Autism Spectrum Disorder Books

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Book SynopsisThe revised and updated edition of the groundbreaking book Asperger’s and Girls describes the unique challenges of females on the autism spectrum. In it, you’ll follow the lives of women with autism through childhood, the social and academic challenges of the education system, and into the career and dating worlds. You’ll also hear from top experts on crucial and often under-discussed subjects, including: Diagnosing girls with ASD Navigating the neurotypical social world Puberty, sexual health, and personal safety Independence, relationships, and marriage The importance of the right career And so much more.This book is a necessity for women with autism and those who love and support them. Direct advice from leading professionals and candid stories written by the indomitable women who have lived them send an important message: we are women with autism. Give us the right tools and we can change the world.First edition was winner of the Gold Award, Foreword Book of the Year.Trade ReviewThis book gives an insight into the unique challenges of females on the autism spectrum." —Autism EyeTable of Contents Foreword: Jennifer McIlwee Myers Chapter 1: The Pattern of Abilities and Development of Girls with Asperger’s Syndrome [Tony Attwood, Ph.D.] Chapter 2: Asperger’s Syndrome in Women: A Different Set of Challenges? [Catherine Faherty] Chapter 3: Educating the Female Student with Asperger’s [Sheila Wagner, M.Ed.] Chapter 4: Girl to Girl: Advice on Friendship, Bullying, and Fitting In [Lisa Iland] Chapter 5: Preparing for Puberty and Beyond [Mary Wrobel, MA, CSS/SLP] Chapter 6: The Launch: Negotiating the Transition from High School to the Great Beyond [Teresa Bolick, Ph.D.] Chapter 7: Aspie Do’s and Don’t’s: Dating, Relationships, and Marriage [Jennifer McIlwee Myers] Chapter 8: Maternal Instincts in Asperger’s Syndrom [Ruth Snyder] Chapter 9: For Me, a Good Career Gave Life Meaning [Temple Grandin, Ph.D.]

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Book SynopsisTrade Review"Autistic Intelligence: Interaction, Individuality, and the Challenges of Diagnosis proposes and characterizes a way of understanding autistic strengths, based on research conducted in two decades: the mid-1980s and the mid-2010s . . . Autistic Intelligence is rich with stories and very readable . . . [It] richly unpacks these stories and provides tools for perhaps remaking them." * Social Service Review *“A creative and original ethnographic study of a clinic at which developmental disabilities are diagnosed. Maynard and Turowetz introduce new analytical tools to understand the nature and varieties of autistic intelligence.” -- Mitchell Duneier, Princeton University"An authoritative challenge to conventional public and expert orientations toward autism, this is an ethnography about meaning-making that is brilliant in its own way.” -- Harvey Molotch, New York University"In Autistic Intelligence: Interaction, Individuality, and the Challenges of Diagnosis, Maynard and Turowetz offer a detailed and caring investigation of the autism diagnostic process. Drawing on a wealth of data and personal experience with autism spectrum disorders, the authors argue for expanding everyday interactional repertoires to enable intersubjectivity (co-meaning making) with autistic people, increasing the flexibility of the commonsense repertoires we all use to navigate the world." -- Alexandra H. Vinson * Symbolic Interaction *Table of ContentsChapter 1: Common Sense and the Interaction Order of the Clinic Chapter 2: A Brief History and Biology of Autism Diagnosis: Why We Need an Interactional Approach Chapter 3: An Interactional Entrance to Autism Diagnosis Chapter 4: Autistic Intelligence as Uncommon Sense Chapter 5: Varieties of Autistic Intelligence Chapter 6: Doing Diagnosis: Narrative Structure Chapter 7: Is Autism Real? Chapter 8: Interaction and the Particular Autistic Person Acknowledgments Notes References Index

