Teaching Time Management to Learners with Autism Spectrum Disorder
Promote independence and increase opportunities through time management!
Teaching Time Management to Learners with Autism Spectrum Disorder presents ways to facilitate time-management skills for learners with autism spectrum disorder across the lifespan. An individual with ASD may quickly learn time-telling skills; however, simply being able to tell time does not necessarily lead to time-management skills. This book presents ways to facilitate time-management skills for learners with autism spectrum disorder across the lifespan. Increasing one’s time-management abilities can lead to positive outcomes, including choice-making, efficiency, long-term employment, and increased opportunities for independent living.
"Thanks to DiPipi-Hoy and Steere for making an elusive and complex subject easy, accessible and fun to teach!"
-- Judy Endow, MSW, author and international speaker "Testimonial"
"This is an essential resource for anyone, parent or professional, interested in teaching skills that actually matter."
-- Peter Gerhardt, PhD "Testimonial"
"Both new and experienced professionals will find helpful ideas for helping learners understand the concept of time and to manage time in daily life."
-- Diane M. Browder, PhD; Author of More Language Arts, Math, and Science for Students with Severe Disa "Testimonial"
MEET THE AUTHORS
Caroline DiPipi-Hoy, PhD, is an associate professor in the Department of Special Education and Rehabilitative and Human Services at East Stroudsburg University of Pennsylvania. In her previous work she taught academic and vocational skills to 15 and 16 year old high school students with developmental disabilities and autism spectrum disorders. Additionally, she was an employment specialist and vocational program director for individuals with disabilities at Lehigh University for 8 years. Currently, Caroline teaches undergraduate and graduate courses in assessment and positive behavior support. She has authored and co-authored several articles on transition planning, time-management, systematic instruction and mathematics instruction. Her articles have appeared in journals such as, Exceptional Children, The Journal of Special Education, Teaching Exceptional Children and Preventing School Failure. She has presented on various topics at national and international conferences including CEC, APSE, and YAI. Caroline lives in Bethlehem, Pennsylvania, with her husband Bill, 11-year-old son Will, and 9-year-old daughter Emma.
Daniel Steere, PhD, is Professor Emeritus in the Department of Special Education and Rehabilitation at East Stroudsburg University of Pennsylvania, where he taught for 19 years. Prior to coming to ESU, he taught for two years at Montana State University-Billing. While at the Institute for Human Resource Development in Connecticut, Dan provided extensive in-service training and technical assistance to agencies and schools for the development of transition and/or supported employment services. Dan has also worked as a special education teacher of students with autism and as a manager of a community residence for adults with severe disabilities. He has authored or co-authored two previous books and approximately thirty-five articles and book chapters on various topics in special education and rehabilitation, including transition from school to adulthood, systematic instruction of people with severe disabilities, and person-centered planning. He resides in Brodheadsville, Pennsylvania, with his wife Kathy.
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