The Post CARD
A Publication of the Centerfor Autism and Related Disabilities
at the University of Florida Gainesville Summer 2002
bear Families and Friends of CARD,
As summertime brings the close of one
fiscal year and the beginning of the next to CARD,
we embark on our tenth year of service. Those of
you unfamiliar with our beginnings might be sur-
prised to learn that the CARb at UF/Gainesville
started with just two professionals-one full-time
and one half-time--responsible for an area that
covered 27 counties in North Florida and that
included the cities of Jacksonville and Orlando.
The subsequent establishment of new centers in
those cities has allowed us to concentrate our
efforts on the 14 counties that we now serve in
north-central Florida. We are grateful that
through the successes of our program and the
support of families, professionals, the Florida
department of Education and the Florida Legisla-
ture, we continue to grow and to provide meaning-
ful assistance to our constituents.
I believe we have accomplished much in
collaboration with the families and professionals in
our area this year. We now serve nearly 600
families of individuals with autism and related
disabilities. Using written Action Plans, our staff
has worked with over 100 of those families this
year on specific goals identified by the families,
their schools, and agencies. Our regional training
programs on literacy and social skills were at-
tended by over 250 parents and professionals, and
our evening information sessions were well re-
ceived in Alachua, Putnam, and Hernando Counties.
We are also happy to report that we are complet-
ing partnership projects with educators in
Alachua, Marion, and Citrus Counties, and continu-
ing to see great success with our Sibshop and
Teen Game Night initiatives.
I am delighted to be able to report that
the Florida Legislature has restored to our budget
for 2002-2003 the funds that were cut from the
2001-2002 budget in October 2001. We are
looking forward to another great year and our
Tenth Anniversary Conference and Celebration in
St. Petersburg, Jan 17-19, 2003.
Best wishes for a great summer,
Greg Valcante, Ph.D.
Inside this Edition
Page 2 Staff Highlight:
Page 3 Tips from the CARb Staff:
Communicating with Your Child
Page 4 Constituent Highlight:
Page 6 Social Security News
& Benefits Update:
Real Choice Partnership Project
Page 7 Focus on the Classroom:
CARD's DOE Partners
Page 8 Sibshop Update
Books the CARD Staff
Wouldn't Be Without!
The Center for Autism and Related Disabilities
and the Florida Outreach Project for Individuals
with Deaf-Blindness are excited to announce the
Tenth Annual CARD Conference:
Celebrating A Decade of Commitment to
Individuals with Autism and Related
Disabilities and Their Families
January 17-19, 2003
Hilton St. Petersburg
333 1st St. S.
St. Pete, FL 33701
For reservations ask for the CARD
Conference, Tenth Annual.
If you have any questions about the conference,
call Donna Casella at 813/974-6168 or email her
Look for details in the Fall edition
of The Post CARD!
STAFF HIGHLIGHT: CATHY ZENKO
By John Murchek
Cathy Zenko, CARD Training Coordinator and Support Specialist, remembers vividly
the first child with autism with whom she worked. She was doing her first semester
practicum as a graduate student studying Speech-Language Pathology at the University of
South Florida, and was assigned two children on the autism spectrum-a boy with Asperger's
Syndrome and a six year-old girl with autism. "The girl," Zenko recalls, "wasn't very verbal and
plainly had a lot of sensory issues. She threw tantrums. It was a struggle just to get her into
the therapy room. At any moment, she could have a melt down." On top of the child's difficult
behavior was the fact that Zenko was a student being observed and graded on her first foray
into clinical work. Together, these factors left Zenko feeling intimidated. By the end of the
semester's practicum, however, the girl had accepted Zenko, and Zenko no longer felt intimi-
dated. Looking back, she concludes that in the course of trying to teach the girl something,
she learned something very important from her. "Kids," she explains, "sense your fear. Before you can do anything
else, you have to respect the children and wait patiently for them to accept you."
