ANNOTATED BIBLIOGRAPHY.doc

62ANNOTATED BIBLIOGRAPHYSynopsis: This book was written with the intent of helping educators understand what Aspergers Syndrome is and how they can best serve a child with Aspergers in the general education classroom. The book stated the most recognized definition of Aspergers Syndrome that comes from the Diagnostic and Statistical Manual IV-IR of Mental Disorders (as cited by the American psychiatric Association, 2000). A diagnosis of Aspergers requires certain symptoms be present, including at least two indicators of impairment in social interaction, and at least one in the area of restrictive interest and stereotyped behaviors or rituals (2). The book list “Fast Facts” about Aspergers Syndrome, what the social impairment may look like, and how to educate peers on the disability. It provides the reader with behavioral strategies, instructional strategies, and ways to identify and modify materials. For instance changing the size of the assignment, allowing extra time, providing extra help, increase or decrease the level of difficulty, and modify the rate or format of instruction (18). The book also suggests other strategies such as modifications for fine motor skills, gross motor skills, and organization. It offers problem solving techniques for determining is instructions are clear, sentences are short, avoidance of sarcasm or idioms, consistency, gauging expectations, and dealing with bullies. The book concludes with a list of suggested resources, websites, and book titles. Critique: This is the smallest book I am using in my research yet it is every bit a valuable as the thick heavy books. It is an easy to understand book that is not intimidating to someone who has never heard of Aspergers Syndrome. The format is so easy to follow that the readers can find help and solutions quickly. The student I have in my class who has Aspergers Syndrome is able to mask his symptoms and keeps “it” together at school; however, the parent says he goes home and “looses it having crying jags that last two to three hours at a time”. This book provided me better insight on what I can do in my classroom through instructional strategies and modifications that could reduce the likelihood of him having an episode when he arrives home from school. I liked that this book focused on the teacher making modification and changes in themselves rather than forcing the student to adapt to their style of teaching. Dornbush, Ph.D., M. P., & Pruitt, M.Ed., S. K. (1995). Teaching the Tiger. Duarte, CA: HopePress. Synopsis: The book Teaching the Tiger is a handbook for all educators of students with Attention Deficit Disorders, Tourette Syndrome or Obsessive-Compulsive Disorder. This book provides the reader with clear definitions and the symptoms associated with each of the disorders. The book explains treatment and available resources. It also provides the reader with classroom modifications and management techniques. There are scripts for every possible scenario detailing what the student might say and how the teacher should respond. For instance if the student is having a problem keeping their hands to themselves there is a script for teaching the student how to cognitively control angry, aggressive and oppositional behavior. The book addresses Federal Laws Pertaining to Handicapped Students, social skills, legal documentation, integration of technology, evaluation and referral process, and walks the reader through how to write an Individualized Education Plan (IEP).Critique: This book simplifies the complicated legal jargon into plain English. It is extremely helpful by walking me through the process of writing an IEP. The authors identified the roles of school and stressed them importance of them doing their part with regard to the IEP. The author also stressed the legal ramifications if the rules and regulations of an IEP were not properly followed. For someone who has never written an IEP it is good to know the seriousness and liability involved with everything that is written about the student. I also found the resources in this book to be amazing. There is page upon page of websites and listings computer software that would benefit the students (including cost and where to purchase the software, age, grade level, and content area it will benefit). Faherty, C. (2000). Aspergers. What Does It Mean To Me? Arlington, TX: Future horizons.Synopsis: The author compiled this workbook as a more in-depth resource for parents of children with high functioning autism. The topics in this book cover everything from ways of thinking and understanding to childrens thoughts and feelings and social interactions. Eleven of the twelve chapters in this workbook are divided into two sections. The first section of the workbook is to be completed by the child with guidance from an adult as needed. The second section is for the parents and teachers to complete. This section gives the significant people in the students life tips and insight into guiding them to a better understanding and self-awareness of their condition.Critique: This workbook is a great resource for those living with high functioning autism and the significant people in their lives. After reading through this boo and looking at the activities provided I now have a better understanding and some new tools to work with the student in my classroom who has Aspergers Syndrome.Getskow, V., & Konczal, D. (1996). Kids with Special Needs. Santa Barbara, CA: The Learning Works.Synopsis: The goal of this book is to help teachers, parents, and students explore their feelings, examine their values, discover their own special individuality, and become comfortable with the special needs some students have (8). The book clearly defines special needs legislation, inclusion, mainstreaming, IEP, special education time lines, and what programs are available. The book addresses