We're so excited to be offering this topic – such an important topic – about how do we support our kids at school and on the playground. So, we're so happy to have Dr. Jill Lock, psychologist in the Speech and Hearing Sciences department at the University of Washington. I'll let Jill tell you some more. Hi everyone, thanks for having me tonight. Um, so Jen mentioned that there's going to be some communities. You can feel free to ask questions as I go. As Jim mentioned, I'm a professor in the Speech and Hearing Sciences department, and I do a lot of research in schools. So, I have this research platform that goes into the delivery of services and evidence-based practices in school settings. Today, I'll talk about what we've done in some of the general education classrooms. And so, like I said, feel free to interrupt if you have any questions. I might have one for Ralph if I can't get this to move. Ralph, my screen won't turn. Oh my God, I'm just kidding, Ralph. Um, so what I want to talk about first is how the context matters. So, we really need to understand what our kids with autism look like on the fire ground, what they look like in schools in terms of how their social impairments or social relationships, or social communication manifests sound with other peers on the playground and in school. And so, as you all know, autism has two core buckets domains that we look for in terms of diagnosing. And one of those areas is social communication deficits. So, we really wanted to understand first how that plays out in schools, particularly for kids that are included in the general education settings. And we know that these deficits can dramatically impair peer engagement,...
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Bellini autism social skills profile 2 Form: What You Should Know
This module provides an assessment in the area of problem-solving and problem recognition and evaluation. The individual needs to be aware of their problems, and then use their skills and resources to solve those problems. This module includes a summary of social skills, which involves the presentation of problem-solving skills. Problems, social skills, and the development of the individual are reviewed; and a list of recommended books from both a descriptive and theoretical point of view are provided. Autism Social Skills Profile-2 — FREE Autism Social Skills Profile-2 — PDF Free Download Profile of Social Skills in Students with ASD By: TTD Games — This article includes detailed information on the autism social skills profile and a brief description of the module “Autism Social Skills.” This paper will help the student explore the area of social skills, and will help them be aware of their autism characteristics and needs before taking any of the forms of assessment that use the Profile. The Autism Social Skills — Profile 2 PDF — Fill in Online Autism Social Skills-2-FREE-FillInOnline Autism Social Skills Profile — FREE Fill in Online Autism Social Skills Profile-FREE-FillInOnline Second autism social skills profile, 2nd edition — SLAT Free Download Autism Social Skills Profile-FREE-FillInOnline Autism Social Skills Profile — A brief description by Scott Bellini Ph.D., TTD Games- 2024 This article by Scott Bellini is an excellent primer to the autistic social skills. This article outlines what this profile is, why it is important, and what you can expect from the assessment. The Autism Social Skills Profile, Second Edition (SSP, 2016) can be downloaded as an Adobe Acrobat PDF/Word document for filling purposes. It is also a PDF filled-in-online from a computer that runs Adobe Acrobat. The SSP, Second Edition (Bellini & Hope, 2007) is an individually administered psychometric instrument used to measure the extent to which adolescents with autism meet three different criteria for autism severity: a communication deficit, social impairment, and repetitive or restrictive behaviors. While the ASSP-2 is not meant to serve as a diagnostic tool, it may provide a general indication of the degree of autistic disorder, the degree to which the child has met the autistic criteria, and the level of social interactions the child is having (Bellini & Hope, 2007).
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