This insight seems especially appropriate coming from Zenko given that one of her interests is theory of
mind. Theory of mind, Zenko explains, is the name researchers give to our ability to understand what might be
going on in the minds of the people with whom we interact as we're interacting with them. Every day, we take
perspectives, grasp the perspectives others take, and more or less confidently anticipate their likely responses.
When you recognize that these seemingly natural and automatic mental processes are actually quite complex, you
can begin to understand the challenges faced by people who have immature or underdeveloped theory-of-mind
skills-as do many children on the autism spectrum. Such children have a hard time grasping the perspectives of
those around them, of "seeing where they're coming from," which makes communication and social interaction
difficult for them.
Because typical adults have better theory-of-mind skills than their children or students with autism, they
can hypothesize what's going on in the kids' minds, and are thus better positioned than the children to figure out
how to adapt their strategies for communicating. Theory of mind, in other words, makes it clear that you cannot
simply expect children with ASD to communicate as you do: you have to discover how to communicate with them on
their terms in order to get to the point where you can begin to win them over to communicating in more typical
ways. As Zenko puts it, "Adults have to ask themselves: 'How can we be better communication partners for chil-
dren with autism?" rather than: 'How do we fix the kids so that they can communicate the way we do?'"
And, as Zenko relates the story, she had a "crash course in augmentative communication" when, after
completing her graduate degree, she went to work at the Nina Harris Exceptional Education Center in St. Peters-
burg. More than 50% of the children on her caseload at the Center were non-verbal. But, believing that "every
child is entitled to have-indeed, must have-some way to communicate," she was committed to finding any medium
that would allow a child to communicate. She remains so. She recognizes the obstacles: people often initially
resist communication strategies that are not verbal; they are hard pressed to find the time for the process of
trial and error, teaching and re-teaching, that can precede discovery of the right strategy; they become impatient;
they find it difficult to identify a communication system that works well both at school and at home. Still, though,
Zenko works with parents and educators who find that children can communicate with them through pictures,
objects or signs, and who then find ways of linking these forms of communication to spoken and written language.
When, in the summer of 2000, Zenko finally came to work at CARD after teaching at a charter school in
Gainesville for a year, there was something almost uncanny about it. A few years earlier, when she'd been working
towards her graduate degree, she'd attended a training presentation organized by the USF CARD in Tampa. After-
wards, she told her mother, "I want to work there."
Like other support specialists at CARD, Zenko works on individual assistance cases, conducts training, and
provides technical assistance when required. As CARD's Training Coordinator, Zenko keeps track of requests for
training, and plans and executes many of them. She really likes the experience of conducting training, of sharing
knowledge with others, and enjoys the organizational demands of assembling a schedule of training and seeing that
they take place as planned. More generally, though, she emphasizes the collegial and collaborative dimensions of all
aspects of working at CARD. "CARD," she says, "brings something important to the community. We're a team of
professionals with different backgrounds, but we all have knowledge of autism as well as hands-on experience
working with parents, teachers and kids. If you have a question, there's always someone in the office who can
answer it. We share information with parents so that they can become their own children's experts. Because we
can visit homes and schools, we can provide continuity between home, school and agency in an intervention."
TIPS FROM THE CARD STAFF
Communicating with your Child: Try the 3-A Way
By Cathy Zenko
As the sole speech-language pathologist (SLP) at the CARD UF/Gainesville, I get asked many questions
about communicating with individuals with autism and related disabilities. Last September, I attended a three-day
workshop offered by the Hanen Center. It focused on how to teach parents to communicate more effectively with
their children. In this column, I'll share with you the "3-A" method for enhancing communication that I learned at
Before I get to the 3 As, I'd like you to ponder an important question: How does your child communicate?
You may think that because your child does not talk, he does not communicate, but talking is only one form of
communication. Communication is an exchange between two or more people. It can employ gestures, words, grunts,
or picture symbols, or it might involve leading someone to a desired object, pushing a person away, or throwing
tantrums. People communicate for many reasons: to request, protest, comment, gain attention, and so forth.
