Jennifer M. Schmidt, M.Ed., is a special education teacher at Beavercreek High School in Beavercreek, Ohio. Jennifer has 25 years of teaching experience in both general and special education settings. She began working closely with students with autism while teaching in Chapel Hill, North Carolina, and was trained in the TEACCH method. At BHS, Jennifer and her now retired speech-language pathologist colleague piloted the PEERspective Learning Approach in the fall of 2007, and the class continues to this day. Many other school districts have adopted the same model with similar success and Jennifer has spoken internationally about this model and how to help students with autism. Jennifer is a passionate educator who enjoys presenting conferences about PEERspective, autism, and other topics related to special education. She was recognized as Beavercreek City Schools Teacher of the Year in 2012, and in 2014 received the Beavercreek Chamber of Commerce Educator of the Year recognition as a result of her innovative teaching model. Jen's first book, Why didn't they just say that? was released by AAPC Publishing in 2017. This book earned the 2018 National Parent's Product Award and was an International Book Award Finalist. Jennifer stays active teaching at workshops, through her role as a lead teacher on the Autism Coalition Team, Beavercreek High School, and at The University of Dayton and Wright State University. She is committed to helping other schools find success in teaching pragmatic language to students on the autism spectrum through PEERspective. Be sure to check out her website for more information.Megan R. Barrett, M.Ed., is currently a special education teacher for grades 6-8 at Ankeney Middle School in Beavercreek, Ohio. Megan's 9 years of teaching experience have come in both general and special education classrooms across elementary and middle school settings. Along with assistance from Jennifer M. Schmidt, Ms. Barrett piloted the PEERspective model, as well as created and implemented a social skills class curriculum at the middle school level. This program has been used the past three years at Ankeney Middle School. The class is designed to help students with autism and other communication needs be successful throughout their day. As an enthusiastic educator, Megan has presented the PEERspective program at several conferences focusing on autism and collaboration as it relates to special education. Megan was recently recognized as Beavercreek City Schools 2019 Teacher of the Year and continues to be an active member of Beavercreek City Schools' Autism Coalition Team. As a way of educating her peers and colleagues, along with supporting students with various learning needs, Megan presents at local universities in order to help fellow teachers find success in helping students with autism and other behavior issues through use of the PEERspective model.

“As a professor of teacher education, I appreciate having this textbook to support my pre-service teachers as they learn how to meet the needs of diverse learners in the classroom. The practical instructional strategies identified, along with the meaningful Teacher Talks that provide concrete steps for educators, all backed by evidence-based practices, allow me to confidently provide this resource to rising educators.” —Jennifer T. Christman, Ed.D. Assistant Clinical Professor, University of Dayton

• PREFACE 1INTRODUCTION 5Common Characteristics of Students With ASD 5Common Educational Approaches Used With Students With ASD 7Sensory Processing Disorders and ASD 8Overview of the Book 13CHAPTER 1Sensory Integration and Sensory Processing Disorder 15Our Senses 15The Sensory Integration Process 17Sensory Dysfunction 29Sensory Dysfunction in Students With ASD 38CHAPTER 2Sensory Integration Planning for Adolescents 41Sensory Assessment 41General Intervention Considerations 48CHAPTER 3A Sensory Buffet: Choosing the Right Interventions 53Sensory Buffet 54Sensory Systems 57Putting It All Together: The “How To” 86Self-Regulation 89Self-Regulation and Students With ASD 90Anxiety and Meltdowns 95Ways to Teach Self-Regulation 98CHAPTER 5A Sensory Buffet as Part of Educational Programming 107The Ziggurat Model 107Case Study: Asid 110Comprehensive Autism Planning System (CAPS) 112Home-School Communication 114Case Study: Miguel 118CHAPTER 6Sample Sensory Buffet Schedules for School 123REFERENCES 127Teen Sensory Tools Survey 134Adult/Adolescent Checklist (Age Twelve and Up) 135Steps in Determining Intervention Strategies for ROA(Registration Orientation Arousal) Difficulties 138The Sensory Scan Worksheet 139Ziggurat Worksheet 141Comprehensive Autism Planning System Worksheet 142The ECLIPSE Model Self-Regulation Activity 143Sensory Buffet School Communication Form 144Sensory Buffet Home Communication Form 145Website Resources 146