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Families and school administrators alike seek a deeper understanding of—and new strategies to serve—a growing population of students with ASD. In schools, an overburdened system coupled with the Common Core’s emphasis on language and communications skills has created a sense of urgency to find the best approaches to giving them appropriate access to the curriculum.  \nDr. Temple Grandin is a leading speaker, writer, and expert on ASD and other neuro-differences . Her webinar on “The Autistic Brain”with PresenceLearning drew record attendees to hear her insights and practical ideas to better understand why particular strategies do and don’t work.  \nThis ebook distills the advice she shared with our audience .  \nWatch the webinar here. >>  \n1  \nFocus on the problem  \nASD is not like other diagnoses. Unlike tuberculosis, ASD is not precise. It is a behavioral profile that covers an extremely wide spectrum. On one end of the spectrum, there are those geniuses—like Albert Einstein or Steve Jobs—who simply maybe perceived as quirky. At the other end, a child may be very disabled. These children maybe mentally challenged, have epilepsy, be unable to tolerate many environments, and have poor or no language skills.  \nDon’t focus on the label of ASD. Focus on the specific problem or problems that a child has.  \nRecommends  \n“The Autistic Brain” offers detailed information on sensory issues and practical tips for dealing with different types of sensitivities.  \nGet the book here. >>  \n2  \nTemple Says  \nProblems making friends?  \nFind a special interest group like scouting, 4H, or a model rocket club.  \nNot talking?  \nABA-type therapy, Denver Start Program, or other evidence-based treatments and 20 hours a week with an effective teacher can all help. Be observant to identify biological or sensory issues.  \nBehavior problems?  \nLook for causes (medical and sensory), be aware of manipulation, have consistent rules at school and home, provide a safe place, and provide time for tuning out .  \nSensory issues?  \nSensory disorders vary from mildly irritating to totally debilitating. There is no single solution; contact an occupational therapist and try different things to see what works.  \nProblems with bullying?  \nSpecial interest groups can provide a real refuge. But if it gets to the point where school no longer works for the child because of excessive bullying, consider virtual schooling, home schooling, and other options.  \n3  \nTIP2  Build onStrengths   \nPeople with ASD have uneven strengths. They may excel in one area—such as art or math—but be unable to understand other areas at all.  \nTemple Grandin, an art mind and visual thinker, could not do algebra and struggled terribly with French. She was instead encouraged to build on her strengths in drawing and science, and became extremely successful in animal science and designing slaughterhouses that minimize panic and cruelty.  \nKnowing how a child thinks goes a long way toward identifying strengths and encouraging their development.  \n4  \nTemple Says  \nThe are many kinds of minds. A child’s type of thinking usually shows up by third or fourth grade.  \nDifferent types include:  \n• Pattern—Music and math minds who think in patterns . They often have trouble with reading. Programmers and engineers are pattern thinkers .  \n• Visual—Art minds who think in pictures. They often have troub","cbCaiucILR0PrnLb","https://ap.wps.com/l/cbCaiucILR0PrnLb","pdf",7782673,18,"English","# 1 The Autistic Brain\n# 2 Tip 1: Focus on the Problem\n# 3 Tip 2: Build on Strengths\n# 4 Tip 3: Be Consistent\n# 5 Tip 4: Stretch 'em!\n# 6 Tip 5: Get Real World Experience\n# About Temple Grandin\n# About the “Changing Minds” Webinar Series\n# About PresenceLearning","[{\"question\":\"Why should caregivers focus on specific problems instead of the autism label?\",\"answer\":\"Autism spectrum disorder is described as a broad behavioral profile with wide variation. Focusing on the child’s particular problems and needs helps identify targeted supports that match their situation.\"},{\"question\":\"How can families build on a child’s strengths?\",\"answer\":\"The guidance explains that children with ASD often have uneven strengths. Understanding how the child thinks can help encourage development in areas where they excel while providing appropriate accommodations in weaker areas.\"},{\"question\":\"What does “consistency” mean when working on autism-related behavior?\",\"answer\":\"Consistency involves parents, educators, and caregivers responding in the same way to problems as they occur, with shared rules and consequences. It also applies across therapies, with multiple adults practicing skills the licensed therapist works on.\"}]","Take it From Temple - 5 Tips for Working with Children with Autism | PDF",1791292821,45]