Top Tips on Love and Relationships from Susan Moreno, Kealah Parkinson and Marci Wheeler Susan Moreno is the founder and president of MAAP Services, Inc.…
Top Tips on Love and Relationships from Maxine Aston Maxine Aston is a qualified counsellor and supervisor, and presents Asperger Syndrome awareness workshops to counsellors…
Top Tips on Love and Relationships from Louise Weston Louise Weston is a Registered Nurse from Queensland, Australia. She was the former co-ordinator of a…
Top Tips on Love and Relationships from Sarah Hendrickx Sarah Hendrickx is a specialist Asperger syndrome trainer, consultant and coach, providing individual, couple and family support…
Top Tips on Love and Relationships from Jonathan Griffiths Jonathan Griffiths designs software for a living and had no girlfriend until the age of 22,…
Top Tips on Love and Relationships from Rudy Simone Rudy Simone is an Aspergirl, writer and AS consultant who lives in the San Francisco Bay…
Before Christmas, JKP author Josh Muggleton came to our offices and recorded a series of top tips for parents, professionals and people with Asperger syndrome,…
“The idea was born out of a spirit of collaboration that came up when we noticed that our students were working on similar projects but with an OT or SLP spin. Another way we came together was when the speech team would make quesadillas with the students to work on sequencing, vocabulary and describing goals. And the OT would say, “Can I jump into your activity to practice cutting the quesadilla into triangles with my student?” And so we began to purposely create activities around both OT and SLP goals. We recently found out that the University of California – San Francisco has built therapy rooms for the explicit purpose of the collaboration between therapists. This is a wonderful step towards collaborative therapy.”
“The formula (called the Dramatic Formula) in the book presents each step with a specific skill that the students need in order to succeed in the drama, while at the same time balancing the level of stimulation for the students so they can focus on each section. Structure and balance of stimulation are the two main factors which give this book success. These two elements allow the students to succeed in a safe and nurturing environment.”
“The activities in the book capitalize on AD/HD traits because I use the traits as the vehicles to complete the task. AD/HD students like to move, so activities include jumping answers, and singing facts, and activities that are interesting enough to promote focus. The child is empowered to make tents, read on the floor, discuss emotions, and pop bubble paper.”