When we understand that communication is driven by goals and that it precedes and extends beyond speech, we
more readily recognize the "unconventional" forms of communication we often overlook. Your long-term goal may
be to teach your child to talk, but to reach that goal you need to understand how your child is already communicat-
ing, meet her at her level, and then guide her step by step to speech.
Parents begin to suspect that their children might not be developing typically when communication break-
downs take place. In order to repair and extend communication effectively, you need to pinpoint in which of three
areas communication has broken down. Sometimes, it fails at the level of language comprehension: children re-
ceive unclear messages from us that they cannot comprehend. At other times, children don't know how to express
what they want to say in a way we'll understand. Last, but not least, communication breakdowns may occur when an
adult or a child misreads the implied social meanings of an exchange.
Now that we have some shared knowledge about communication and how it can break down, we're ready to
turn to the 3 A's. The 3-A way takes basic language development and intervention strategies and reformulates
them in a parent- and teacher-friendly format. Derived from my Hanen training and Ayala Manolson's It Takes
Two to Talk (1992), this advice assumes that the parents or other adults in a child's life are the "skilled" communi-
cators. Adults, therefore, must alter the way THEY communicate with children who have delays in order to foster
language growth. The "3-A" way helps parents remember how to do this.
VAllow your child to lead. This seems very simple, but if you step back and watch yourself, it is not as easy as it
sounds, especially if your child doesn't initiate many interactions. Manolson (1992) offers some further advice
about how to allow your child to lead:
*OWL: O-bserve, W-ait, and L-isten. Take time to observe what your child likes to do, wait for the
opportunity to interact, and listen to what he "says" when he does something he likes.
*Get down to your child's level when interacting. When you are face-to-face with your child, both of you
can really see what the other is doing, looking at, or expressing.
VAdapt to Share the Moment. In other words, "Go with the flow." For example, if you take all the Legos out to
build towers with your child and she starts to throw them back in the bucket, drop your initial plan to build towers
and make the Lego toss an opportunity to practice turn-taking.
*Interpret what your child is trying to say and fill in the words for her. Of course, you also want to have
another communication medium that she can use herself (e.g., signs, pictures, gestures, etc.), but some-
times it is ok to "say it as they would if they could."
VAdd language and experiences. If your child is saying one-word utterances like "dog," you can say, "That's a big
dog" or "The dog is barking." You are taking what they say (allowing them to lead) and adding on more information.
*Slow down and emphasize key words.
*Use gestures, pictures, signs, etc. to portray your message in two or more ways.
*Use a variety of activities, settings, and toys to provide a multitude of opportunities for your child to
(continued on page 7)
I CONSTITUENT HIGHLIGHT
Hillary Brenner Hits Her Stride at Browning-Pearce Elementary
By John Murchek
On a warm May morning this year, CARD UF/Gainesville
Director Greg Valcante traveled from Gainesville to Palatka, crossed
the bridge that arcs over the idling expanse of the St. John's River,
and headed down Rt. 17 to San Mateo to see how eleven year-old
constituent Hillary Brenner was faring at Browning-Pearce Elemen-
tary School. Much of the time, CARD staff members are asked to
make school visits when problems need to be addressed; in this case,
though, Valcante had been invited to see how well things were going.
What he found was indeed encouraging.
