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Positive Behaviour Strategies to Support Children & Young People with Autism
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Positive Behaviour Strategies to Support Children & Young People with Autism


Courses:
Autism

November 2007 | 120 pages | SAGE Publications Ltd

Positive Behaviour Strategies to Support Pupils with Autism offers advice on one of the most difficult aspects of teaching children and young adults with autism—understanding and managing their often challenging actions.
Covering a range from birth to 19 years, this resource provides:

  • Practical advice on developing an appropriate learning environment
  • INSET materials for developing best practice in positive behavior management
  • Self-audit tools for practitioners
  • Reproducibles and practical resources

Essential reading for all teachers and teaching assistants working with pupils on the autistic spectrum, this book presents sound recommendations from an experienced practitioner who understands the reality of managing challenging behavior in the classroom.


 
Introduction
 
1 - Autism and Challenging Behaviour
 
2 - Defining Behaviour Support
 
3 - Developing Ourselves as Practitioners
 
4 - Developing the Learning Environment
 
5 - Supporting Others
 
6 - Supporting Positive Behaviour
 
- Implementing Effective Strategies
 
8 - Lessons Learned

'All in all, this book provides an excellent resource for anybody who has any input into the lives of people with autism. It offers an extremely accessible, holistic and humanistic approach to positive behaviour strategies. The needs of the person with autism are central to all aspects of the book. It provides a balanced framework to approach positive, proactive behaviour strategies as well as asking those who wotk with people with autism to reflect on their own practices' -
REACH Journal


This is a comprehensive and engagingly written text that enables the reader to understand the processes behind challenging behaviour. Demonstrating a comprehensive theoretical understanding of Autism, Martin Hanbury uses examples from practice to make this complex theory accessible to the educational practitioner.

Dr Fiona Hallett
Faculty of Education, Edge Hill University
September 29, 2010

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