Small but mighty! Good things come in small packages! With only 110 pages, More Behavior Solutions IN and BEYOND the Inclusive Classroom by Beth Aune OTR/L, Beth Burt and Peter Gennaro packs a whole lot of punch with their effective behavior solutions for inclusive schools! This book, released October 2011, is a companion for their first bestseller, Behavior Solutions for the Inclusive Classroom: A Handy Reference Guide that Explains Behaviors Associated with Autism, Asperger’s, ADHD, Sensory Processing Disorder, and other Special Needs.
Teachers, homeschoolers and all educational professionals know that inappropriate behavior within all areas of the school, not only in the classroom, must be addressed immediately so the child in question and classmates may go on and have a productive day. Inclusive classrooms are found in most school districts; therefore, this book has new ways of doing things to accommodate children with special needs in the general education classrooms and surrounding areas.
Aune, Burt, and Gennaro have now covered all the bases. Their first book examined the learning environment within the inclusive classroom: Behavior Solutions for the Inclusive Classroom: A Handy Reference Guide that Explains Behaviors Associated with Autism, Asperger’s, ADHD, Sensory Processing Disorder, and other Special Needs. This second book deals with troubling behaviors outside the classroom. Educators and parents know that many students with high needs have a very difficult time between the bells… recess time, lunch time, playground time, assembly time, etc.
Keep More Behavior Solutions IN and BEYOND the Inclusive Classroom next to Aune, Burt, and Gennaro’s first handy-how-to book in your school bag. When a student’s unusual behavior is keeping you awake at night or you are feeling deflated and discouraged after another trying day at school, reach for these books. You are sure to find immediately doable, practical suggestions you can implement the very next school day without a lot of preparation and usually at no expense.
Behavior Solutions in Inclusive Schools
The Table of Contents of More Behavior Solutions IN and BEYOND the Inclusive Classroom has six sections with the titles of the two page chapters found in each section.
- Inside the Classroom
- Outside the Classroom
- PE and Play
- Passing Periods
- Lunchtime and Snacks
- Communicating Solutions for Behavior Solutions
The easy-to-use format of each chapter describes only one problem and its probable causes per page. The following page lists its solutions. For example, in the chapter entitled Out-of-Seat Behavior, first the unacceptable behavior is described and reasons for this happening are given. On the following page, in reader friendly bullet form, six short solutions are offered. One of these solutions is:
The two pages of Appendix C, called Oral Sensory Strategies, follow the same format as the previous chapters. The authors write that the use of the mouth helps us attain and maintain a calm, alert, and attentive state. In-a-moment the reader has at his fingertips six examples of oral aids a student could use.
The last of the four appendices, Appendix D, is a Home and School Communication Log Sample. All teachers will appreciate this sample log because it is so general that they can use it at most grade levels.
The final chapters focus on the necessity for frequent and open communication among team members. Many children with high needs have a case manager who must make sure all persons working with a student, the parents, and the administrator are aware of the needs and progress of the child so adjustments can be made to his program.
What I especially like about More Behavior Solutions IN and BEYOND the Inclusive Classroom is their down-to-earth, realistic approach that works in our normal everyday, inclusive schools or any group settings.
- The language is simple, economical and clear.
- The information is accurate, sound and dependable.
- The advice is easy to read, understand and remember.
Gift More Behavior Solutions IN and BEYOND the Inclusive Classroom to the Sunday school teacher, the Guide or Scout leader, the ballet or yoga instructor, the hockey or soccer coach, and the kindergarten or daycare providers but be sure to keep one for yourself.
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.
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