All children with cerebral palsy and other conditions that result in gross motor delays need help and reinforcement to learn basic motor skills, usually with assistance from a physical therapist. Because the degree of developmental delay varies greatly from child to child, a thorough motor evaluation is an important step before establishing a specific therapy plan.

This new guide, written by an experienced physical therapist, provides parents with a complete understanding of how the physical characteristics of cerebral palsy and similar conditions–muscle tightness and weakness, increased or decreased flexibility, abnormal reflexes, impaired sensory perception–affect a child’s ability to sit, crawl, stand, and walk.

With that foundation established, the book offers dozens of practical, easy-to-follow exercises that address specific areas of motor delay and development, including:
Head control;
Muscle tone;
Proper positioning;
Involuntary movements;
Stretching and flexibility;
Balance and coordination;
Strength training.

The exercises are illustrated with photos, and many present one or two variations, which take into account a child s preferences and skill level. Additionally, every chapter includes profiles of children in therapy, and a set of frequently asked questions on the chapter topic.

With Teaching Motor Skills, parents will be more knowledgeable about their child’s unique set of strengths and weaknesses, and better able to contribute to his motor development. As the book emphasizes, learning new skills depends upon many factors, including the reinforcement of at-home therapy and good cooperation and communication between a child s physical therapist and parents.

Youth who make poor decisions, have difficulty making friends, fight, and generally behave badly often do so because they never have learned the social behaviors many of us take for granted.

Their inability to cope with everyday situations makes them vulnerable to an array for problems, including self-defeating behaviors and self-destructive impulses.

Teaching Social Skills to Youth describes one of the most effective ways to help improve the behavior of young people. More than 180 social skills, from the basic (following instructions and introducing yourself) to the complex (stress management and conflict resolution), are broken down into component behaviors to aid the learning process. The book also explains the teaching techniques that enable youth to recognize when, where, or with whom to use a particular skill.

Teaching Social Skills to Youth is an ideal resource in the classroom, in counseling or therapy, and in job training programs. It’s also the perfect companion book to Treatiang Youth with DSM-IV Disorders: The Role of Social Skill Instruction.

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The new edition presents sixty-five new toys and accompanying toy dialogs to use with children with a wide range of special needs from birth through age six. These sample toy dialogs show parents how to play purposefully with their child–using store-bought and homemade toys–to provide language learning opportunities and stimulate language development. The exercises are fun and educational, too, as parents help their child build receptive language skills (understanding), expressive language skills (communicating), and speech.

THE NEW LANGUAGE OF TOYS is organized by language developmental ages and each section includes:
toy dialogs; numerous photographs; a toy list; a list of suggested vocabulary and communication concepts; children’s book bibliography; a checklist to track progress.

In addition, this book provides important background information about language, its sequential development, the causes of language delays, and how play can enhance language development. It also explains the use of videos, DVDs, television, and the computer as language enhancers. The resource lists are extensive, offering toy manufacturers and catalogs, support organizations, children’s book information, and suggested materials for homemade toys.

With THE NEW LANGUAGE OF TOYS, parents can help their children make gains in their language development and have an enjoyable and rewarding experience while doing it. It’s also a great tool for collaboration between parents and professionals.

• ISBN13: 9781890627485
• Condition: New
• Notes: BRAND NEW FROM PUBLISHER! BUY WITH CONFIDENCE, Over one million books sold! 98% Positive feedback. Compare our books, prices and service to the competition. 100% Satisfaction Guaranteed

This volume presents unique, culturally relevant interventions that can teach coping skills to African American boys with a history of aggression. Stevenson provides the history and current events for readers to understand why these youths perceive violence as the only way to react. Interventions and preventative actions developed in the PLAAY project (Preventing Long-Term Anger and Aggression) are presented. These include teaching coping skills and anger management via athletics such as basketball and martial arts. Frustrations and strengths in those athletics illuminate the players’ emotional lives, and serve as a basis for self-understanding and life skill development.

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Learning self-help skills (eating, dressing, toileting, and personal hygiene) can be challenging for people with autism, but is essential for independence. SELF-HELP SKILLS FOR PEOPLE WITH AUTISM thoroughly describes a systematic approach that parents and educators can use to teach basic self-care to children, ages 24 months to early teens, and even older individuals.

With an encouraging tone, the authors–behavior analysts and psychologists–emphasize that it’s worthwhile to devote the extra time and effort now to teach skills rather than have your child be forever dependent on others. The many case studies throughout SELF-HELP SKILLS depict individuals with deficits in specific self-care tasks, and demonstrate how a coordinated and systematic approach is effective in teaching more complex skills. For example, a 12-year-old with the self-feeding skills of a toddler (who was excluded from the school cafeteria), is taught to stay at the table to eat a full meal using utensils.

The book’s beginning chapters explain the teaching process in detail: Specify the target skill to be taught after prioritizing the self-care tasks that are most important and will likely have the greatest success rate; Use task analysis to break complex skills into a series of small steps that will later be linked together to form the more complex skill; Apply a systematic approach to instruction that consistently employs proven methods for teaching people with autism including verbal prompting, reinforcers/rewards, chaining, graduated guidance, shaping, modeling, visual supports, etc.; Monitor progress by collecting and analyzing data; Modify the approach as needed to achieve the target goal.

A chapter is devoted to each of the four skill areas (eating, dressing, toileting, personal hygiene) offering detailed insight and specific instruction strategies. Appendices contain forms to complete for task analyses, instructional plans, and data collection.

• ISBN13: 9781890627416
• Condition: New
• Notes: BRAND NEW FROM PUBLISHER! BUY WITH CONFIDENCE, Over one million books sold! 98% Positive feedback. Compare our books, prices and service to the competition. 100% Satisfaction Guaranteed