1. Cognitive Social Integration Therapy: Our Approach to Working with the Asperger Child or Teen
2. The Reasons Behind the Behavior
3. Identifying Asperger Subtypes
4. Structure and Predictability: The Foundation for Change
5. Teaching New Skills
6. Generalization and Sabotage: How to Make Changes That Last
7. Developing Social Skills: Making and Keeping Friends
8. Crisis Intervention: What to Do During a Crisis
9. Reaching the Final Goal
10. Teaching the Asperger Student: How to Create an Effective School Program
A: Characteristics Checklist for Asperger's Syndrome
B: Sohn Grayson Rating Scale for Asperger's Syndrome and High-Functioning Pervasive Developmental Disorder
C: "How to Play a Game" (Example of a Visual)
D: Problem Wheel (Example of a Visual)
E: Parent Questionnaire
F: End-of-Year Evaluation
G: Outline for Evaluation Information for the Asperger Child
H: Recommended Social Skills Materials
Index
About the Authors
1. Cognitive Social Integration Therapy: Our Approach to Working with the Asperger Child or Teen
2. The Reasons Behind the Behavior
3. Identifying Asperger Subtypes
4. Structure and Predictability: The Foundation for Change
5. Teaching New Skills
6. Generalization and Sabotage: How to Make Changes That Last
7. Developing Social Skills: Making and Keeping Friends
8. Crisis Intervention: What to Do During a Crisis
9. Reaching the Final Goal
10. Teaching the Asperger Student: How to Create an Effective School Program
A: Characteristics Checklist for Asperger's Syndrome
B: Sohn Grayson Rating Scale for Asperger's Syndrome and High-Functioning Pervasive Developmental Disorder
C: "How to Play a Game" (Example of a Visual)
D: Problem Wheel (Example of a Visual)
E: Parent Questionnaire
F: End-of-Year Evaluation
G: Outline for Evaluation Information for the Asperger Child
H: Recommended Social Skills Materials
Index
About the Authors
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