By Nicola Morgan
Opposite to renowned (parental) opinion, children aren't the lazy, disagreeable - frankly, spotty - louts they sometimes seem to be. throughout the teenage years the mind is present process its so much radical and primary swap because the age of 2. Nicola Morgan's conscientiously researched, available and funny exam of the ups and downs of the teenage mind has chapters facing strong feelings, the necessity for extra sleep, the urge to take dangers, the variation among genders, the explanations in the back of dependancy or melancholy, and what lies forward.
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Extra info for Blame My Brain: The Amazing Teenage Brain Revealed
Better to use terms like ‘will try’ rather than ‘will do’. g. feelings, reactions, responses of others involved in the situation. Ideally the story should include between two and five descriptive and perspective statements for every directive statement, so that it does not become a list of dos and don’ts. Social stories involve interaction with and reinforcement by others. Usage must be consistent, so that if an inappropriate behaviour does occur, the story can be used to cue appropriate behaviour.
A strong dislike such as the sound of a baby crying or a dog barking could lead to an aggressive outburst. qxd 12/19/2006 12:56 PM CRIMINAL JUSTICE SYSTEM AND EMERGENCY SER VICES Page 47 47 • A lack of knowledge of appropriate and inappropriate touch could lead to accusations of sexual harassment. Individuals may love the feel of a particular texture or material such as velvet and think nothing of stroking the back of the lady in front of them if she happens to be wearing a velvet jacket. • Unexpected violence and outbursts may be provoked by certain triggers in the environment that are not directly evident.
ABC recording is very useful in helping to pinpoint specific antecedents or consequences, like the removal of the individual from the situation. STAR Zarkowska and Clements (1998) focus on the significance of the setting. The STAR approach was first developed for people with severe learning difficulties (including those with ASD) and looks at: S – Setting – where the challenging behaviour took place, including presence of others and the activity T – Trigger – the events/sequence of actions that may have set the behaviour off A – Action – what the person actually does R – Results – the aftermath of the behaviour and what function of the behaviour is for that person.
Blame My Brain: The Amazing Teenage Brain Revealed by Nicola Morgan