TESTIMONIALS:
"Michelle understands people with social cognitive deficits. Her
programs and plans prove it. When Michelle makes a suggestion, I do more than merely listen, I do my best to bring it into my life and let it work its magic on my psyche. Michelle should be praised, thanked and heavily rewarded for giving so many good ideas and so much hope to we with any kind of Pervasive Developmental Disorder."Liane Holliday Willey, Ed.D., person with Asperger Syndrome and parent of a daughter with Asperger's. Author of "Pretending to be Normal" and "Living with Asperger's Syndrome, Asperger Syndrome in the Family: Redefining Normal". Jessica Kingsley Publisher.

"Finally, a user-friendly book that addresses the social needs of
children and youth with Asperger Syndrome and other neuro-cognitive challenges! This book is packed with wonderful ideas; forms and lesson content… everything that is needed to teach social skills. Ms. Winner uses the ILAUGH model to help students understand themselves and the world around them. I highly recommend this very original book!" Brenda Smith Myles, Ph.D. Associated Professor in the Department of Special Education at the University of Kansas. Author of "Asperger
Syndrome and Adolescence: Practical Solutions for School Success" and "Asperger Syndrome and Difficult Moments".

PUBLISHER'S DESCRIPTION OF BOOK

The book introduces Michelle's ILAUGH model, which helps folks to see the connection between social and academic skills. This model provides a way to pinpoint specific areas of challenges that a student may face and how these impact school, work and social interaction.

Handouts and IEP goal suggestions are provided at the end of each ILAUGH chapter. Also included are chapters on starting social groups and the connection between social thinking and reading comprehension.

While Inside Out: was designed as a practical tool to help educators and parents begin to explore some of the techniques available, mainstream teachers have also found it to be extremely helpful!

Michelle's work encourages us to realize that teaching students
"social skills" first requires us to understand more about the
supporting social cognitive components and then work with students to
increase their social thinking concepts. Michelle's ideas are clearly
articulated and supported by examples from her clinical experiences.

It provides practical strategies and techniques, including worksheets,
for implementing social thinking and perspective-taking educational
lessons as well as some ideas for related goal writing for use in IEP
meetings.

This book helps the reader to understand the relationship between
social skill deficits and difficulties with academic tasks such as
reading comprehension, written expression and working as part of a
group.

A chapter also helps to discuss how to work with the student who says,
"I don't care!" Another Chapter explores ideas for running social
thinking/social skill groups.