When Valcante first saw Hillary at Browning-Pearce in 1998,
she was quite a handful. Speech-Language Pathologist Cathy
Holloway clearly recalls Hillary's early days at the school. "She was a
runner, a screamer, and defiant. We were all at our wits' ends!" Her mother, Cheryl Brenner, found out about
and contacted CARD at the end of 1997, when "Hillary had stopped doing anything in class .... If she wanted
to get out of doing something, she would just have a fit and be taken out of class." According to Valcante,
Hillary "was often unwilling to engage in academic tasks and was only spending a few minutes each day in a
general education classroom." Most of the time, she worked with a one-on-one aide in an office. When she
was brought into the classroom, she generally protested after a few minutes and was taken back into the
At Valcante's suggestion, Holloway and her colleagues made picture schedules for Hillary. He also
proposed that, instead of taking Hillary out of the classroom immediately when she behaved badly, they might
try positive reinforcements for her good behavior. Holloway and a friend went to the FSU Summer Institute
on Autism in Tallahassee, and started working with social stories soon afterwards. Holloway taught Hillary
turn-taking by playing "Go fish!" with her. "We found our way," Holloway reflects. "Hillary became more and
more compliant. When we found something that worked, we'd go with it. We tried to set her up with teachers
who would work well with her."
Mrs. Brenner testifies to that. She speaks glowingly of Kathy Motl, who taught Hillary in kindergarten,
and of Traci Tilton, Hillary's second grade teacher; of special education teachers Nancy Webb and Leslie
Fairbairn; of Hillary's reading teacher, Sharon Register and her 4th and 5th grade teacher, Debbie Yeomans.
Webb "pushed to get Hillary into a regular reading class [because she] had seen the work Hillary was doing in
science," and, whenhn no one else wanted to give Hillary a chance [in regular reading], Register said, 'I'll try."'
Fairbairn provided the structure and consistency Hillary needed. "She really
pushed Hillary in the academics and Hillary made tremendous progress." While
other teachers might miss a beat when Hillary talks out of turn, Yeomans "just
keeps on smiling." "All these people," Brenner continues, "really want to help all
kids to learn .... We all meet together if there is a decision to be made or a
problem to work out. I think team work is so important."
Upon returning to the school in early 2001, Greg Valcante was "most
impressed" by Hillary's progress. She spent most of each day with her general
education peers; her behavior was generally not a problem; and she had appro-
priate social conversations with adults and peers on a daily basis.
At about the time Valcante made that visit, Hillary had been placed in
Sharon Register's class, where, according to Cathy Holloway, she "has blos-
somed academically." Register says that when she first started teaching
Hillary, she was afraid and "went overboard being too nice. I had to change
that. At first, Hillary had severe tantrums, but I let her scream, and gradually she screamed less and
less." Register, who studied a good deal on her own while trying to include Hillary in her classroom, high-
lights a few aspects of the work she's done.
First, she did extensive social skills preparation with the rest of the class. She told the other
students not to laugh or make jokes when Hillary had outbursts. "They had to understand that the out-
bursts were a sign Hillary wasn't feeling well." Register also taught the other children in her fourth grade
class to talk with Hillary during break and at lunch. As a result, Register observes, "They've been good
about including her, talking to her when she's standing by herself. Hillary is starting to notice her peers
more and to socialize with them .. .. because they help her so much." What Greg Valcante witnessed at
Browning-Pearce this spring confirms Register's sense that Hillary is forming bonds with her peers. During
Ms. Register's "Success for All" reading class, Hillary and her reading partner huddled companionably under
a computer counter as they took turns reading. Later, during a break between classes, when the children
played out on the grass, a group of fourth grade girls took Hillary by the hand and ran back and forth
across the lawn with her. Mrs. Brenner agrees that Hillary's classmates "have definitely helped with
Hillary's social development." She's pleased that Hillary ate outside with her classmates on Fridays and
"actually played dodge ball with them." Both Brenner and Register note that Hillary attended one
classmate's birthday party. Hillary's mother declares, "The kids love her unconditionally."
Second, in the classroom, Register keeps a schedule on the blackboard that lists the tasks Hillary
must perform. When she completes a task, Hillary gets to cross it out. Valcante explains that Register has
astutely adapted the schedule to deal with some of those aspects of Hillary's behavior on which she still
needs to work. For example, Hillary doesn't like to re-read texts: if she's done it once, she sees no reason
to do it again! So, to persuade Hillary to understand that re-reading was a necessary part of the routine,
Register added that activity to the schedule.
