Remember the schedule!
Problems when teaching independent work skills The one-