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Transition or Transformation?: Helping Young People with Autistic Spectr

um Disorder Set Out on a Hopeful Road Towards Their Adult Lives
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John Clements is a clinical psychologist of over forty years' standing, specializing in the field of developmental disabilities. He has previously worked for the NHS and university system in the UK and jointly established the UK's first independent psychology practice specializing in issues for people with developmental disabilities. He has also worked as a behavior consultant in California, taking a particular interest in helping people with autism and their families.
Acknowledgements. Introduction. 1. Student Stories. 2. The Staff Perspective. 3. An Understanding of Autism. 4. Ethos, Practice and Curriculum. 5. The Relationship Style. 6. Relationship Techniques - Visual Supports for Communication. 7. Relationship Techniques - Developing a Reflective Self. 8. Relationship Techniques - Body Basics and Massage. 9. Relationship Techniques - Reward, Punishment and a Culture of Celebration. 10. Transition or Transformation? 11. Organisational Supports. Appendix I. Sample Staff Training Materials. Appendix II. The Role of Educational Placement, Education Provision, and Parents on the School Performance of Children with Autism Spectrum Disorders (Phil Reed, Lisa A. Osborne and Emma Waddington, Swansea University).
Within a school culture of optimism and hope, the program can develop students's confidence and skills in building day-to-day relationships in adulthood. Student stories and staff perspectives accompany techniques for visual support for communication, developing a reflective self, body basics and massage, and reward and punishment. Appendices provide sample staff training materials, and a 25-page paper on the role of educational placement and parents on the school performance of children with ASD.
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