Finding appropriate reinforcers for Hillary was also important to Register. She used pretzels at
first. Then Hillary's aide, Tricia Connell, discovered that Hillary liked pennies. So, now they use pennies to
reward Hillary for staying in the classroom and doing whatever everybody else is doing. Cheryl Brenner
says, "The first day they started with the pennies, Hillary came up to me and said, 'I earned 7 pennies
today.' I like the fact that she knows she has to earn the pennies."
Greg Valcante applauds the way Hillary's teachers have adapted the curriculum and promoted her
acquisition of social and pragmatic skills. Where assignments are concerned, sometimes Hillary does a
modified version of the work her peers complete; sometimes she works on something different. An example
of improvement in social skills is the change in the way Hillary greeted Valcante. She used to greet him
with enthusiastic, but socially inappropriate, hugs and kisses. On this visit, she shook his hand. She has
also learned ordinary, but crucial, classroom routines. When she works with Alphapro, she keyboards using
several fingers of each hand and, without prompting, produces a nicely numbered and well-spaced list of her
spelling words. She raises her hand during class and waits for Ms. Register to get to her-rather than
simply calling out in the middle of discussion. She puts away her math work without being told to do so.
Valcante concludes, "They have really found ways of using her strengths."
Everyone agrees that Cheryl Brenner has been the dynamo propelling Hillary's progress. "Hillary's
mother is her best advocate," Holloway declares. "We might have given up if it weren't for her mother."
Valcante marvels at how Brenner got herself elected as President of the PTA, stayed all day at school when
necessary, and provided "tremendous support at home."
Because Hillary has made such giant strides, her teachers are optimistic about the future. "Hillary's
doing an amazing job!" says Cathy Holloway. "She's doing math and likes to read. And, whereas before you
couldn't get her to take a test, she took the FCAT this year. I don't know how she does it. I see the
progress she's made, and I wouldn't put anything beyond her reach." Given that when Hillary first arrived
at Browning-Pearce, Holloway and her colleagues were at their wits' ends, this optimism suggests that
they've learned a lot in the intervening years as well. All their studying and experimentation and patience
have made them different teachers. As Cheryl Brenner puts it, "Hillary has been a real learning experience
for a lot of people at Browning-Pearce."
SOCIAL SECURITY & BENEFITS UPDATE
Florida's "Olmstead" Grant: the Real Choice Partnership Project
By Ben A. Fitz (aka Art Wallen)
If you are interested in seeing improvements in long-term support systems that allow people
with disabilities to live in and participate in their communities, you might want to find out more about
the REAL CHOICE PARTNERSHIP (RCP) PROJECT. The state of Florida recently received a $2
million grant from the Centers for Medicaid and Medicare Services (CMMS) to fund the RCP Project
over a period of 3 years. CMMS had invited proposals for projects that would enable children and
adults of any age who have a disability to:
1. Live in the most integrated community setting appropriate to their individual support
requirements and preferences;
2. Exercise meaningful choices about their living environment, the providers of services they
receive, the types of supports they use, and the manner by which services are provided; and
3. Obtain quality services that are consistent with their community living preferences and
In response to this invitation, the RCP Project grant proposed to:
+1. Link key stakeholders in order to enhance both communication between them and the
coordination of services for people with severe disabilities.
+2. Improve service delivery to consumers by increasing access to waiver providers.
+3. Create a comprehensive single point of contact/inquiry for Floridians with disabilities,
caregivers, and service providers to obtain information and links to state and local resources.
+4. Demonstrate the development of community capacity to assist people with disabilities to
live in integrated community settings of their choice.
Over the course of the next three years, the Project will pursue these goals. It will expand
Florida's statewide Clearinghouse on Disability Information so that it can function as a single point
of data collection for purposes of making referrals to community-based providers, of tracking con-
sumer satisfaction, and of measuring the effectiveness of referrals. It will develop a website for
disseminating project information. It will analyze costs and benefits of a statewide automated and
accessible benefits screening program for professionals and consumers.
