Why Didn't They Just Say That?: Teaching secondary students with high-functioning autism to decode the social world using PEERSPECTIVE

Why Didn't They Just Say That?: Teaching secondary students with high-functioning autism to decode the social world using PEERSPECTIVE

"Let's create a class instead of the typical social skills programs!" With this statement began the development of this innovative evidence-based curriculum for secondary students with ASD and their neurotypical (NT) peers. PEERspective is a complete curriculum that teaches high school students self-awareness, self-acceptance, relationship building, conflict resolution, managing stress and wellness, and many other topics that have lifelong impact on students' lives. The curriculum is popular among students with ASD as well as their NT peers, leading to friendships and relationships far beyond the classroom. “This book contains all the steps and lesson plans needed to implement PEERspective in your school. The dually beneficial model is an asset both to students with high-functioning autism and to their peer coaches. The author’s years of experience in the classroom have led to tried-and-true outcomes that can be achieved by anyone with a passion to help students improve and generalize social skills for successful participation in school, the community, and life beyond high school. Utilizing 21 evidence-based practices and authentic exposure through typical high school activities such as trips to the mall, school dances, football games and movie theaters, PEERspective allows students to come together both in and out of the school environment for additional opportunities to practice skills learned in the class and apply them to real-life.”  –  Heather J. Bridgman, MS, ATP, assistive technology consultant, Ohio Center for Autism and Low Incidence; coauthor of the award-winning book Show Me! A Teacher’s Guide to Video Modeling Why Didn’t They Just Say That? furnishes any middle or high school educator with the tools needed to implement the PEERspective class model into their own schools. My hope is that it will lead to widespread use of the PEERspective class idea throughout the country as I have watched it provide invaluable life lessons to both my daughter with ASD and my neurotypical children who have taken the class. Specifically, I have witnessed how personal growth, increased self-esteem, and improved interpersonal skills resulting from this model bring happiness and feelings of belonging to students who have largely never experienced any of these attributes. I cannot say enough about the positive difference the PEERspective class has made in my daughter’s life in addition to our family as a whole.”  – Audrey Ernst, BA, JD; parent of HFA student and neurotypical student who have completed PEERspective class; host of PEERspective and SCC events “PEERspective is a unique model that facilitates social skill development and peer-mediated intervention using evidence-based best practices with a focus on students with high-functioning autism. The book includes practical tips on how to get started, along with a detailed eight-unit curriculum guide, taking the guesswork out of replicating the program. By themselves, the handouts and evidence-based strategies described in the book can be adapted and used by special educators and speech-language pathologists as part of their intervention. Schmidt’s insights into and commitment to her students spring from every page as she shares drawings, quotes, and case stories help the reader better understand not only the challenges, but also the insight and gifts her students give back. I would love to see more high schools using this comprehensive and effective model.”  –  Carol A. Dittoe, MA, CCC-SLP, speech-language pathologist, certified autism specialist; coauthor of Show Me! A Teacher’s Guide to Video Modeling and Gear Up for Success: A Three-Tiered Planning Model for Supporting Learners on the Autism Spectrum Mrs. Jennifer M. Schmidt, M.Ed., is an Intervention Specialist (Special Educator) 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 their Communication Class in the fall of 2007, and the class continues to this day and utilizes the PEERspective Learning Approach; since then, neighboring school districts have adopted the same model with similar success.  Mrs. Schmidt is a passionate educator who enjoys presenting at local, state, and international conferences about Communication Class, autism, and training general education teachers to work with students with autism (mild-moderate). She was recognized as Beavercreek City Schools Teacher of the Year in 2012, and in 2014 was awarded the Beavercreek Chamber of Commerce Educator of the Year recognition as a result of her innovative Communication Class. Mrs. Schmidt stays active teaching at workshops, through her role as a lead teacher on the Autism Coalition Team, at Beavercreek High School, and at local co