The Classroom and Communication Skills Program
Practical Strategies for Educating Young Children With Autism Spectrum and Other Developmental Disabilities in the Public School Setting
Educators looking for effective ways to help young children who are non- or limited-verbal and not table-ready will find this the solution to their search. The CCSP considers a combination of factors for verbal language in the development of programs for individual children, including verbal language, cognition, auditory function, oral-motor skills, receptive language and expressive language. The model emphasizes the importance of creating a fluid transition between a child's natural environments, such as home and school, in order to increase the chances of generalizing skills. While not specific to a particular disability, the program is a very helpful resource for educators working with children on the spectrum who have language deficits.
MEET THE AUTHORS
M.S., is a school administrator. She received her undergraduate degree in education and her master's degree in special education from Indiana University. Megan has approximately 30 years in the field of education and has taught children ranging in age from 3 to 22. Her areas of expertise are early intervention, curricula programming, and shaping behavior. Megan has presented at the national, state, and local levels on autism, positive behavioral support, and other effective programming for students who are nonverbal, limited verbal, and/or have limited readiness skills. In addition to the award winning, Classroom and Communication Skills Program
, Ahlers authored the two-time award-winning, TIPS: Teaching Important Parenting Strategies: Raising a Child With Limited Verbal Skills.
Colleen H. Zillich,
M.S., CCC-SLP, is an early childhood speech-language pathologist specializing in providing inclusive speech therapy services to children who are nonverbal or have limited verbal skills. Colleen received her bachelor's degree from the University of Iowa in speech and hearing sciences and psychology and her master's degree from Purdue University in speech-language pathology with an emphasis on augmentative and alternative communication systems. She has presented at the local and national level and participates on a local autism resource team by providing consultation and support for students with autism. She has also provided speech therapy services to children ages 9 months to 10 years of age.