The Project will select three demonstration sites at which it will create resource networks
that will include consumers, faith-based organizations, private for-profit businesses and non-profits,
government agencies, "drop-in" centers, housing affiliates, etc. It hopes to design a recruitment,
retention, and training service targeting direct support workers for the home and community-based
waiver. It also aims to create a "Help for the Caregiver" support that will recruit and place volun-
teers, and to develop a specialized outreach and referral service to link consumers most at risk of
institutionalization with needed community support services. Finally, it proposes to create a housing
initiative that unites disability and aging communities.
To learn more about the Real Choice Partnership Project, contact Lloyd Tribley, Project Director, at
850-922-4103 (Voice/TTY) or by email at Iloyd.email@example.com.
FOCUS ON THE CLASSROOM
CARD's DOE Partners
By John Murchek
Each year, the Department of Education Partnership for Effective Programs for Students with Au-
tism allows staff members at CARD centers throughout the state to enter into partnerships with educators
who work with children with autism or related disabilities. A Florida Department of Education (DOE) training
initiative supported by special funds provided to the CARD centers by the DOE, the Partnership Program
helps educators "to develop and implement innovative programs in their classrooms or in the services they
provide to students with autism."
In the first year of the Partnership, the CARD staff members help their partners to assess their
classroom situations, refine their ideas, find resources, and make improvements. By the end of the year, the
educators submit portfolios that document the stages of the partnerships and the outcomes they have
achieved. Educators are given stipends (which will be in the amount of $250 in 2002-2003), and receive
reimbursement for the registration fees for attending the annual statewide CARD Conference. Those part-
ners who participate in the Program for a second year are encouraged to become "teacher leaders" in their
schools and districts so that they can share what they've learned in the first year with a larger group of
CARD UF/Gainesville staff members partnered with educators on a variety of projects during the
2001-2002 year. Karin Marsh worked with pre-school ESE teacher Joanne Weinhardt at Idylwild Elementary
in Gainesville "to increase student learning, task engagement and independence through visual supports and
individualized workstations." In Marion County, Jennifer Nye partnered with Patrice Jones-Butler at
Maplewood Elementary to enhance parent/teacher communication, to restructure the space of the classroom
as a set of TEACCH-style workstations, and to create IEP-tailored daily schedules and curricular activities
for students at those workstations. At Ft. King Middle School in Ocala, Cathy Zenko worked with Rho-Nan
Florio in the second year of her partnership to disseminate the fruits of their collaboration on social skills
curricula from the previous year. Greg Valcante partnered with ESE Specialist Viki Reich in Citrus County to
create a videotape for parents of very young children that shows them their options for early intervention
services. In Gainesville, Talbot Elementary School teacher Alan Finney collaborated with CARD's Robbin Byrd
on video scripted modeling to teach social skills.
Last year's partners speak enthusiastically about their experiences. Patrice Jones-Butler says the
program is great "if you are new to the field, or if you have a lot of ideas and don't know how to make them
happen." When people ask Rho-Nan Florio about the program, she tells them, "It is a chance to work with
people who are very knowledgeable in the field and to learn from the best." Noting that "you can't do it all
yourself," Joanne Weinhardt really appreciates the sense of support she's had: "I feel that it is wonderful
that I can call [my partner] and say, 'Can we try something new?"
The deadline for applications for the 2002-2003 Partnership Program is September 16, 2002. For
further information about the Program or for application materials, contact Leannis Maxwell by e-mail at
firstname.lastname@example.org or by phone at either (352) 846-3455 or (800) 754-5891.
