Behavior Solutions for the Inclusive Classroom

Beth Aune, OTR/L, currently has a private practice as a pediatric occupational therapist in the Coachella Valley area. She and her dedicated staff provide intervention for children with autism spectrum disorder, developmental disabilities, and other diagnoses in a variety of environments: early intervention in the home, for general and special education students in the school setting, and in the clinical setting. Beth has developed and presented numerous workshops and trainings for parents and educators that focus on the care and treatment of children with disabilities. She lives in Palm Desert with her three children.Beth Burt currently resides in Southern California with her husband, their two sons, two cats and a dog. Because of her experience with her own children, one with an autism spectrum disorder (ASD) and the other with a learning disability, she became an advocate. She has over 13 years of experience collaborating and advocating on the behalf of students with ASD and other disorders. She has been actively involved in numerous task forces and committees related to children, disabilities and education. She has presented numerous times in Southern California to colleges, conferences, parent groups and businesses. She is currently President of the Inland Empire Autism Society and is a board member of the Autism Society California and Visions R Us, a nonprofit organization that assists young adults with special needs in making the transition from high school to desired employment.Peter Gennaro is currently the Director of Special Education for the Alvord Unified School District in Southern California. He has served as Special Education Coordinator and as Program/Inclusion Specialist prior this. As a teacher, he taught classes for students with emotional disturbance and has taught direct service special education classes consisting of students with varying disabilities. In his current position he continues to work closely with teachers, service providers, and families to develop and implement successful student programs.

• IntroductionSection One: Movement IssuesArm- & Hand-flappingArm-swingingBreaking Pencils and/or CrayonsBumping Into Other Students/Touching InappropriatelyChews on Shirt or Other Inappropriate ItemsExcessive YawningFidgeting at the DeskOut-of-Seat BehaviorsExcessive Hugging, Leaning against People, or Pushing PeopleTaking Off ShoesSection Two: Avoidance and Retreat BehaviorsAvoiding Physical Contact or Messy ActivitiesCovering EarsHiding or Running Away When UpsetPutting Head Down or "Shutting Down"Section Three: Difficulty with Routine and AcademicsDifficulty with Carpet TimeDifficulty with Lining UpDifficulty Starting AssignmentsDifficulty with Small Group ActivitiesDifficulty with HomeworkLosing Materials and Missing AssignmentsMessy Desk or Disorganized BinderPoor HandwritingNot Attending/Off Task or Not Following DirectionsNot Following Playground RulesProblems at LunchtimeNot Asking for HelpTransitioning and the Insistence on SamenessSection Four: Social-Emotional IssuesSaying Rude or Inappropriate ThingsClothing IssuesDifficulty Accepting CriticismDifficulty Making DecisionsExcessive TalkingHumming, Talking to Self, or Inappropriate Vocalizations/Odd GesturesInterruptingLaughing Excessively or Being SillyLittle or No Eye ContactSmelling People or ObjectsTalking LoudlyTemper Outbursts Appendix A: Movement Breaks/Goal-Directed TasksAppendix B: Sensory Input DevicesAppendix C: Calming TechniquesIndex