frequently asked questions about students with disabilities and how to implement awareness and empathy in the school/classroom.Critique: This is an amazing resource for both teachers and parents. It is filled with activities a teacher can do in their own classroom to allow students to personally experience what it would be like to live with a disability. I love that this book has page upon page of resources, 800 numbers, websites, and childrens books about specific disabilities. The book provides reproducible handouts, activities, and bulletin boards with instructions on how to use them effectively in the classroom. This book is a must read for every teacher who cares about spreading awareness of children with special needs.Goldstein, S., & Goldstein, M. (1990). Managing Attention Disorders in Children. New York: Wiley-Interscience.Synopsis: This book provides a historical background to Attention Deficit Hyperactivity Disorder (ADHD). It begins with Etiology focusing on heredity, brain development, brain injury, diet, complication during pregnancy/labor and delivery, lead, and iron deficiencies. The book focuses on the role of the medical professionals and the physicians dilemma when diagnosing ADHD. The book provides examples and instructions for Comprehensive Teacher Rating Scale (ACTeRS). This scale rates attention, hyperactivity, social skills, and oppositional behaviors. It is a five point scale where “almost always” equals five and “almost never” equals one (76). The book also provides examples of Teacher Observation Checklists, Social Skills Assessments, School Situation Questionnaires, and home evaluation. It offers suggestions for communication with parents, teachers, and medical professionals. After providing a model for collecting data that is essential for making a diagnosis of ADHD the book provides a framework to organize and interpret the data (152). The book clearly defines the roles of all professionals involved (teachers should not attempt to diagnose a child, but rather make observations and collect the data). The book addresses the implications on the child, family, and school once a diagnosis has been made and offers solid strategies for managing the behavior of a child with ADHD both at school and at home. The book provides suggested coping methods for all involved and demonstrates their effectiveness through case studies, interventions, problem solving models and step by step instructions for managing behaviors resulting from ADHD.Critique: The most important thing I learned from this book is that there are a lot of things I thought I knew about ADHD that either I did not know or was complete wrong in my understanding. ADHD is such a common phrase in education today that many people assume they thoroughly understand it when perhaps they are misinformed. I appreciate the way the author identified the role of the teacher, physician, and parents is the diagnostic phase of ADHD. Too often teachers believe they have the knowledge and background to diagnose a child with ADHD and the lines that define the professional roles become are crossed. With this book one must not judge the book by its cover. The book is wonderful; however, it is a thick book with small font, the charts are difficult to read because they have been shrunk down to fit on the page, and the reading is somewhat dry. Having said that I implore the reader to give the book a chance because the information is phenomenal and the observation checklists are worth the time it will take to type into a useable format on the computer. I almost passed it by because the reading looked so cumbersome and would have missed out on a wealth of knowledge about managing ADHD.Grandin, T., Dr., Baker, J., Dr., Moyes, R., Martin, M.A., N., & Wrobel, M.A., CCC/SLP, M. Louisville, KY: Autism/Aspergers Syndrome Conference Handout.Synopsis: The book Addressing Social and Behavioral Challenges from the Autism/Aspergers Syndrome Conference is an invaluable tool for teachers working with student with Autism or Aspergers Syndrome. The purposes of the conference was to learn ways of incorporating social goals in the classroom, address challenging behavior, and identify way of helping students with Autism or Aspergers cope with school. The book discusses why it is important to teach social skills, which is responsible to teach what, and identifies the skills that should be taught. This book explains common social deficits and helps those working with students who have Autism and Aspergers Syndrome understand the rationale for the behavior. For example, if a child with Aspergers laughs hysterically after another students has fallen down a flight of stairs and is hurt badly they might say they laughed because the students was making funny faces and noises. They are not laughing because they find it funny that someone is hurt, but rather they are laughing because they amused by the sounds and expressions of the injured person. The book makes suggestions for teaching strategies. Students with Autism and Aspergers are extremely literal thinkers. They do not understand sarcasm or idioms. Teachers must use incidental teaching to point out exceptions to rules and use direct instruction to explain figures of speech (5). The book explains best practices for setting goals and the implications they have on the IEP. It demonstrates good conversation practices and offers suggestions for visual methods to teach skills. This book covers every social skill imaginable from how to express ones self verbally to teaching self-care, puberty and personal safety to students with Autism and related disabilities (31). The book offers suggestions on when and when not to acknowledge a behavior, how to identify and look for triggers, what to do “when it doesnt work, and how to adapt and modify the curriculum. Critique: In my opinion this book has gone where no other book has dared to go. It