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Preventing Problem Behaviors for Students with Developmental ChallengesThrough an Emotional Regulation Approach (ERA), Guide #1 - Presymbolic Stage
Prizant, Barry and Amy Laurent
NPR, Inc / Dude Publishing / Booklet/Pamphlet / 2011-10-01 / 1935609513
Education
price: $17.95 (may be subject to change)
4 pages
Not in Stock, usually ships in 7-10 business days

In this reference guide, authors Barry M. Prizant and Amy C. Laurent explain how a developmentally-based, person-centered Emotional Regulation Approach (ERA) can be used to prevent and respond to problem behaviors and improve the quality of life for children with developmental disabilities who are pre-symbolic or who are just beginning to use symbols (words, signs, pictures, picture symbols) to communicate.

The guide explains an ERA as being premised upon the belief that problem behaviors are the outcome of a dysregulated emotional state. An ERA therefore focuses on enhancing a student's ability to regulate his/her emotional arousal. It involves the implementation by student support teams of a variety of prevention strategies that support the student's ability to stay well-regulated emotionally throughout the day, as well as recovery strategies that help the student return to a well-regulated state from a state of dysregulation. Specific strategies are recommended for addressing specific problem behaviors.

Readers are guided through the six steps of creating an Emotional Regulation plan, which include

• Identify and implement generic strategies
• Identify problem behavior
• Analyze problem behavior
• Synthesize data and create a plan
• Implement plan
• Ongoing assessment

In a mere six pages, this guide provides practical, respectful, and innovative ways to assist students with problem behaviors in a manner that supports their ability to stay well-regulated emotionally, thereby enhancing learning, improving relationships, and enabling them to successfully participate in everyday activities and routines.

About the Authors:

Barry Prizant, PhD has more than 40 years of experience as a clinical scholar, researcher and international consultant to children and adults with autism spectrum disorders (ASD) and their families. He is an adjunct professor at Brown University, and serves as director of Childhood Communication Services, a private practice. He holds the certificate of clinical competence (CCC-SLP) of the American Speech-Language-Hearing Association and is the 2014 recipient of the ASHA Honors award, in recognition of his provision of exemplary professional services and contributions to persons with significant communication challenges, and their families

Formerly, Prizant was an associate professor of child psychiatry in the Brown University Program in Medicine, founder and director of the communication disorders department at Bradley Hospital in Providence, RI, professor in the School of Communication Sciences and Disorders at Emerson College, Boston, and an advanced post-doctoral fellow in early intervention at UNC, Chapel Hill.

Prizant is a co-author of The SCERTS™ Model: A Comprehensive Educational Approach for Children with ASD and co-editor of Autism Spectrum Disorders: A Developmental, Transactional Perspective. He also created the assessment instruments, Communication and Symbolic Behavior Scale (CSBS) and CSBS-DP, CSBS Infant-Toddler Checklist. He has published more than 120 articles and book chapters and has presented at more than 700 seminars and keynote addresses in the United States and internationally.

His classic DVD series, Autism Spectrum Disorders & the SCERTS™ Model was produced by National Professional Resources, Inc./Dude Publishing. He is also co-author of two laminated reference guides for NPR, Inc. entitled, Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #1 Presymbolic Stage and Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #2 Symbolic Stage.

Prizant has developed family-centered programs for newly diagnosed toddlers with social-communication disabilities and ASD and their families in hospital and university clinic settings. He consults widely to schools and agencies in New England, as well and nationally and internationally.

www.barryprizant.com

Amy Laurent, EdM, OTR/L is a pediatric occupational therapist who holds a master's degree in special education. Currently in private practice, she is a New England affiliate of Communication Crossroads and of Childhood Communication Services. Laurent specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. She provides direct educational services to clients, as well as ongoing consultation to educational programs serving individuals with ASD. She also serves as adjunct faculty for the Communication Disorders Department at the University of Rhode Island and for Emerson College in Boston, MA. At these institutions, she teaches undergraduate and graduate courses focused on preparing graduating clinicians to meet the needs of children with autism and their families. In addition, she is a co-developer of the SKIP (Super Kids Interactive Play) Program at the University of Rhode Island. Her publications have focused on emotional regulation in children and adolescents with ASD and its impact on later social competence. She frequently lectures and provides training throughout the United States and internationally on topics related to therapeutic and educational intervention for children with ASD.

As a co-author with Barry Prizant of The SCERTS™ Model, she is a presenter on the National Professional Resources, Inc./Dude Publishing video, Autism Spectrum Disorders & The SCERTS™ Model, as well as co-author of the laminated reference guides, Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #1 Presymbolic Stage, and Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #2 Symbolic Stage.

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