(continued from page 3)
If you want to learn more about Hanen Center techniques, visit the CARD library. We have just added
several of the Center's books and videos. The videos are great for visual learners: they show parents and
children interacting and using the strategies discussed in the books. The new additions to our library include It
Takes Two to Talk: A Parent's Guide to Helping Children Communicate (Manolson, 1992), a book and video set
aimed at parents, and You Make the Difference In Helping Your Child Learn (Manolson, Ward, bodington, 1995),
a book and video set that resembles It Takes Two to Talk, but uses simpler language (this set is perfect if, for
example, English is your second language). More than Words: Helping Parents Promote Communication and Social
Skills in Children with Autism Spectrum Disorder (Sussman, 1999), a book and video set that adapts It Takes
Two to Talk, focuses on specific ASD issues. Learning Language and Loving It: A Guide to Promoting Children's
Social and Language Development in Early Childhood Settings (Weitzman, 1992) is a book and video set for
teachers and childcare workers who teach young children.
By Karin Marsh
The most recent sibshop was held on Saturday, April 20 at Victory Riding Stables in Alachua. Eleven
siblings (ages 8-11) of children with autism and related disabilities attended this event, and we had lots of fun!
Activities included horseback riding, a hayride, a water balloon toss, and a watermelon seed-spitting contest. In
the afternoon, after a barbeque lunch, we were able to sit, relax and talk about our siblings.
CARD would like to thank Victory Riding Stables for hosting this event and for giving us a generous
discount. We would also like to give a big thank you to avid's Bar-B-Que, which donated all the lunches.
In the upcoming months, we plan to offer sibshops for children of a variety of ages. The next is sched-
uled for Saturday, June 29th at the Faith Presbyterian Church in Gainesville. It will be for brothers and sis-
ters 5-8 years old, and will have a circus/carnival theme. The following sibshop will be held in August for sib-
lings between 12 and 16 years old. Any ideas Post CARD readers might have regarding the location and activi-
ties for the August event would be greatly appreciated.
If you have any ideas for or questions and concerns about upcoming sibshops, please contact Karin Marsh
at (352) 392-4171.
Books the CARD Staff Wouldn't Be Withoutl
By John Murchek
Do you sometimes feel confused or overwhelmed by the different books available about autism and related
disabilities? Do you have a hard time figuring out which books will be most useful? If so, then perhaps a recent
poll conducted in the CARD UF/Gainesville office will help you out. The members of the CARD staff were asked
which books they would find it most valuable to have always at hand on their office bookshelves. More than one
staff member selected each of the books listed below.
Val Cumine et. al., Asperger Syndrome: A Practical Guide for Teachers (Resource Materials for Teachers)
Catherine Faherty, Asperger's: What Does It Mean to Me?
Michael F. Giangreco, Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning
for Students with Disabilities (2nd. Edition)
Linda A. Hodgdon, Solving Behavior Problems in Autism
Linda A. Hodgdon, Visual Strategies for Improving Communication: Practical Supports for School and Home
Janice E. Janzen, Understanding the Nature of Autism: A Practical Guide
Lisa Lewis, Special Diets for Special Kids
Rebecca A. Moyes and Susan J. Moreno, Incorporating Social Goals in the Classroom: A Guide for Teachers and
Parents of Children with High-Functioning Autism and Asperger Syndrome
Kathleen Ann Quill, Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism
Kathleen Ann Quill, Teaching Children with Autism: Strategies to Enhance Communication and Socialization
Jayne Dixon Weber (ed.), Children with Fragile X Syndrome: A Parent's Guide
Amy M. Wetherby & Barry M. Prizant, Autism Spectrum Disorders: A Transactional Developmental Perspective
Maria Wheeler, Toilet Training for Individuals with Autism and Related Disorders
Multiple staff members also selected the Hanen Center books and videos about communication that Cathy Zenko
writes about in her "Staff Tips" piece on pages 3-4 of this edition of The Post CARD.
The Post CARD Staff:
John Murchek & Carole Polefko
PO BOX 100234
Gainesville, FL 32610-0234
352/846-2761 or 800/754-5891
for information about:
*current news about autism and re-