addresses real issues head on such as menstruation, masturbation, modesty, and gives clear instructions on how to teach appropriate social behaviors to students with Autism or Aspergers Syndrome. So often the social challenges the children with these disabilities are not addressed because it is uncomfortable for the teacher or other adult who witnesses the behavior. Ignoring inappropriate behaviors, gestures, or mannerisms will not help to teach the student what is acceptable or not acceptable. The book explained that some behaviors will not stop and that attempting to stop them will result in them occurring more frequently. The key is to teach the student when and where the behavior is appropriate and to consistently redirect unacceptable behaviors. If utilized properly the methods outlined in this book will help the student with Autism and other related disorders beyond belief. The student in my classroom has a tendency to pull his hair out. I can definitely use techniques shared in this book to teach behavior modification strategies and hopefully help him avoid the hair pulling. Greene, L. J. (2002). Winning the Study Game Guide for Resource Specialists. Minnetonka, MN: Peytral Publications, Inc.Synopsis: This book is a guide for resource specialist and is designed to help middle and high school students with special needs develop strong study habits in the general education classroom. The book is written at a fifth grade reading level and is intended for the student to read (with help as needed). Students with learning differences and special needs are often not prepared for the demands placed on them to complete homework and study independently. This book provides the students with the tools necessary to make a game plan, become organized, and win the study game. It teaches basic skills necessary to be successful such as writing down assignments, organizing study materials, creating the best study environment, and sticking with a master plan. The book offers suggestions on how to increase reading speed and comprehension, taking notes, studying for tests, thinking, problem solving, prioritizing, and strategies for studying. The appendix provides the students with reproducible weekly schedules, a study contract, and assignment sheets. There are checklists for what to bring home, what to bring to school, and good study environments. This book offers great advice for what to do when the safety nets of a resource specialist, self contained classroom, or special education classroom are removed and the student is left to survive on their own in a middle school or high school classroom. Critique: This is an exciting book that offers great advice and survival skills. I will use this book with my son who will enter middle school next year. The techniques taught are not only for students with learning differences or special needs, but can be used with any student making a major transition from one learning environment to another. As I prepared my sixth grade students to take their first “big” middle school unit test I walked them through the “how to study” section of the book and talked about good study environments. I have given them the “what to bring to school and what to take home checklists” to four of my students who struggle to remember what they need to be prepared. This is a book that someone could pick up and without reading the entire book pull out great pieces of information and make it applicable. Hallowell, M.D., E. M., & Ratey, M.D., J. J. (1994). Driven to Distraction. New York: Simon and Schuster.Synopsis: The book Driven to Distraction was written by a child psychiatrist who learned he had Attention Deficit Disorder (ADD) when he was thirty-five years old. He described the relief he felt when he realized there was a reason he was called a lazy daydreamer throughout his childhood. He explained the history of ADD and how it became a clinical diagnosis. He shared his contempt with the words Attention Deficit Disorder and explained the syndrome is not one of attention deficit but rather attention inconsistency where an individual tends to hyperfocus at times (x). In this book the authors goal is to make more people aware of ADD for what it really is and dispel the negative connotations associated with the acronym. The author wants people to know about and understand what Attention Deficit Disorder is. In the book he tells the stories and provides the reader a look into the lives of real people (he has change all of the names for privacy) living with ADD. The stories demonstrate to the reader that while many focus on the negatives related to ADD there easily as many positive that are overlooked. For instance the student who scores in the top five percent of the Nation on his Math Proficiency Test yet is failing math because he cannot remember to turn in his homework. This book shares both triumphs and failures and gives a new outlook on students with Attention Deficit Disorder.Critique: This book has given me an amazing new outlook on ADD. After reading this book I do not like using the term Attention Deficit Disorder. It seems that ADD is the most misunderstood diagnosis and that historically students with ADD are sorely misunderstood. This book is not only compassionate but informative. It provides a reader with a new understanding of both childhood and adult ADD. The appendices give the reader checklists and questions to ask when one is questioning whether they or someone they know may have Attention Deficit Disorder. It provides the names and phone numbers for support groups throughout the Nation, books and resources, and other organizations.Hammeken, P. A. (2000). Inclusion: 450 Strategies for Success. Minnetonka, MN: PeytralPublications, Inc.Synopsis: This book addresses the need for successful inclusion practices in the general education classroom. The book shares ideas to help develop and im