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Book SynopsisTrade Review"Autistic Intelligence: Interaction, Individuality, and the Challenges of Diagnosis proposes and characterizes a way of understanding autistic strengths, based on research conducted in two decades: the mid-1980s and the mid-2010s . . . Autistic Intelligence is rich with stories and very readable . . . [It] richly unpacks these stories and provides tools for perhaps remaking them." * Social Service Review *“A creative and original ethnographic study of a clinic at which developmental disabilities are diagnosed. Maynard and Turowetz introduce new analytical tools to understand the nature and varieties of autistic intelligence.” -- Mitchell Duneier, Princeton University"An authoritative challenge to conventional public and expert orientations toward autism, this is an ethnography about meaning-making that is brilliant in its own way.” -- Harvey Molotch, New York University"In Autistic Intelligence: Interaction, Individuality, and the Challenges of Diagnosis, Maynard and Turowetz offer a detailed and caring investigation of the autism diagnostic process. Drawing on a wealth of data and personal experience with autism spectrum disorders, the authors argue for expanding everyday interactional repertoires to enable intersubjectivity (co-meaning making) with autistic people, increasing the flexibility of the commonsense repertoires we all use to navigate the world." -- Alexandra H. Vinson * Symbolic Interaction *Table of ContentsChapter 1: Common Sense and the Interaction Order of the Clinic Chapter 2: A Brief History and Biology of Autism Diagnosis: Why We Need an Interactional Approach Chapter 3: An Interactional Entrance to Autism Diagnosis Chapter 4: Autistic Intelligence as Uncommon Sense Chapter 5: Varieties of Autistic Intelligence Chapter 6: Doing Diagnosis: Narrative Structure Chapter 7: Is Autism Real? Chapter 8: Interaction and the Particular Autistic Person Acknowledgments Notes References Index

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Book SynopsisA practical, hands-on guide for working with children diagnosed with high functioning autism spectrum disorders.Trade Review"When a therapist gets lots in the details of a family interview, everyone begins to feel overwhelmed, maybe even confused. Having a book that outlines necessary steps is a saving grace. If you are a therapist who needs help with interviewing the family, conducting a sound assessment, developing a treatment plan, interviewing the child, and setting boundaries, objectives, and future goals, this book is for you. Working with children on the spectrum takes a lot of patience and experience, and Kelly and Plunkett D’Avignon can help you prepare." -- PsychCentral"[A]n extremely helpful new book . . . [V]ery useful for parents, caregivers and educators in understanding the actions of children on the autism spectrum." -- Parenting Press Newsletter"Therapists entering the world of autism need a clear and accurate guide to understanding children who, at times, seem to belong to a different culture. The explanations and advice provided by Kelly and D’Avignon are based on their considerable experience, wisdom, and thorough review of the literature. Therapists from a range of disciplines—new to the world of autism, as well as seasoned travelers such as myself—will gain knowledge and insight, both valuable and enjoyable." -- Tony Attwood, PhD, Chairperson, The Minds and Hearts Clinic, Brisbane, Australia; author of The Complete Guide to Asperger's Syndrome"A marvelous book both for beginning therapists and experienced ones, this volume provides a readable, highly useful introduction to intervention in autism. With chapters speaking to students, parents, and siblings, the book provides a thoughtful approach to developing a treatment plan as well as preparing for the future. It will be an invaluable guide for years to come." -- Fred R. Volkmar, MD, Chief of Child Psychiatry at Yale New Haven Hospital; Editor-in-Chief, Journal of Autism and Developmental Disorders"A practical outline for working with a high functioning autistic person that clearly spells out the differences required in employing a therapeutic process that fits both their general profile and their particular individual needs. Both new and seasoned therapists can learn a lot from this book. The forms fit the theory. Use them!" -- Elsa Abele, CCC, SLP, Pragmatic Language Consultant; Associate, Center for Autism Spectrum Disorders, Antioch University NE"The community of psychotherapists working with clients with autism spectrum disorder is fortunate that this book has been written. In careful step-by-step explanations, readers are led through explanations of terms, causes of the disorder, and recommendations for its remediation. Avoiding the thickets of medical terminology that have plagued earlier works, this book strikes straight to the heart of the matter. Of particular value are the 12 exemplars of agreements, forms, and checklists found in the appendices. If a part of your practice involves treating ASD, this is the book for you." -- John Dacey, PhD, Professor Emeritus, Boston College; author of Human Development Across the Lifespan and Your Anxious Child

