Aktion	Zweigstelle	Standorte	Status	Frist	Vorbestellungen
Vorbestellen	Zweigstelle: 07., Urban-Loritz-Pl. 2a	Standorte: PN.LVA Dona / College 3e - Englisch / Regal 3e-5	Status: Verfügbar	Frist:	Vorbestellungen: 0

This book is a comprehensive yet accessible resource explaining the best practices for teaching young children with autism, especially in its milder forms. It offers practical, easy-to-use strategies for building social and emotional skills-strategies that enrich the learning environment for neurotypical children as well.

/ Table of Contents / Preface xi / Acknowledgments xiii / Introduction: An Exceptional Child, An Unexceptional Story: A Parent's Perspective on the Preschool Years xv / Part I Self-Regulation: The Key to Making It through the Day / 1 (18) / 1 The Case for Self-Regulation / 3 (8) / 2 Why Do Autistic Children Have Difficulty Self-Regulating? / 11 (8) / Part II Setting Children Up for Success / 19 (34) / 3 Adjust Learning Experiences and the Environment / 21 (10) / 4 Emphasize Structure and Consistency: The Autistic Child Needs to Know "What Are We Doing?" / 31 (8) / 5 Foster Collaboration and Emotional Awareness / 39 (14) / Part III Social Skills / 53 (32) / 6 Autistic Children and Social Skills Challenges / 55 (10) / 7 Teaching Social Thinking / 65 (8) / 8 Teaching Conversational Skills / 73 (4) / 9 Building Social Confidence across Settings / 77 (8) / Part IV Encouraging Imaginative Play / 85 (34) / 10 When Playtime Isn't All That Fun / 87 (10) / 11 Teaching Play and Building Imagination / 97 (8) / 12 Facilitating Play with Peers / 105 (8) / 13 Maintaining Play and Coping with Resistance / 113 (6) / Part V Making Sense of the Senses / 119 (42) / 14 The Eight Senses / 123 (6) / 15 Signs and Symptoms of Sensory Processing Challenges in Children / 129 (6) / 16 Dominant Classes of Sensory Processing Disorder: Profiles and Strategies / 135 (14) / 17 General Approaches to Managing Sensory Processing Disorder / 149 (12) / Conclusion: A New Lens of Understanding 161 (4) / Appendix 165 (2) / References 167 (4) / About the Authors 171 / / / /