This is a book that will never become irrelevant or “outdated.” Every child who uses it also becomes its “co-author.” Each chapter is divided in two parts: the first part—the “Workbook”—is for the child to complete, by writing or highlighting “What is True for Me” in lists of simple statements. The second part—“For Parents and Teachers”—contains helpful tips/information for the adult who guides him through the exercises. The book will provide insight into your child’s mind, and make him/her more self-aware, learning what autism means in relation to crucial areas of his/her life: friendships, fears, abilities, and much more.
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Binding: Paperback
Pages: 327
Catherine Faherty works with children and adults with autism through the well-renowned TEACCH program in North Carolina. She is also a parent consultant and child therapist; consults to school programs; trains teachers and other professionals locally, nationally, and internationally; and runs social groups for children and adults with autism. She has written manuals used in TEACCH trainings, developed training models, and has written a workbook for children with autism and their parents and teachers, titled Asperger’s: What Does It Mean To Me? Catherine Faherty resides in Asheville, North Carolina.
“This is information that every kid with autism should have.”
Thomas Johnson, a ten-year-old
“This book offers another approach to furthering the understanding of autism … encouraging autistic children to learn more about themselves, and guiding them through a journey of self-discovery. It is a valuable resource for awareness and … self-esteem! Such a book could have been very helpful to me and my family when I was a child.”
Dave Spicer, diagnosed at age 46
“It is important to understand that as a child, people bothered me. I didn’t know what they were for or what they would do to me. They were not always the same and I had no security. Even a person who was always nice to me might be different sometimes. Things didn’t fit together for me with people.”
Sean Barron, Author of There’s a Boy in Here
To the Adult Readers: families, teachers, and friends
Why this book came to be
Become familiar with how this book is organized
Who wrote the workbook, anyway?
Keys to keep in mind when trying the ideas in this book
Chapter 1: Workbook
I Might Have Questions
Reading This Book
This Is A Workbook
The Directions
Practice Marking What Is True
Special Practice Sheet
Introducing Me
Strengths and Talents
Autism is Another Thing About Me
What is Autism?
Why Do I Have Autism?
Was I Born With Autism?
For Parents and Teachers
Marking what is true
The workbook requires your partnership and guidance
What if your child wants to mark all of the options,
or won’t mark any of them?
Underline with a strip of paper to help him focus
Pick and choose
Chapter 2: Ways of Thinking—Workbook
Special Interests
Details
Styles of Learning
Perfection
Routines and Familiarity
Changes
A Schedule Can Help Me Be Flexible
Last-Minute Changes
For Parents and Teachers
The need for success
Assessment
Daily informal assessment
Inconsistency
Visually structured teaching
The schedule
Six examples of schedules
Chapter 3: The Sensory Experience—Workbook
The Five Senses
Hearing Loud or Sudden Noise
Hearing Sounds Other’s Don’t Notice
Touching
Smelling
Seeing
Tasting
Pain
Movements
Times and Places for Movements
For Parents and Teachers
The quiet area
Reducing visual stimulation
Managing auditory stimulation
Controlling tactile stimulation
Smells
The need for oral stimulation
Eating
Visual preferences
Movement for sensory input
Sensory integration evaluation
Chapter 4: Artistic Talent--Workbook
Drawing and painting
Music
Writing
Drama
Mechanical Ability
Computers
For Parents and Teachers
Why do you think that artistic expression is important?
What are ways that parents might encourage their child’s talent?
Do you have any other insights about persons with autism and talent?
What is your personal experience of developing your talent?
Chapter 5: People—Workbook
People
The People in My Family
New or Different People at Home
My Family Tree
New of Different People at School
Other Important People
Paying Attention to More Than One Person
Being Safe
For Parents and Teachers
List new people on the schedule
Use a calendar
Write a schedule of events when waiting for visitors
Overnight visitors
Parents out of town
Changes in the family structure
Substitute teachers
Social stories
Teach a routine for getting help in public
Chapter 6: Understanding—Workbook
Eye Contact
Words: Literal Meanings and Figures of Speech
Body Language and Facial Expressions
Difficulty Understanding People
Understanding People Better
Seeing What They Mean
Tuning Out
For Parents and Teachers
A critical gap between talking and understanding
Take a close look
The question of eye contact
Choice of words
The way you speak
Be aware of distractions
Structuring time to listen
Body language
Writing it down
Tuning out
Chapter 7: Thoughts—Workbook
What are Thoughts?
Who Has Thoughts?
Hopes are Thoughts
Fears are Thoughts
Imagination: About Pretend Things
Other People’s Thoughts
Who Knows My Thoughts?
For Parents and Teachers
Assumptions
Comic Strip Conversations
Chapter 8: Communication—Workbook
Communicating is Natural to Most People
Communicating is Not Always Natural to Me
The Process of Communication’
Putting My Thoughts Into Words
Sentence Starters
Making Sure Someone is Listening
Who Can I Communicate With?
Listening and Responding to What the Person Says
Why Conversations Can Be Confusing
Talking Too Much
Asking the Same Question
Not Talking
Styles of Speaking
Ending a Conversation
Talking to Myself
Asking for Help
Being Honest and Polite
Humor
Why People Laugh When I’m Not Making a Joke
Communication With Art
For Parents and Teachers
Language and communication are two different things
Being verbal does not necessarily mean that a child is communicative
Significant differences from an early age
Speech and language evaluation
Use this book
Experiment with writing or typing
Provide written cues
Making conversation easier
Chapter 9: School—Workbook
Different Kinds of Schools
Knowing What Will Happen Today
A Place to Work
My Own Office
Why it Might be Hard to Work Independently
Being Independent and Organized With the Work System
Written Directions
Knowing What is Most Important
Handwriting
Using My Special Interests
The Computer
School Jobs
Free Time
Knowing More About Free Time
Rules
Homework
Good Grades
The Quiet Area
Teaching Other Children About Autism
My Thoughts About School
For Parents and Teachers
The educational environment
Remember the schedule!
Problems when teaching independent work skills
The one-
