control issuescont.
as a deficit area 24, 73 and eating 74
and outings 76, 82–4 and routines 78–9 and rules 77, 78, 79,
80–82
and scheduling 76–7 in social situations 77–8,
79
and special interests 75–6 STAT examples 80–84 strategies 80
and vacations 74–5 see alsoimpulsivity; motor
control
conversational skills 102–3, 104–6, 108, 133 coordinationseemotor control deceptionseetruth and lies deficit areas 23, 24
see alsoabstract language;
anxiety; control issues; emotions;
executive function;
impulsivity; mental flexibility; motor control; sensory perception; social communication;
spatial orientation;
theory of mind detail, focus on 130–32 detention 96–7, 162–3 dinnertimeseemealtimes directionsseecommands;
complex tasks disciplineseepunishment eating
control issues 74 sensory issues 53–4 skills 46–7 see alsomealtimes echolalia 20–21
educational staffseeschool personnel
emotions
as a deficit area 23, 24, 117–19, 165 expressing 120–21, 122–3 and friendship 121–2 interpreting 117–20,
124–6 in school 122–3 STAT examples 124–7 strategies 124
and theory of mind 119–20, 124–7 see alsoanxiety empathy
development of 90 see alsoemotions environmental modification
27
estimation, problems with 137–8
evidence gatheringseeasking questions; assessing the situation
executive function
as a deficit area 24, 149, 150
definition 149–50 and homework planners
152–3 and problem-solving
153–4, 155–7 and school year planning
150–52 STAT example 155–7 strategies 155
exerciseseephysical activity explanations 26–7, 28
instead of punishment 135 family relationshipsseesibling
relationships fearseeanxiety
figurative language, problems with 18, 33
fine motor control, problems with 45–7, 48–50, 69 flexibilityseemental flexibility friendship
and communication 20–21
control issues 77–8 developing 104–6, 108–9,
110
and emotions 121–2 and motor control 44–5 and sensory issues 55–6,
61–2
and theory of mind 93–4 see alsosocial isolation generalization
problems with 32, 132–4 see alsosummarizing girlfriends 121–2
good behavior parties 134–5
“great bathroom caper” 19, 22, 28
greetings skills 102, 106, 107 gross motor control, problems
with 44–5, 47 groupworkseeteamwork hallways, spatial orientation
issues 66
handwriting 46, 47, 48–50, 69
hearingseesound help
seeking 27, 28
see alsosafe person; social circles of acceptance high-functioning autismsee
neurological difference hitting, sensory perception
issues 63–4 holidaysseeChristmas;
outings; vacations homework planners 152–3
see alsoassignments homonyms and homophones,
understanding 33 hygiene, sensory issues 52–3 hyper-/hyposensitivitysee
sensory perception hypothesis development (STAT step 2) 22–5 idioms, understanding 18, 33
imagination, problems with 90–93, 130, 133 impulsivity
and academic performance 141, 142
and anxiety 142, 144 in classrooms 139–41 as a deficit area 24,
139–40
and social communication 141–2
STAT examples 144–7 strategies 140–41, 142–3,
144
and theory of mind 140, 143
and thinking about consequences 143–4 and waiting 142–3 inflexible thinkingseemental
flexibility
information gatheringsee asking questions;
assessing the situation intent, understanding 93–4,
97–9
jealousy, STAT example 126–7
languageseeabstract language;
asking questions; check phrases; conversational skills; echolalia;
misinterpretation; social communication;
vocabulary
literal thinking 31–3, 35–6, 37–9, 161
see alsoabstract language losingseewinning and losing lunchtimesseemealtimes lyingseetruth and lies mealtimes 68–9, 109
see alsoeating meltdown 57–8
mental flexibility and anxiety 168
and behavior modification 134–5
as a deficit area 24, 129–30, 135 definition 130 and detail 130–32 and generalization 32,
132–4
STAT example 137–8, 146–7
strategies 136
mindblindnessseetheory of mind
misinterpretation 33–5 see alsobehavior,
misunderstanding;
figurative language;
homonyms moodseeemotions motor control
as a deficit area 24, 43–4 and friendship 44–5 safety issues 44 STAT examples 48–50,
61–2
see alsofine motor control;
gross motor control;
sensory perception;
spatial orientation multi-step directionssee
complex tasks name calling 112–14 navigationseespatial
orientation nervousnessseeanxiety neurological difference
belief in 14–15, 169–71 impacts 11–12
instinctive responses 17 perceptions of 12–13 strategies 173 see alsodeficit areas nonverbal learning disorders
seeneurological difference
obsessionsseespecial interests oral reports, and theory of
mind 92
