An edition of All about me
(2018)
All about me
a step-by-step guide to telling children and young people on the autism spectrum about their diagnosis
by Andrew Miller
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Based on direct work with over 250 individual children, Andrew Miller wrote this book in order to provide parents and professionals with information, tools and guidance to help introduce children to autism in the absence of specialist support. This in-depth guide describes the practicalities of disclosure, including when to tell, who should do it and what they need to know beforehand with strategies to tailor your approach as every child's experience will be different. Step-by-step instructions detail how to deliver the programme and produce with a child a personalised booklet containing information about their personal attributes and their autism. These booklets and follow-up material help make disclosure a positive and constructive experience for everyone. Accompanying material can be downloaded online including questionnaires, examples of children's booklets and flexible templates.
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All about me: a step-by-step guide to telling children and young people on the autism spectrum about their diagnosis
2018
in English
1785921290 9781785921292
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Book Details
Table of Contents
pt. I Getting ready to deliver the programme: considerations, decisions and preparation
1. Introduction
1.1. Opening remarks
1.2. Terms and definitions used in this book
1.3. How All About Me came about
1.4.A short description of All About Me and what it intends to do
1.5. Who All About Me can be used with
1.6. An overview of the book
1.7. Research into the effectiveness of All About Me
2. Arguments for and against telling children about their autism
2.1. Introduction
2.2.A brief review of the literature surrounding individuals' responses to finding out about their autism diagnosis, or having it withheld
2.3. Potential benefits of disclosing a child's diagnosis
2.4. Potential risks of disclosing a child's diagnosis
2.5. Potential risks of withholding a child's diagnosis
2.6. Conclusion
3. The pre-programme work
3.1. Introduction
3.2. Deciding when a child should be told about their autism and identifying if they are ready
3.3. Identifying whether parents are ready for their child to be told, and how professionals can help them reach this stage
3.4. How to identify when the professionals are ready to tell the child
3.5. Deciding who should lead the work and who else might need to be involved
3.6. Gathering and sharing essential information about the child
3.7. Criteria for deciding whether All About Me would be suitable for a child
3.8. Deciding where the work should take place: identifying and preparing the right environment
3.9. Deciding when the work should take place: choosing the right time for the sessions
3.10. Deciding how to present the work to the child
3.11. Conclusion .
pt. II Teaching and following up all about me
4. An overview of the programme's teaching methods, content and framework
4.1. Introduction
4.2. The programmes design and teaching methods
4.3.A brief overview of the programme content and framework
5. Teaching Session 1: Creating the context for disclosing the child's diagnosis
5.1. Introduction
5.2. Teaching and learning objectives for Session 1
5.3. Required resources
5.4. Introducing the child to All About Me
5.5. Introducing Session 1
5.6. Stage 1: Exploring the child on the outside
5.7. Stage 2: Exploring the child as a person on the inside
5.8. Stage 3: Exploring and identifying the child's areas of strength
5.9. Stage 4: Identifying the child's challenges
5.10. Session summary: What we learned today
5.11. Assessing the session and deciding how to proceed
6. Teaching Sessions 2 and 3: Disclosing and explaining the child's diagnosis
6.1. Introduction
6.2. Teaching and learning objectives
6.3. Preparing for Session 2
6.4. The final pre-disclosure meeting with the child's parents.
6.5. Introducing the child to Session 2
6.6. Stage 5: T have autism' (disclosing the diagnosis)
6.7. Stage 6: Other people with autism
6.8. Stage 7: Explaining autism to the child
6.9. Stage 8: Informing the child about their support network
6.10. Stage 9: Autism and special interests
6.11. Stage 10: Ẁho am I?'
6.12. Monitoring and supporting the child between Sessions 2 and 3
6.13. Making the booklet in preparation for Session 3
6.14. Session 3: Revision and assessment session
6.15. Addressing key issues that can occur and persist across Sessions 2 and 3
6.16. Summary
7. Differentiating All About Me to make it accessible to more children
7.1. Introduction
7.2. Meeting individual children's cognitive, communication and literacy needs
7.3. Strategies for including children with behavioural issues
7.4. Conclusion
8. What next?
8.1. Introduction.
8.2. Continuing the processes of teaching children about their autism and helping them learn to understand and live with their diagnosis
8.3. Developing a child's engagement with their school work, support, and planning for the future
8.4. Sharing the diagnosis with siblings, other family members and friends
8.5. Informing school staff and other professionals about a child's diagnosis
8.6. Sharing a child's diagnosis with their classmates
8.7. Proving to the child that it is okay to have autism
9.A brief guide to the electronic resources
9.1. Introduction
9.2. Section A: Pre-programme information-gathering and recording forms
9.3. Section B: Example All About Me booklets
9.4. Section C: All About Me booklet templates
9.5. Section D: Teaching and learning prompts
9.6. Section E: Resources for follow-up initiatives.
Edition Notes
Includes bibliographical references.
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History
- Created May 24, 2019
- 4 revisions
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