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Book SynopsisReady-to-implement resources and approaches for effective professional care in school and clinical settings.Trade Review"Autism awareness has dramatically increased in recent years, appearing on bumper stickers, in debates, and as feel-good news stories. But little attention has been paid to those that actually care for people with ASD: the families. Autism and the Family is a fresh and vital corrective. Fiske investigates topics that impact ASD families but are rarely discussed outside inner circles, including the grief that can accompany diagnosis, the impact of ASD on relationships and careers, and how to support siblings and parents. This book is a necessary read for those working in the field and those parents that depend on them. Rarely have I felt such a sense of kinship and "finally!" as I did reading Autism and the Family. This is a book I will keep in close reach." -- Alysia Abbott, award-winning author, journalist, and mother of a boy with ASD "Autism and the Family delivers refreshingly new perspectives on the collateral effects of autism spectrum disorder. With case study material seamlessly interwoven with scholarly research, this book speaks to families, friends, and professionals in the lives of children and young adults with autism. Most importantly, it is like a "trip advisor" for the many families in immediate need of the right educational direction, as well as helpful glimpses at what lies ahead of them down the road." -- Jan Blacher, PhD, Distinguished Professor and UC Presidential Chair, Graduate School of Education, University of California, Riverside "A comprehensive yet accessible look at the complex family systems of children with autism, addressing their stressors, struggles, hopes, dreams, successes, and failures. This book should be required reading for educators, behavior analysts, speech pathologists, psychologists, and anyone serious about improving the lives of individuals with autism and supporting the families who love them." -- Peter Gerhardt, EdD, Executive Director, The EPIC School "Dr. Fiske has provided a unique and vital perspective on families of children with autism. Drawing on clinical experience, interviews with family members, and international research, this excellent book reinforces a crucial point: children with autism exist within a family and cultural context. It is also very helpful to be reminded throughout that although family members face challenges, they also have positive experiences raising a child with autism. The "take away" messages for practitioners in each chapter usefully complement the core messages of the book." -- Richard Hastings, PhD, Cerebra Chair of Family Research, University of Warwick, UK

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Book SynopsisHomeschooling the Child with Autism This practical, highly accessible guide answers parents'' and professionals'' questions about teaching children with autism spectrum disorders at home. The book helps parents decide whether to homeschool and guides them through the process of beginning and maintaining an effective homeschool program. All the essential questions are addressed, such as: How do you know if homeschooling is right for you and your child? Which homeschool program is best for the child''s learning style and needs? How should a family get started? What is the best way to address social, behavioral, and organizational skills when teaching a child with ASD? When should you transition back to a traditional public school setting? The book also contains tips and suggestions from real-life parents who have successfully homeschooled their children with ASD and includes lists of helpful resources for homeschoolTrade Review"This book will be invaluable to families choosing or considering a homeschooling option for their child with ASD. In an easily accessible question-and-answer format, the authors provide practical advice and a wealth of resources that will get parents started, support them through common challenges, and help them create a curriculum that meets not only the academic but also the social and behavioral needs of their child. This book provides a beacon of hope to families struggling with educational options for their child." —Sally Ozonoff, Ph.D., endowed professor, University of California–Davis, M.I.N.D. Institute "This is an excellent sourcebook helping parents make informed decisions about homeschooling their children with ASD. Parents will learn how to schedule lessons across the day