Intrigued by a book in the Harried Parent's Book Club, or want to learn more about a subject that's covered? Read more about it through book excerpts. Choose from this index listed alphabetically by the title of the excerpt, or go to an alternate index listed by book title.
21. Excerpt Title: "The Mystery of Savant Syndrome"
Cover image courtesy of FSB Associates
From the Book: Some Kind of Genius
Authors: Janice DeBlois and Antonia Felix
Quote: "The neurology of the savant, like that of the autistic person, includes more limited access to the emotional centers of the brain. Parents of savants express their love and give reinforcement often without the benefit of the typical feedback that a child gives in response to affection. Praise and encouragement increase the savant's self-esteem and add joy to his or her life." ... Go to full excerpt
Authors: Janice DeBlois and Antonia Felix
Quote: "The neurology of the savant, like that of the autistic person, includes more limited access to the emotional centers of the brain. Parents of savants express their love and give reinforcement often without the benefit of the typical feedback that a child gives in response to affection. Praise and encouragement increase the savant's self-esteem and add joy to his or her life." ... Go to full excerpt
22. Excerpt Title: "Nourishing Connections"
Photo courtesy of Brookes Publishing Company
From the Book: Breaking Bread, Nourishing Connections
Authors: Karin Melberg Schwier and Erin Schwier Stewart
Quote: "Make a visual shopping list. Clip pictures of items for purchase from grocery fliers or magazines. Save the labels from the food containers to use on the next shopping trip. This can also be helpful for someone with limited language or speech skills." ... Go to full excerpt
Authors: Karin Melberg Schwier and Erin Schwier Stewart
Quote: "Make a visual shopping list. Clip pictures of items for purchase from grocery fliers or magazines. Save the labels from the food containers to use on the next shopping trip. This can also be helpful for someone with limited language or speech skills." ... Go to full excerpt
23. Excerpt Title: "Planning a Disney Trip With Sensory-Processing Precautions"
Cover image courtesy of Sourcebooks
From the Book: The Sensory Processing Disorder Answer Book
Author: Tara Delaney, MS, OTR/L
Quote: "One of the biggest difficulties sensory-sensitive children have in a place like Disneyland is handling the noise and visual information coming at them all at once. Bring sunglasses and earplugs that your child can take in and out (bring an extra pair in case they get lost)." ... Go to full excerpt
Author: Tara Delaney, MS, OTR/L
Quote: "One of the biggest difficulties sensory-sensitive children have in a place like Disneyland is handling the noise and visual information coming at them all at once. Bring sunglasses and earplugs that your child can take in and out (bring an extra pair in case they get lost)." ... Go to full excerpt
24. Excerpt Title: "Request a Work Schedule Change With a Flexibility Proposal Memo"
Cover image courtesy of Amy Baskin and Heather Fawcett
From the Book: More Than a Mom
Authors: Amy Baskin and Heather Fawcett
Quote: "Karen would like to work flextime, so that she can be home with her daughters after school. That would allow her to schedule more therapy appointments for Helen, as well as help the girls with their homework. It would also save the family significant babysitting costs. She will request a 6:00 a.m. to 2:30 p.m. workday." ... Go to full excerpt
Authors: Amy Baskin and Heather Fawcett
Quote: "Karen would like to work flextime, so that she can be home with her daughters after school. That would allow her to schedule more therapy appointments for Helen, as well as help the girls with their homework. It would also save the family significant babysitting costs. She will request a 6:00 a.m. to 2:30 p.m. workday." ... Go to full excerpt
25. Excerpt Title: "Self-Mutilation: Releasing the Pain"
Cover image courtesy of Firefly Books
From the Book: My Kind of Sad
Author: Kate Scowen
Quote: "When a person's pain or depression is very intense, they may become disconnected from their real self (known as a dissociative state) in order to protect themselves from their feelings. They feel so numb and lost that it's as if they are floating above the rest of the world or becoming part of the furniture or drifting away entirely. The physical pain of self-mutilation can snap them back into the real world." ... Go to full excerpt
Author: Kate Scowen
Quote: "When a person's pain or depression is very intense, they may become disconnected from their real self (known as a dissociative state) in order to protect themselves from their feelings. They feel so numb and lost that it's as if they are floating above the rest of the world or becoming part of the furniture or drifting away entirely. The physical pain of self-mutilation can snap them back into the real world." ... Go to full excerpt
26. Excerpt Title: "The Seven Deadliest Special-Education Sins"
Cover image courtesy of Shelley Smith
From the Book: IDEA 2004
Author: Shelley Smith
Quote: "Program Rigidity: The district's programs must be flexible enough to meet the needs of all children regardless of need. District must meet the student's needs whether or not it currently offers a particular program." ... Go to full excerpt
Author: Shelley Smith
Quote: "Program Rigidity: The district's programs must be flexible enough to meet the needs of all children regardless of need. District must meet the student's needs whether or not it currently offers a particular program." ... Go to full excerpt
27. Excerpt Title: "Strategies to Help a Child Who Has Trouble Taking Notes"
Cover image courtesy of Woodbine House
From the Book: Late, Lost, and Unprepared
Authors: Joyce Cooper-Kahn, Ph.D., and Laurie Dietzel, Ph.D.
