MORE BEHAVIOR SOLUTIONS IN AND BEYOND THE INCLUSIVE CLASSROOM: A HANDY REFERENCE GUIDE THAT EXPLAINS BEHAVIORS ASSOCIATED WITH AUTISM, ASPERGER’S, ... PROCESSING DISORDER, AND OTHER SPECIAL NEEDS
Book ID/图书代码： 05028513B64946
English Summary/英文概要： Quickly find an in-the-moment solution!
Now more than ever, states are mandating that children with special needs be included in the general education classroom. As a result, all educational professionals, from teachers to administrators, need specific training on how to handle unusual behaviors.
This book builds on the success of the first one by expanding the focus from within the classroom to all areas of the school environment—in the hallways, cafeteria, and auditorium, on the playground, and in therapy sessions during the school day. See a particular behavior? Look it up!
Director of special education Peter Gennaro, occupational therapist Beth Aune, and special needs mom and advocate Beth Burt collectively address and solve problematic behaviors relating to:
Leaving the classroom without permission
Lack of focus in whole group instruction
Out-of-seat behavior
In-seat behavior
Difficulty completing independent work
Meltdowns
Difficulty organizing materials
Classroom celebrations
Unsafe or inappropriate use of equipment
“Aggressive” behavior on the playground or during PE
Difficulty joining in group activities/isolating
Challenges with turn-taking
Being a poor sport
And many others!
Chinese Summary/中文概要： 快速找到一个瞬间解决方案！
现在各州都要求将有特殊需要的儿童纳入普通教育课堂。因此，所有的教育专家，教师管理员都需要特定的训练来了解如何处理异常行为。
这本书在第一本成功的基础上拓展了重点，从室内到学校的所有地方——走廊，食堂，礼堂和操场上，以及在校期间每天的治疗疗程。查看一个特定的行为？关注一下吧！
特殊教育主任彼得•加图索，职业治疗师贝丝欧尼，以及特别需要妈妈和倡导者贝丝伯特共同处理和解决有关的问题行为：
擅自离开教室
在团队指令中缺乏重点
离座行为
坐立不安
难以独立完成工作
崩溃
组织材料的困难
课堂庆典
不安全或不适当的使用设备
在操场或体育课上的“侵略性”行为
难以参加集体活动/隔离
话轮转换的挑战
缺乏运动等等！
Awards/获奖情况：
About the Author/作者介绍： 贝丝•欧尼目前在科切拉故地区有私人的儿科职业治疗师的诊所。她和她的专职工作人员患有自闭症谱系障碍，发育障碍的儿童提供干预，以及在各种环境中的其他诊断：早期干预是在家里，一般和特殊教育的学生在学校或临床进行。贝丝已开办了许多讲习班，并培训家长和教育工作者，专注于残疾儿童的护理和治疗。她与她的三个孩子住在棕榈沙漠。
贝丝伯特目前与她的丈夫，他们的两个儿子，两只猫和一只狗居住在南加州。因为她与自己儿子的经历，一个患有自闭症谱系障碍（ASD）和其他有学习障碍的孩子，她成为了倡导者。她在与患有自闭症和其他疾病的学生代表协作和倡导方面有超过13年的经验。她一直积极参与社区涉及到儿童、残疾和教育方面的众多任务。她多次在南加州学院，家长团体和企业的会议上作为代表出席。目前，她是内陆帝国自闭症协会主席，是加州自闭症协会的董事会成员，这是一个非营利性组织，协助有特殊需要的青年从高中过渡到就业期。
彼得•加图索目前是南加州阿尔沃德联合学区的特殊教育主任。在此之前他曾担任特殊教育协调和计划/纳入的专家。作为一名教师，他教学生解决情绪困扰问题，曾直接任教有不同残疾学生的特殊教育班。就目前而言，他将继续与教师，服务提供商和家庭紧密合作，制定和实施一系列成功学生的计划。
Beth Aune OTR/L currently has a private practice as a pediatric occupational therapist in the Coachella Valley area. She and her dedicated staff provide intervention for children with autism spectrum disorder, developmental disabilities, and other diagnoses in a variety of environments: early intervention in the home, for general and special education students in the school setting, and in the clinical setting. Beth has developed and presented numerous workshops and trainings for parents and educators that focus on the care and treatment of children with disabilities. She is passionate about her profession as an occupational therapist and considers it a calling. She lives in Palm Desert with her three children.
Beth Burt currently resides in Southern California with her husband, their two sons, two cats, and a dog. Because of her experience with her own children, one with an autism spectrum disorder (ASD) and the other with a learning disability, she became an advocate. She has over thirteen years of experience collaborating and advocating on the behalf of students with ASD and other disorders. She has been actively involved in numerous task forces and committees related to children, disabilities, and education. She has presented numerous times in Southern California to colleges, conferences, parent groups, and businesses. She is currently President of the Inland Empire Autism Society and is a board member of the Autism Society California and Visions R Us, a nonprofit organization that assists young adults with special needs in making the transition from high school to desired employment.
Peter Gennaro is currently the Director of Special Education for the Alvord Unified School District in Southern California. He served as Special Education Coordinator and as Program/Inclusion Specialist prior this. As a teacher, he taught classes for students with emotional disturbances and has taught direct service special education classes consisting of students with varying disabilities. In his current position he continues to work closely with teachers, service providers, and families to develop and implement successful student programs.
Format:电子手稿
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Complex/Traditional Chinese/繁体中文：AVAILABLE
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