to incorporate social and academic learning in an environment that balances sensory and mental health needs. All parents, even those not considering homeschooling, will fi nd this book helpful, as it encourages us to foster active learning in the home environment." —Michelle Garcia Winner, founder of the Social Thinking treatment approach and speech language pathologist, San Jose, CA "A must read for parents and teachers who need guidance and encouragement while teaching children with ASD!" —Cathy Stenzel, mother of son with autism "I appreciated reading well-researched information on the home school experience that actually follows the rules." —Diane Youtsey, director of special education, Eureka (CA) Union School District "This book is a ‘life-line’ to parents who homeschool children with autism. The authors have wonderful insight, recommendations, and thoughtful ideas for these parents." —Debbie Baehler, autism specialist, Lassen County (CA) Offi ce of EducationTable of ContentsThe Authors vii Acknowledgments xiii Foreword xv Introduction 1 1 Questions About Autism Spectrum Disorders (ASD) 3 1 What Is ASD and How Do the Core Areas of Impairment Affect Students in a Traditional School Setting? 3 2 Is There Peer-Reviewed Research That Supports Homeschooling for Students with ASD? 12 3 Why Do Some Families of Children with ASD Consider Homeschooling? 17 2 Questions About Homeschooling 27 4 What Are the Different Types of Homeschooling? 27 5 How Do Parents Choose the Right Type of Homeschool Program for Their Child? 36 6 What Are the Reported Advantages of Homeschooling Children with ASD? 41 7 What Are the Challenges of Homeschooling Children with ASD? 50 3 Questions About Resources for Homeschoolers 67 8 What Supports, Resources, and Curricula Are Available and How Can Families Access Them? 67 9 What Special Education Services Is My Child Entitled to If I Choose to Homeschool? 88 10 How Should a Family Get Started with Homeschooling? 91 4 Questions About Teaching Strategies 101 11 How Should the Core Deficits of Social Skills and Social Thinking Be Addressed? 101 12 How Can Social Opportunities Be Incorporated into the Homeschooler’s Day? 111 13 How Should the Core Deficits in Organizational Skills and Thinking Be Addressed? 117 14 How Can Interests Be Incorporated into Instruction? 131 15 How Should the Daily Schedule Be Designed? 136 16 How Can Parents Address Behavioral Issues? 141 17 How Can Parents Determine the Appropriate Accommodations and Modifications That are Necessary for Curricular Success? 168 5 Questions About Transition 179 18 When Should Parents Consider a Transition Back to Traditional Educational Settings or Programs and How Is This Done? 179 19 How Should a Family Plan for Transition to College? 185 20 What Are Other Postsecondary Options Besides College? 194 6 Questions for Homeschooling Parents 199 Interview with Janelle Lewis 199 Interview with Karen Crum 203 Interview with Connie Ajay 205 Interview with Michelle King 207 Interview with Ann Coe 208 7 Questions for Homeschooled Children on the Autism Spectrum 213 Interview with Ben—Age Eleven 213 Interview with Bobby—Age Thirteen 215 Interview with Katie—Age Fifteen 218 Interview with Ian—Age Seventeen 219 Glossary of Terms and Acronyms 223 Notes 243 Index 253

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Book SynopsisDiagnoses of autism in children are on the rise, and while some clinicians have training and experience in this area, the majority does not. This book reviews a variety of interventions and treatments that can be used with children who have autism spectrum disorders.Table of ContentsPreface ix Acknowledgments xv About the Authors xvii 1 Introduction: Looking at Treatment Planning Through a Different Lens 1 Defining Best Practices 2 Media Overload 3 A New Way of Thinking about Autism Treatment 4 Core Deficits of Autism 5 How the Book is Organized 5 Case Studies 8 About the Appendices 10 2 What is Evidence Based Practice? 11 What is So Important About EBP? 12 Common Errors in Evaluating Treatments 12 Emotions Versus Logic 14 How Can Treatments be Evaluated? 16 History of Evidence Based Practice in Psychology 17 Brief History of EBP and Autism 18 Evolution and Expansion of EBP 20 EBP as it Pertains to Autism 22 The Evolution of Treatment Models and Terminology 24 Client Voice in What to Treat and How to Treat 27 What is Important to Study? What is Important to Treat? 