Quote: "Accommodate working memory weaknesses by providing reasonable supports. For students with weak working memories, it can be very difficult to listen for learning and to write at the same time. For these students, taking notes may impede learning, and the notes that they do take are likely to be incomplete." ... Go to full excerpt
Authors: Joyce Cooper-Kahn, Ph.D., and Laurie Dietzel, Ph.D.
Quote: "Accommodate working memory weaknesses by providing reasonable supports. For students with weak working memories, it can be very difficult to listen for learning and to write at the same time. For these students, taking notes may impede learning, and the notes that they do take are likely to be incomplete." ... Go to full excerpt
28. Excerpt Title: "Take a Look at Your Child's Learning Environment"
Cover image courtesy of Dorothy P. Dougherty
From the Book: Teach Me How to Say It Right
Author: Dorothy P. Dougherty
Quote: "As your child begins to communicate with you, focus on the words and objects that are central to her life, or on which she is focusing at the moment. For example, if she is pointing at a squirrel running up the tree, don't start talking about the dog across the street. Talk about the squirrel. For example, say, 'See the squirrel? He has a bushy tail.'" ... Go to full excerpt
Author: Dorothy P. Dougherty
Quote: "As your child begins to communicate with you, focus on the words and objects that are central to her life, or on which she is focusing at the moment. For example, if she is pointing at a squirrel running up the tree, don't start talking about the dog across the street. Talk about the squirrel. For example, say, 'See the squirrel? He has a bushy tail.'" ... Go to full excerpt
29. Excerpt Title: "Take Periodic Videos of Your Child"
Photo courtesy of David A. Sherman
From the Book: Autism: Asserting Your Child's Right to a Special Education
Author: David A. Sherman
Quote: "In one case, a parent showed us a video of her child playing and making eye contact. After several months in the school's program, she took another video that showed that the child was no longer making eye contact or initiating contact with other children. The video was good evidence that the school's program was not appropriate." ... Go to full excerpt
Author: David A. Sherman
Quote: "In one case, a parent showed us a video of her child playing and making eye contact. After several months in the school's program, she took another video that showed that the child was no longer making eye contact or initiating contact with other children. The video was good evidence that the school's program was not appropriate." ... Go to full excerpt
30. Excerpt Title: "Top Principles of ADHD Management"
Cover image courtesy of Jessica Kingsley Publishers
From the Book: ADHD - Living Without Brakes
Author: Martin L. Kutscher, M.D.
Quote: "You do not have a standard child. You can view the issue as a disability. Or, you can view it as wonderful uniqueness. Or, you can view it as both. The perspective of 'standard,' though, is not an option." ... Go to full excerpt
Author: Martin L. Kutscher, M.D.
Quote: "You do not have a standard child. You can view the issue as a disability. Or, you can view it as wonderful uniqueness. Or, you can view it as both. The perspective of 'standard,' though, is not an option." ... Go to full excerpt
