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Social Skills Groups

3/5/2011

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Hi everyone! I'm sorry I haven't been around to blog. I just wanted to give people an update on how things are going in my Poughkeepsie and Kingston Social Skills groups. I would like to give a shout out to the kids and parents who participate.  I want to thank all of you for your support which makes these groups possible. 
Currently, I have 4 students in the Poughkeepsie group ages 12-16. This is a wonderful group of kids who get along well and get together outside of the group for outings. 
The Kingston group is growing, with a diverse age range of 6-12.  We had a great group today and I look forward to next week.
We spent some time getting to know each other and we talked about having friendships. We played some games and shared a snack. Next week we will be working on play skills that address turn taking and winning/losing. 
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Orange County 911 Registry Project for People with Developmental Disabilities

11/25/2010

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I received an email about a 911 registry, which informs first responders if your child or adult child has a disability. This could save your child from being dealt with incorrectly in a crisis situation. You can go to this link to learn more about it at http://www.orangecountynyddconnection.com/


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Understanding Challenging Behavior

11/4/2010

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Who ever chose the puzzle piece to represent children with Autism was most insightful. I've learned so much in the last 14 years.  At my job it takes a team to transform a students behavior.  Each child is unique in some way but alike in other ways. It's those consistencies that help professionals understand behavior. For example the FBA process (function of a Behavior) has 4 target reasons for behavior: Tangible the child wants something, Escape, Attention and Sensory.  Once I can understand the function of a behavior, I can begin to create a strategy to either prevent or extinguish the undesired behavior. I'm not a Behavior Specialist, but I know my work.  I've had the good fortune to work at a progressive school with highly trained staff. 
Another key component to being successful in shaping or changing a behavior is consistency.  All persons involved with a child with challenging behaviors must be on the same page. This helps the child be successful. The first thing to do is fill the child's need.  If it is sensory, provide sensory opportunities. If it's a tangible a first /then approach might help delay that need especially when it can result in aggression.  


Knowing a child's likes and dislikes are also essential in being able to speak to a child's interests or to avoid things that upset the child.


Collecting  data and determining if it  is working.  A true sign something is working, is when the target behavior increases, before it decreases. The child will push the boundaries put in place.  It's important to challenge a child but not push them to a breaking point, depending on the situation.  These are just a few ideas about why challenging behaviors occur and one approach to address the behaviors. Any questions blog me.
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Experimenting with the ipad

8/25/2010

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Recently, I purchased the ipad to use in my classroom. My students became very interested when I presented it to them. They easily navigated the ipad and learned quickly how to open and close applications. I used some of the educational applications during instruction. For example, I was teaching about India. I used the animal application to teach about the different animals that live in India.
When the animals pop up they make animal sounds. The children just loved it. I'm looking forward to this school year to explore the educational possibilities of the ipad in my classroom. Let me know what you think.  Have a great day!


Leah
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Autism Early Diagnosis

8/14/2010

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Research and experience shows that an intensive early education program of at least 20 hours a week of instruction from an experienced teacher can help rewire the brain and influence behavior. The brain is still developing which makes it an optimal time to alter it's course. It's harder to influence behavior when a child is already set in their ways. Sometimes, I receive students who are 12-14 years old, who have been living at home and getting what they want, so that their behavior can be controlled. This is no fault to parents, they are just doing the best they can in their situation. But, at this age it is harder to undo these behavior patterns. 
It is important to keep children with Autism engaged academically and socially. If a child is left hours at a time stimming or playing video games, this just allows them to retreat further within themselves. Some Stim time should be allowed but limited.  
Temple Grandin recommends the book Early Intervention and Autism: Real-life Questions, Real-life Answers by Dr. James Ball
This book provides information on interventions, teaching strategies, program planning and behavior management.


Sources: The Way I See It by Temple Grandin PHD
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Away for the weekend

7/15/2010

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Please contact me by phone if you need some other information. I will be able to return emails on Monday 7/19/10. Again I am very excited to get started. I'm planning to get the Poughkeepsie group going by the 26th. Check back for an update by the end of next week. Have a great weekend and stay cool!
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Social Skills Group

6/29/2010

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Hi everyone! It's finally here "start dates"Social Skills Group will begin July 26,2010

Place: RCAL Kingston NY 12401
Time: Saturdays 10:00 am - 11:30 am
Price: $15.00 for each individual sessions or $85.00 for all 6 sessions.
Contact: Leah Gherardi 845-853-6855 or fill out the contact form here at the website. For more information about the group click on Social Skills Group Overview

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Bullying

6/9/2010

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I found a great site that teaches about bullying.  It is http://www.pacerkidsagainstbullying.org/ Check it out!
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Avoiding the Power Struggle

6/7/2010

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Being positive and playing it cool is the best strategy for helping a student with difficult behavior. Sometimes, when I'm working with a student who is oppositional, I point out a positive before I address the more serious issue.  For example the student may want to play a game instead of coming to his science lesson.  So, I become interested in his game and tell him what a fun game that is and perhaps we can play it with the class during recess.  I put him in charge of setting up the game and he now has something to look foward to later in the day.  I didn't demand that he come to science or that it wasn't time to play a game.  This would have threatened the student and made him dig his heels in.  So, what if he still doesn't come? Then I would give him a directive and walk away to give him time to make the right decision. If he still doesn't come then I rely on natural consequences, such as making up his work before a prefered activity.  I believe it is important for the student/child to feel in control of his/her perdicament.   
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Expectations

4/27/2010

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I’ve always had high expectations of my students despite their disability. The most important thing I can do is help my students communicate, interact with others properly and nurture an individuals strengths and interests.  Helping a student gain control of his/her environment is essential. 
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    Leah Gherardi

    Special Educator living and loving life in the Hudson Valley of New York!

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