32 The Role Context in Treatment Selection 34 Positive and Negative Policy Implications of uses of EBP in Autism Treatments 35 Conclusions and Recommendations 37 3 The Individualized, Problem-Solving Treatment Process 39 Treatment Process 39 4 Jamal: A Previously Happy Preschooler Disengages 71 5 Katherine: A Nine Year Old Learns to Cope with Hew Own Explosive Episodes 85 6 Brandon: Developmental Delays and OCD present a Big Challenge for a Non-verbal Preschooler 103 7 Rafael: A Happy, Well-Behaved 6-Year-Old Becomes Increasingly Rigid 119 8 Alex: Extreme Mood Dysregulation Interferes with School and Home Functioning for a Fourth Grader 139 9 Emily: A Passive Teenager Begins to Learn Self-Help Skills 157 10 Chen: A Teenager With Asperger’s Hits Bottom, But With Help and Determination, Heads for College 173 11 Michael: A 10-Year-Old Whose Behaviors Are Becoming More Disruptive and Aggressive 189 12 Jake: A 5-Year-Old Who Has Responded Well to Floortime™ 207 Afterword 215 Appendix: Autism Treatment Approaches 221 References 229 Author Index 239 Subject Index 243

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Book SynopsisMaps connections across performances that question the borders of the human whose neurodiverse experiences have been shaped by the diagnostic label of autism, and animal-human performance relationships that dispute and blur anthropocentric edges. The book treats a diverse selection of live performance and archival video and analyzes the ways in which they affect their audiences.Trade ReviewProvocative, timely, and well-written, Affect, Animals, and Autists raises challenging questions that will be of interest to affect theorists as well as a broad complement of interdisciplinary scholars working in disability, performance, theatre, and/or animal studies."" -Kirsty Johnston, University of British Columbia""A timely, exciting and important book that is evidently the manifestation of years of in-depth research and reflection. The evaluation of performances is admirably measured, whilst not underestimating the risks of perpetuating conventional paradigms of animals or autism by influential ‘hits’ like War Horse or Curious Incident."" - Laura Cull Ó Maoilearca, University of Surrey

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Book SynopsisAutism has attracted a great deal of attention in recent years, thanks to dramatically increasing rates of diagnosis, extensive organizational mobilization, journalistic coverage, biomedical research, and clinical innovation. This title offers a social history of the expanding diagnostic category of this contested illness.Trade Review"Understanding Autism ... is the most sensitive account by an academic historian."--Steven Shapin, New Yorker "Understanding Autism is the most sensitive account by an academic historian."--Steven Shapin, The New Yorker "For Chloe Silverman, 'understanding autism' means understanding how autism has become a diagnostic category and why for some people, in autism advocacy groups for example, it isn't a pathology at all but just a different way of seeing the world... Silverman's remarkable book is a testimony to the difference parents of autistic children have made to the understanding of autism, and it also has things to say about the difference a parent's understanding can make to understanding many other things that children suffer from."--Adam Phillips, London Review of Books "Autism remains a contested condition, and given the steep rise in research, diagnosis rates and media coverage, the debate is set to run and run. Science historian Chloe Silverman gives a balanced, sensitive social history of autism that unflinchingly covers many controversial byways. She explores the theory and biomedical advances, and how gene banks, schools and autism organizations have enriched understanding--augmented by parents of children with autism, whose experiences have informed and inspired much research."--Nature "Comprehensive, well annotated, and fascinating to read, Understanding Autism will appeal to readers from a broad variety of disciplines. Silverman provides an honest and refreshing perspective on encouraging dialogue about a condition that will likely continue to be in the public spotlight for decades to come."--Science "Silverman provides a very good account of autism; knowledgeable readers will find themselves nodding along with the details. The author excellently portrays the relationship of autism with its social history."--Choice "Silverman's book presents a vivid picture of the ongoing and somewhat dialectical (in the Hegelian sense) relationship between parents of autistic children and professionals who specialize in autism."