organizationseeexecutive function
outings
problems on 57–8, 76, 82–4
see alsovacations pain, problems with 53 parenting, concerns about 95 patienceseewaiting
paying attention 31 PDD-NOSseeneurological
difference
physical activity, participation in 44–5
planningseeexecutive function
plansseeactions to consider play
inflexibility in 133 see alsopretend play; recess pouring, spatial orientation
issues 66, 68 pragmaticsseesocial
communication pre-school education, motor
control issues 45–6 pressure, and sensory
perception 56, 61–4, 70–71
pretend play 92–3, 130 see alsoimagination prioritizingseeexecutive
function problem-solving
and detention 162–3 and executive function
153–4, 155–7 punishment 13, 18, 108–9,
134–5, 171 see alsodetention
questionsseeasking questions;
check phrases; rhetorical questions
INDEX
recess, as a social opportunity 108–9
register, changing 107–8 relationships
and impulsivity 141–2 in recess 108–9
and theory of mind 88–90, 91, 94
see alsofriendship; safe person; sibling relationships; social circles of acceptance;
social communication;
teamwork rewards 134–5
rhetorical questions 30–31 routines
control issues 78–9 see alsoschedules rules 77, 78, 79, 80–82,
94–5
safe interaction environments 164
safe person 106, 162 safety issues
and motor control 44 and spatial orientation
66–7
scents, sensory issues 54–5 schedules
control issues 76–7 planning for 150–51 see alsoroutines school
anxiety about 161–4 control issues 76–7 emotions in 122–3 planning for 150–53 see alsoacademic
performance;
classrooms; hallways;
physical activity school personnel, use of STAT
19–20 seeking help 27, 28 self-esteem 13, 41, 46, 47,
68, 71, 109, 126
sensory overload 57–8 sensory perception
and anxiety 165 and clothing 52 as a deficit area 23, 24,
51–2 and eating 53–4
and friendship 55–6, 61–2 and hygiene 52–3
and pain 53
of pressure 56, 61–4, 70–71
and scents 54–5 and sound 55–7, 58,
59–60
STAT examples 59–64, 82–4
strategies 59
see alsomotor control;
spatial orientation sharing 89–90
shut down 57–8
sibling relationships 63–4, 73–4, 89–90, 120, 121, 143
situation, assessing 21–2 skillsseecommunication skills;
conversational skills;
eating, skills; social skills sleeplessness 171–2
social circles of acceptance 164
social communication case studies 25–6 characteristics 101–3 control issues 77–8, 79 as a deficit area 24, 101–3,
110–11, 165 definition 103 and friendship 20–21 greetings skills 102, 106,
107
and impulsivity 141–2 need for solitary times
163–4
STAT examples 112–16 strategies 111–12 see alsocommunication
skills; relationships;
theory of mind; truth and lies
social cues, reading 106, 117–18, 143 social groupsseefriendship;
relationships; social circles of acceptance;
teamwork
social isolation 108–9, 110 see alsofriendship social skills
and anxiety 163 developing 111–12 and theory of mind 92–5,
103
transference of 133–4 see alsoconversational skills;
friendship;
relationships; social communication;
teamwork
solitary times, need for 163–4 sound, sensitivity to 55–7,
58, 59–60 spatial orientation
body in space 49, 50, 67 in classrooms 66–7, 69,
70–71
as a deficit area 24, 65–6 handwriting issues 69 at mealtimes 68–9 safety issues 66–7 STAT example 70–71 strategies 69–70 see alsomotor control;
sensory perception special interests, control issues
75–6
STATseesystematic tool to analyze thinking suicide 165
summarizing
problems with 132, 136 see alsogeneralization systematic tool to analyze
thinking (STAT) background 17–18 benefits 18–21, 171–3
full version 177–9 step 1 21–2 step 2 22–5 step 3 25–6 step 4 26–8 summary 176
teachersseeschool personnel teaching, in small steps 131 teamwork 91, 136
television, as a teaching tool 131–2
thank you, case study 27 theory of mind
and academic performance 91–2
as a deficit area 24, 86–8 definition 85–6
and emotions 119–20, 124–7
and impulsivity 140, 143 and lying 90–91 and pretend play 92–3 and relationships 88–90,
91, 94
and social skills 92–5, 103 STAT examples 96–9 strategies 95–6 thinking about others
thinkingseetheory of mind
time perception, and executive function 153
timetablesseeschedules truth and lies 90–91, 96–7 uncoordinatedseemotor
control understanding
importance of 171 see alsomisinterpretation;
vocabulary urinal use 19, 22, 28 vacations
control issues 74–5 see alsooutings vocabulary, understanding
34–5, 165
waiting, problems with 142–3 winning and losing, and
theory of mind 93 writingseehandwriting
INDEX