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An Overview of the Classroom Curriculum
Sandy Pih introduces herself as a teacher of an early intervention classroom. She explains the basic curriculum she has developed for the classroom and the various techniques and therapeutic strategies she implements.
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The Children's Progress Throughout the Year
Sandy Pih, an early intervention teacher, discusses the clear progress made by her students over the course of a single school year. She describes that though the children's first week in class is usually difficult, they gradually become acclimated to the classroom environment and with time and consistent treatment, begin to verbalize, play, socially engage and express emotion to others. In the beginning of the year the children may not initiate any social contact but by the end of the year they will be looking for tickles smiling, laughing, and interacting with others.
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Why I Decided to Work in Early Intervention
Sandy Pih, a special education teacher explains why she decided to work with very young (under age 3) children with autism. She considers how her work in early intervention differs from her expriences working with older, previously undiagnosed and untreated children who have missed this early, critical window for learning.
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Working with Children on the Autism Spectrum
Sandy Pih, a special education teacher, explains how the children in her classroom span the full autism spectrum. Some are very high functioning, others lack many skills. She discusses how she structures her classroom for this broad range of children and helps parents deal with newness of their child's diagnosis.
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The Importance of Having Social Skills
An early intervention teacher discusses the instrumental role of social skills in promoting children's emotional well being and learning.
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Teaching Social Communication with PECS
Sandy Pih, an early intervention teacher discusses how the interactive, innately social structure of PECS, the Picture Exchange Communication System, promotes both social communication and language development.
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Providing Transition Cues for Students
Children with autism may have particular difficulty transitioning from one activity to another. Sandy Pih, an early intervention teacher discusses how providing children with cues for each transition, such as a song or countdown, drastically reduces transition difficulties in her students.
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The Response to Name / Eye Contact Program
Sandy Pih, an early intervention teacher with a specialty in autism, discusses how teachers in her classroom utilize their students' current skills and interests to teach them new skills such as responding to their names and making eye contact. If a child is motivated to look at an interesting toy, the teacher may repeatedly use that toy to secure the child's attention when calling his name, till the act of attending is associated with the child's name as well as the toy itself.
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Evaluating New Students
Sandy Pih, an early intervention teacher, discusses how individualized learning plans are designed for each child in her classroom based on their parent's primary concerns, an initial evaluation of the child's skills and Ms. Pih's expert knowledge of common deficits in children with autism spectrum disorders.
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Programs Being Implemented in the Classroom
Sandy Pih talks about the different programs being implemented in the classroom; identifying body parts, responding to name, play skills, and identifying common objects.
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Amazing Experiences in the Classroom
An early intervention teacher describes the daily accomplishments of her students and recalls the most memorable of her students' achievements.
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Self Esteem and Pride in Children with Autism
The educational director of a special needs school talks about how the ability to make choices and communicate one's choice with others, plays an integral role in a child's sense of self. She discusses how teaching children with autism to express their choices can have enormous influence on their self esteem and feelings of pride.
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How Labeling Children with Autism can be Limiting
The educational director of a special needs school discusses the pros and cons of diagnostic lables for professionals and caregivers working with children on the autism spectrum.
Choose an interview group
- Experts60
- Parents15
- Therapists13