--W. R. Albury, Bulletin of the History of Medicine "Understanding Autism provides a much-needed and thorough history of autism. In addition, it makes a convincing case for incorporating affective relationships into science and technology studies and our understandings of the foundational elements of expertise. At moments in the book, however, the tension between affect and science are incompletely resolved. These moments of tension will likely prove elucidating in future research."--Marissa King, American Journal of SociologyTable of ContentsAcknowledgments ix Introduction: Love as an Analytic Tool 1 Part One Chapter 1: Research Programs, "Autistic Disturbances,"and Human Difference 29 Chapter 2: Love Is Not Enough: Bruno Bettelheim, Infantile Autism,and Psychoanalytic Childhoods 61 Chapter 3: Expert Amateurs: Raising and Treating Children with Autism 93 Interlude: Parents Speak: The Art of Love and the Ethics of Care 125 Part Two Chapter 4: Brains, Pedigrees, and Promises: Lessons from the Politics of Autism Genetics 141 Chapter 5: Desperate and Rational: Parents and Professionals in Autism Research 167 Chapter 6: Pandora's Box: Immunizations, Parental Obligations,and Toxic Facts 197 Conclusion: What the World Needs Now: Learning About and Acting on Autism Research 229 Notes 237 Bibliography 313 Index 329

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Book Synopsis Jennifer S. Singh sets out to discover how autism emerged as a genetic disorder and how this affects those who study autism and those who live with it. This is the first sustained analysis of the practices, politics, and meaning of autism genetics from a scientific, cultural, and social perspective.Trade Review"Jennifer Singh brilliantly elaborates the complex story of how autism science has evolved to give preference to genetic explanations and is driven by advances in microarray technologies. Her analysis is informed by a multidimensional perspective, drawing from her own expert understanding of the scientific research and extensive interviewing with scientists, activists, parents, and people with autism. Multiple Autisms is pathbreaking scholarship that raises urgently important questions about how the research community and other constituencies narrow our understandings of autism as a human condition."—Kristin Bumiller, Amherst College"Scholars of medical sociology, rhetoric, and broader medical humanities alike would benefit greatly from Singh’s text. Now, as biological sciences advance in areas of genomics–and as the popularity of genetic and genomic databases among researchers surely grows–Multiple Autisms will prove to provide important early insights into how these changes matter for those perennially on the receiving end of these multiplying and complex diagnoses."—Medical Humanities"Multiple Autisms is an important contribution to the autism literature and deserves to be read, not least by those conducting and funding genomics research. It is a well-written and accessible book that showcases the utility and ongoing relevance of thought styles in understanding modern science and medicine."—Social History of Medicine"Multiple Autisms offers a compelling examination of the biosocial world of autism genetics and genomics, introducing readers to the array of social actors, organizations, technologies and materials that are involved in the constitution of the category of autism today."—Canadian Journal of Sociology"Singh’s Multiple Autisms is an important contribution to understanding the making of genetic models of thought in autism research and beyond."—Oral History Review"This ambitious work serves as a strong example of sociological research with interdisciplinary implications. It would be a timely addition to courses in medical sociology, the sociology of science and knowledge, and social movement studies."—American Journal of SociologyTable of ContentsContentsAbbreviationsPrefaceIntroduction: Multiple Ways of Viewing Autism1. Defining, Counting, Contesting: Changes in Diagnosis, Prevalence, and Advocacy2. Parent Advocacy and the Rise of Autism Genetics Research3. No Single Gene for Autism: The Emergence of Genomic Styles of Thought4. Simplex Families, Complex Exchanges: Why Parents Participate in an Autism Genomic Database5. Living with Autism: Perspectives of Adults on the SpectrumConclusion: A Spectrum of Knowledge ProductionAcknowledgmentsAppendix: MethodsNotesBibliographyIndex

