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CHF25.50
Habituellement expédié sous 2 à 4 jours ouvrés.
Auteur
Vera Bernard-Opitz is an American BCBA-D and German psychotherapist and behavior therapist, who has worked in Germany, Singapore, and the United States. She has assessed and treated more than 1000 children with Autism Spectrum Disorders (ASD) in autism research centers, rehabilitation centers, special needs schools, and homes. She studied Psychology at the University of Göttingen, conducting her Ph.D. research in Göttingen and the University of California Santa Barbara. For seven years she headed the Psychological Services unit at a rehabilitation center near Heidelberg, where she set up behavioral programs for individuals with ASD. Her research on computer-assisted instruction was funded by the German Research Foundation (DFG). For twelve years she was Associate Professor of Psychology at the National University of Singapore, mainly teaching Abnormal Psychology and Behavior Modification. During this period she initiated the first autism program in Singapore (STEP), where she coordinated training and research activities at the Behavior Intervention Center of the university. Here in Southern California, she has supervised home-programs for a private ABA-company. For the last eight years she has been an international consultant, spearheading tele-health for individuals with behavior challenges and varying levels of capabilities. She has written several books focusing on behavior intervention, curriculum development and social skills training. The fourth edition of her curriculum guide Children and Adolescents with ASD has recently been published by Kohlhammer Publishing. Her cartoon-book Teaching-goals: Communication and Social Behavior has just been published in German and is in manuscript in English by Future Horizon. She has edited the Autism Concrete Series with eight published books from internationally recognized authors. Vera Bernard-Opitz lives with her family most of the year in Irvine, California. She spends three to four months in her home in the nice city of Hildesheim from where she gives practice workshops throughout Germany.
Texte du rabat
During the first years in school children need to learn reading, writing and arithmetic, but it seems equally important to develop social and communicative skills and good values. While there are plenty of teaching programs on the "Three Rs" it is not easy to find curricula for social behavior and character development.
This workbook provides a clear teaching sequence on eight long-term objectives, such as being reliable, authentic, empathetic, self-controlled and a good team player. In 130 cartons daily problem situations are pictured and possible solutions are presented. While making good value choices children learn at the same time to become competent communicators. Typical as well as well as special needs students are encouraged to pro-social behaviors which are a solid foundation for school, social and future professional success.
Vera Bernard-Opitz, Ph.D. is a Board Certified Behavior Therapist (BCBA-D) who works internationally as author, speaker and supervisor.
Résumé
Provides a clear teaching sequence on eight long-term objectives, such as being reliable, authentic, empathetic, self-controlled and a good team player. In 130 cartoons daily problem situations are pictured and possible solutions are presented. While making good value choices children learn at the same time to become competent communicators.
Contenu
Introduction
Method of the Social Cartoon Curriculum
A) Examples for positive behavior in elementary school
STAR Program
S = Safety First
T = There and Ready
A = Act responsible
R = Respect self and others
S - Safety First
Wearing a helmet Paying attention at the swings
T - There and Ready
Arriving on time to class Not interrupting in class
A - Act responsible
Helping a classmate with nose bleeding Handing back a lost wallet
R - Respect self and others
No burping Respecting classmates from different cultures
B) Long-Time Goals (LTG) for social behavior
LTG 1 Being kind, popular and making friends
STG 1 Following instructions Cleaning up your room Coming when called STG 2 Taking the perspectives of others Being careful on stairs Comforting your neighbor STG 3 Helping and respecting others Letting younger siblings win Offering a seat to someone on the bus STG 4 Being helpful Helping a classmate with his homework Helping your dad with washing the car STG 5 Being humble Not bragging about your skills Not bragging about your possessions LTG 2 Being responsible and reliable
STG 1 Respecting instructions Respecting school decisions Respecting behavior rules STG 2 Doing what you promised Doing your homework Answering text messages STG 3 Doing what is expected Writing an essay Unloading dishwasher STG 4 Taking responsibility for others and the environment Babysitting Taking a classmate in a wheelchair along STG 5 Time management and being on time Not showering for too long Arriving on time for an internship LTG 3 Having good team skills
STG 1 Setting team-goals Following instructions during physical education class Accepting team decisions STG 2 Accepting criticism Accepting critical arguments Accepting critique about behavior STG 3 Suggesting or accepting compromises Choice of restaurants Choice of movies STG 4 Being fair Dividing tasks fairly Giving everyone a chance C) Goals for positive personality characteristics
LTG 4 Being optimistic
STG 1 Never give up
Practicing swimming Keep going when physical effort is needed
STG 2 Thinking positive about yourself and others
Don t be envious Don't take revenge
STG 3 Taking chances and giving others a chance
Including minorities Including younger siblings
LTG 5 Dealing with frustration and using coping strategies
STG 1 Dealing with the fear of failing
Dealing with a rejection letter Dealing with lack of popularity
STG 2 Dealing with losses and thinking positive
Divorce of parents Loss of a school-friend
LTG 6 Being loyal and trustworthy
STG 1 Being loyal
Not making fun of your parents Respecting teachers
STG 2 Being real and self-confident
Don't join when peers instigate trouble Don't join dangerous activities
STG 3 Being honest even though you fear punishment or disadvantages
Admitting when you damaged something Admitting when you stole something
LTG 7 Being self-controlled
STG 1 Being aware of yourself and others
Not annoying others by your monologues Not everyone consider nail biting cool
STG 2 Dealing with stress
Using calming strategies during an exam Don't be angry when bullied
D) Goals for communicative competence
LTG 8 Being a good conversational partner
STG 1 Giving compliments
About someone's clothes About someone s possession
STG 2 Apologizing and making up for mistakes
Apologizing when hurting someone Apologizing when breaking something
STG 3 Clarifying misunderstandings
Clarifying wrong assumptions Clarifying misunderstandings
STG 4 "You talk" instead of "Me talk"
Don't persevere about your favorite subject Don't be a "show-off"
STG 5 Showing interest towards others and paying attention
Paying attention when success is mentioned Paying attention when loss is mentioned
STG 6 Showing gratitude
For a dinner invitation For a trip