• Addy, Lois M 2006, Get physical!: an inclusive, therapeutic PE programme to develop motor skills, LDA, Cambridge.
  This 147-page supplementary physical education program is intended to develop the physical skills of all children aged 5-7 years, as well as addressing the needs of children with specific motor coordination difficulties. Following an introductory section on program approach, rationale, strategies for differentiation, and evaluation, much of the book is allocated to the forty lesson plans. The book also includes a motor skills checklist and an equipment list.
  C 613.7071 ADD 2006
• Baker, Jed 2006, The social skills picture book for high school and beyond, Future Horizons, Arlington, Tex.
  This 177-page book begins with a brief introductory section which provides background information and instructions on the use of the book. Part 2 uses a visual learning approach with photographs to show right and wrong ways to interact in different circumstances, and to illustrate positive and negative consequences of both ways of acting. The topics covered in Part 2 are based on real-life social situations, and include nonverbal cues/body language, conversation, building and maintaining friendships, and dealing with school and work. The presentation of the book is excellent, with attractive colour photographs and large print.
  DETA Library also holds the companion text for use with younger children: The Social Skills Picture Book: Teaching Play, Emotion, and Communication to Children with Autism (C 371.94 BAK 2001)
  C 371.94 BAK 2006
• Bareket, Rachael 2006, Playing it right!: social skills activities for parents and teachers of young children with autism spectrum disorders, including Aspergers Syndrome and Autism, APC, Shawnee Mission, Kan.
  Playing it right! is a series of activities designed to help children on the autistic spectrum develop basic social skills by focusing on elements of social interaction in a variety of settings - home, preschool, kindergarten, and primary school. The book is intended for use by parents, teachers, and others working with young children of varying ages, depending on their level of social skills and where they fall on the autistic spectrum. The activities may be carried out either one-to-one with the child or in groups such as in preschool, kindergarten, or early primary classes. Individual activities may be chosen to address a particular social skill, or the whole series of activities may be built into the curriculum or social skills program. Topics include relationships, learning to listen, waiting, learning about emotions, dealing with anger, speaking politely, using our voices, cooperation, and friendship.
  C 371.94 BAR 2006
• Brack, Jenny Clark 2004, Learn to move, move to learn!: sensorimotor early childhood activity themes, Autism Asperger Publishing, Shawnee Mission, Kan.
  This 188-page book contains fifty lesson plans based on the principles of sensory integration, suitable for use with children in preschool and early childhood settings. The lesson plans have a common format which includes the following categories of group activities: warm-up, vestibular, proprioceptive, balance, eye-hand coordination, cool-down, and fine motor. Each lesson plan also contains a list of required materials. The lesson plans are preceded by several chapters which provide advice on the implementation of the plans, including adaptations for different types of disability.
  C 152.07 BRA 2004
• Brack, Jenny Clark 2005, Learn to move, move to learn: dinosaurs, Autism Asperger Publishing, Shawnee Mission, Kan.
  1 DVD (19 min.): sd. , col. + notes.
  Many children with disabilities have poor sensorimotor integration. In this lively DVD focusing on young children, get a first-hand view of a theme-based (dinosaurs) sensorimotor lesson. After a brief introduction to sensory integration and its importance for developing functional skills and adaptive responses to the environment, see step-by-step how a series of seven sensorimotor activities (warm-up, vestibular, proprioception, balance, eye-hand coordination, cool-down and fine motor) are combined in fun games and activities to result in better readiness to learn. The activities use a transdisciplinary approach in an inclusive classroom with typical peer models.
  C 152.07 BRA 2005 [DVD]
• Couwenhoven, Terri 2007, Teaching children with Down syndrome about their bodies, boundaries and sexuality: a guide for parents and professionals, Woodbine House, Bethesda, Md.
  This 331-page book is organised around five key topics or foundation concepts: the body, relationships, social skills, privacy awareness, and exploitation prevention. Each chapter contains the following categories of material: preparation of background information, parental pauses (breaks that allow the parent to reflect before working with the child), frameworks for teaching, teaching sections (key messages, teaching sheets, and reinforcement activities), parent stories and experiences. The two appendices contain a collection of worksheets for teaching about the human body and other topics.
  C 649.65 COU 2007
• Dunn, Michelle A 2006, S.O.S.: Social skills in Our Schools: a social skills program for children with pervasive developmental disorders, including high-functioning autism and Asperger Syndrome, and their typical peers, Autism Asperger, Shawnee Mission, Kan.
  This 237-page book contains a comprehensive social skills curriculum for verbal children with pervasive developmental disorders (PDD), including high-functioning autism and Asperger syndrome, in years 1 to 6 and their typical peers. Operating on a schoolwide basis, the program consists of four major components: (a) pull-out social skills lessons for children with PDD, (b) social skills lessons in the classroom for all children (intended to develop tolerance and fairness and foster initiations to the children with PDD), (c) peer mentoring and (d) parent training
  C 371.94 DUN 2006
• Elliott, Amanda 2007, Challenge me!: mobility activity cards, Jessica Kingsley, London.