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Book SynopsisIn this wide-ranging and probing book Erin Manning develops the concept of the minor gesture to rethink common assumptions about human agency, the ways we experience the everyday world, and the possibilities for new political praxis.Trade Review"Manning emphasizes a kind of affect that brings to the fore a feeling of being a part of a larger environment, something relational, something that helps people to see themselves as part of something bigger." -- Karen Simecek * Year's Work in Critical and Cultural Theory *"The Minor Gesture is a fascinating and intellectually challenging book that successfully problematises common-sense (neurotypical) understandings of perception, action and embodiment. In doing so it politicises mundane everyday experience and calls for sustained critique of normatively framed lifeworlds." -- Ben Simmons * Disability & Society *"A wide-ranging and carefully argued book. . . . Now that we know just how much mental activity escapes our conscious awareness and defies standard and dialectical accounts of knowledge, reason, and agency, efforts like Manning’s to better understand neurodiversity and to mobilize that understanding for research-creation and political activism alike are invaluable." -- Eugene W. Holland * Contemporary Political Theory *Table of ContentsPreface ix Introduction: In a Minor Key 1 1. Against Method 26 2. Artfulness: Emergent Collectives and Processes of Individuation 46 3. Weather Patterns, or How Minor Gestures Entertain the Environment 64 4. Dress Becomes Body: Fashioning the Force of Form 86 5. Choreographing the Political 111 6. Carrying the Feeling 131 7. In the Act: The Shape of Precarity 165 8. What a Body Can Do: A Conversation with Arno Boehler 189 Postscript: Affirmation without Credit 201 Notes 233 References 261 Index 269

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Book SynopsisChallenging the academic and cultural stereotypes that do not acknowledge the rhetorical capabilities of autistic people, M. Remi Yergeau shows how autistics both embrace and reject the rhetorical, thereby queering the lines of rhetoric, humanity, agency, and the very essence of rhetoric itself.Trade Review"Authoring Autism provides many thought-provoking insights for disability scholars. . . . Melanie Yergeau’s double perspective as a rhetorician and autistic activist that makes Authoring Autism valuable to a larger audience." -- Marion Schmidt * H-Disability, H-Net Reviews *"A new exploration—a work that defines, defies, and defiles the boundaries of rhetorical regimes of neurological oppression. . . . An intervention, a disruption, an eruption." -- Anna Williams * Disability & Society *"Deftly integrates rich theoretical analysis with moments of humor, irony, autoethnography (autie-ethnography), and poetic insight. Authoring Autism will be appropriate for graduate courses in rhetorical theory, whether feminist, queer, disability, posthuman, material, or embodied. It is essential reading for anyone who does rhetorical theory, and it will transform not only how we think about who a rhetor can be, but also what rhetoric should be." -- Jordynn Jack * Rhetoric Review *"A closely argued, elegantly performed, and even joyfully humorous work of critical emancipatory scholarship. Yergeau carefully intertwines lived experience, autistic memoir, clinical discourse, and humanities theory (particularly rhetorical studies, narrative theory, disability studies, and queer theory) to achieve a highly insightful hybrid discourse. In the process, she breaks down binaries and opens new possibilities of form for scholarly invention and cultural creation. . . . An excellent book and a major contribution." -- Bradley Lewis * Journal of Medical Humanities *"To oppose a medicalized flattening of autism to a passive embodiment of seemingly autonomic dysfunction, Yergeau makes a powerful case for 'autism’s rhetorical potentials' grounded in the resilient ways that autistic people self-consciously 'story' their desires for better, more inclusive futures. . . . Autistic people, Yergeau reminds us, have always been rhetorical beings. Only by redefining the very definitions and conventions of rhetoric can we begin to attend to these autistic narratives on their own terms." -- Travis Chi Wing Lau * Los Angeles Review of Books *"I need to (want to) read it several times in order to process the many profound, challenging, and delightful layers of [Yergeau's] rhetoric on rich display. . . . Authoring Autism is a masterclass in simultaneously claiming and dismantling rhetoric." -- Tara Wood * College Composition and Communication *"Authoring Autism doesn’t just show us what the neuroqueer can offer rhetoric, what the embodied experience of autistic people have to teach us of rhetoric, it resists these clinical gazes for us to study and instead urges readers to