The host of the show is Lon Woodbury and his co-host is Elizabeth McGhee. Lon is an Independent Educational Consulant who has worked with families with at-risk adolescents since 1984. Today, he is the founder of Struggling Teens and publishes the Woodbury Reports. Elizabeth is the Director of Admissions and Referral Relations for the Sandhill Child Development Center in New Mexico.
About Douglas W. Maughan
The Clinical Director of Daniels Academy, Doug W. Maugham has an MA and LCMHC. After getting his BA from the University of Utah, he served as a Utah Division of Services for People with Disabilities (DSPD) case manager. The therapeutic boarding school he now works at helps boys between the ages of 13 to 18 years. These autistic children struggle with academics, emotional issues, and executive functioning.
Four Constructive Ways of Working with the Autism Spectrum
Students within the autism spectrum are often misunderstood. They are often misdiagnosed by psychologists as having Oppositional Defiant Disorder or mislabeled by teachers as willful. However, these adolescents actually are unable to shift perspectives or follow the rules of traditional education because of problems with their prefrontal cortex functioning.
Douglas explained that teenagers who fall within the autism spectrum, don’t know how to interact with their peers. It becomes a huge issue for them when they are either teased or bullied. Sometimes to fit in, they enact the very behavior that upsets them.
Students at Daniel’s Academy are all within the Level One autistic category defined by the Diagnostic and Statistical Manual, version V. This means that they are actually very bright, but may have tremendous problems with self-esteem. Staff educate the boys in social skills using group milieu settings or through individual settings. These students also learn social skills by participating in local community events.
Students learn what Daniels Academy call the Four Pillars. These are the four essential skill sets associated with social adaptability: Executive Functioning, Social Thinking; Emotional and Mood Regulation, and Daily Living. In addition, students practice improving fine motor skills. The success of the program in working with the autism spectrum is measured by whether or not students have been able to use the four essential skill sets at a high level for at least 6 months in the course of their interactions with staff, community members and peers.
from bestofparenting http://ift.tt/1vnzdNz