  This set of 56 mobility activity cards, with accompanying detailed instruction booklet, is suitable for use with children aged 3 - 12 years, with neurological disorders and general developmental disabilities. The activities address the development of mobility and coordination skills, while also promoting independence and self esteem. The cards are divided into nine colour-coded categories, including sitting, standing, walking, jumping, and rolling, and they gradually increase in difficulty. The instruction booklet provides instructions on using the cards and on modifying the activities for children of differing abilities.
  C 613.71 ELI 2007
• Fuge, Glenda and Berry, Rebecca 2004, Pathways to play: combining sensory integration and integrated play groups: theme-based activities for children with autism spectrum and other sensory-processing disorders, Autism Asperger Publishing, Shawnee Mission, Kan.
  This 119-page book contains structured peer play activities with a sensory-motor foundation, suitable for use with children 4 - 12 years. The forty theme-based activities provide opportunities to build social communication skills, peer interaction skills, and sensory motor skills. As an introduction, background information is also included on sensory integration, sensory-processing motor deficits, environmental factors and play, and assessment tools.
  C 618.928588 FUG 2004
• Henry, Kimberly 2005, How do I teach this kid?: visual work tasks for beginning learners on the Autism spectrum, Future Horizons, Arlington, Tex.
  This 101-page book contains practical, easy-to-implement ideas for creating over 80 different work tasks or boxes which can be used to teach students with autism to work independently and for an established length of time. Each task description includes a photograph and a detailed list of materials needed to create the task. Suggestions for differentiating the task to meet the needs of learners at different levels are also included with each idea. The book contains classroom and home-based ideas for addressing skills in six different areas: sorting, matching, reading, writing, mathematics, and motor tasks. The ideas are designed for early learners, aged two to ten.
  C 371.94 HEN 2005
• Hill, Mark and Hill, Katy 2002, Cutting skills: photocopiable activities to improve scissor technique, LDA, Wisbech.
  This 48-page activity book contains 41 activities designed to help children develop hand-eye coordination, fine motor skills, and scissor control. There are 10 categories of activities: cutting to a point, cutting straight lines, cutting curved lines, cutting simple objects, cutting and assembling, cutting along a broken line, cutting along a dotted line, cutting and assembling more complex shapes, cutting within shapes, further cutting skills activities. An introductory section provides teacher's notes and instructions.
  C 736.98 HIL 2002
• Hill, Mark and Hill, Katy 2006, Fine motor skills: photocopiable activities to improve motor control, LDA, [Wisbech].
  This 48-page activity book contains 41 activities, classified into five different activity types: finger painting, colouring in, overdrawing, dot-to-dots, mazes and paths. Each activity type has three levels: emergent, intermediate, and fluent. An introductory section includes teacher's notes and instructions.
  C 152.3076 HIL 2006
• Kelly, Alex 2006, Talkabout DVD: social communication skills, Speechmark, [United Kingdom].
  1 DVD (ca 80 min.): sd., col. + 1 booklet.
  This resource is for anyone using the Talkabout books (also held at DETA Library), teaching social skills or working with people with Autistic Spectrum Disorders, learning disabilities or social communication disorders. It contains acted scenarios for each skill being taught, modelling both poor and good behaviour. It uses a number of settings and different ages, and includes an instruction booklet on how to use the video in conjunction with Talkabout. It is considered essential for situations where there is only one group facilitator and therefore difficulty in modelling poor and good behaviour.
  C 302.3407 TAL 2006 [DVD]
• KLIK Enterprises 2007, Visual discrimination for all kids. Book 1: matching and classifying common objects: blackline masters for 80 graded visual discrimination worksheets, 2nd ed, KLIK Enterprises, Canning Vale, W.A.
  Most of this 84-page book consists of photocopiable worksheets to assist in the development of visual discrimination. The brief introductory section explains visual discrimination, discusses the format of the worksheets and how they can be used, and the relationship to outcomes-based education.
  C 152.14076 VIS 2007
• Strode, Paige Settles and Rhodes, Cynthia Portner 2002, Ready, set, go!: building readiness for visual, sensory and motor skills, PRO-ED, Austin, Tex.
  This 173-page activity book contains a collection of activity sheets that are designed to develop foundation skills in children with a cognitive or developmental age from six months to six years. The five sections of the book are (1) visual skills (2) head, neck and truck control (3) upper extremity control (4) pelvic and lower extremity control (5) attention, sensory issues and environment. Each one-page activity sheet has a standard format, covering goal, skill areas addressed, materials needed, instructions, modifications, and extensions.
  C 615.8515 STR 2002

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