consider their own rhetoricity. How it might be neuroqueered—expanded, warped, and blown up. Yergeau wishes for us to embrace a future rhetoric full of tics and stims, and if this book is a glimpse of that future, it’s one every rhetorician should be advocating for." -- Jay McClintick * Enculturation *"Authoring Autism is a revolutionary book, a neuroqueer revelation." -- Michael Bérubé * Public Books *"Yergeau’s book is a welcome history of autism and critique of contemporary perceptions and 'treatments' of it. It is an insightful, often refreshingly irreverent argument that should be read by professors, administrators, and students." -- Patricia A. Dunn * College English *"Yergeau stocks wicked humor, manifesto-like passion, historical knowledge, a hard-hitting combination of rhetorical tightness and raw honesty, and an important bread crumb trail of autobiography in her authorial quiver." -- Deborah Jenson * American Literature *“Yergeau’s much-needed scholarship and activism crack open academic space to make room for those of us who do not fit the academy’s mandates for logic and legibility. Sketching new terrains of thought, Authoring Autism gestures toward vibrant words, images, and textures that sit with us, and we feel their weight.” -- Clare Mullaney * GLQ *Table of ContentsAcknowledgments vii Introduction. Involution 1 1. Intention 35 2. Intervention 89 3. Invitation 135 4. Invention 175 Epilogue. Indexicality 207 Notes 215 Bibliography 261 Index 289

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Book SynopsisThe latest and most comprehensive resource on autism and related disorders Since the original edition was first published more than a quarter-century ago, The Handbook of Autism and Pervasive Developmental Disorders has been the most influential reference work in the field.Table of ContentsContributors xi Preface xix VOLUME 1: DIAGNOSIS, DEVELOPMENT, AND BRAIN MECHANISMS I DIAGNOSIS, EPIDEMIOLOGY, COURSE 1 1 AUTISM AND THE AUTISM SPECTRUM: DIAGNOSTIC CONCEPTS 3 Fred R. Volkmar, Brian Reichow, Alexander Westphal, and David S. Mandell 2 THE BROADER AUTISM PHENOTYPE 28 Brooke Ingersoll and Allison Wainer 3 EPIDEMIOLOGY OF AUTISM SPECTRUM DISORDERS 57 Alison Presmanes Hill, Katharine E. Zuckerman, and Eric Fombonne 4 OUTCOMES IN ADULTS WITH AUTISM SPECTRUM DISORDERS 97 Patricia Howlin II DEVELOPMENT AND BEHAVIOR 117 5 ASD IN INFANTS AND TODDLERS 121 Katarzyna Chawarska, Suzanne Macari, Fred R. Volkmar, So Hyun Kim, and Frederick Shic 6 SCHOOL-AGE CHILDREN WITH ASD 148 Nirit Bauminger-Zviely 7 ISSUES AND INTERVENTIONS FOR AUTISM SPECTRUM DISORDERS DURING ADOLESCENCE AND BEYOND 176 Lynn Kern Koegel, Robert L. Koegel, Amber R. Miller, and Whitney J. Detar 8 ADULTS WITH AUTISM 191 Carla A. Mazefsky and Susan W. White 9 SOCIAL DEVELOPMENT IN AUTISM 212 Naomi Ornstein Davis and Alice S. Carter 10 LANGUAGE AND COMMUNICATION IN AUTISM 230 So Hyun Kim, Rhea Paul, Helen Tager-Flusberg, and Catherine Lord 11 PLAY DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: SKILLS, OBJECT PLAY, AND INTERVENTIONS 263 Connie Kasari and Ya-Chih Chang 12 IMITATION IN AUTISM SPECTRUM DISORDERS 278 Giacomo Vivanti and Antonia Hamilton 13 NEUROPSYCHOLOGICAL CHARACTERISTICS OF AUTISM SPECTRUM DISORDERS 302 Katherine D. Tsatsanis and Kelly Powell 14 AUTISM AND EMOTION 332 R. Peter Hobson 15 MOTOR CONTROL AND MOTOR LEARNING PROCESSES IN AUTISM SPECTRUM DISORDERS 354 Stefanie Bodison and Stewart Mostofsky 16 SENSORY FEATURES IN AUTISM SPECTRUM DISORDERS 378 Grace T. Baranek, Lauren M. Little, L. Diane Parham, Karla K. Ausderau, and Maura G. Sabatos-DeVito III NEUROBIOLOGY AND MEDICAL ISSUES 409 17 GENETICS OF AUTISM SPECTRUM DISORDERS 411 Michael Rutter and Anita Thapar 18 ENVIRONMENTAL FACTORS IN THE PRECONCEPTION AND PRENATAL PERIODS IN RELATION TO RISK FOR ASD 424 Kristen Lyall, Rebecca J. Schmidt, and Irva Hertz-Picciotto 19 BIOCHEMICAL BIOMARKERS FOR AUTISM SPECTRUM DISORDER 457 George M. Anderson 20 THE SOCIAL NEUROSCIENCE OF AUTISM SPECTRUM DISORDER 482 James C. McPartland, Rachael M. Tillman, Daniel Y.-J. Yang, Raphael A. Bernier, and Kevin A. Pelphrey 21 THE NEUROPATHOLOGY OF AUTISM 497 Manuel F. Casanova 22 MEDICAL CARE IN AUTISM AND RELATED CONDITIONS 532 Fred R. Volkmar, Justin Rowberry, Oana de Vinck-Baroody, Abha R. Gupta, Jennifer Leung, Judith Meyers, Nita Vaswani, and Lisa A. Wiesner 23 PSYCHOPHARMACOLOGY 556 Lawrence Scahill, Caitlin S. Tillberg, and Andrés Martin Author Index I-1 Subject Index I-39 VOLUME 2: ASSESSMENT, INTERVENTIONS, AND POLICY IV ASSESSMENT 581 24 SCREENING FOR AUTISM IN YOUNG CHILDREN 585 Lisa V. Iba˜nez, Wendy L. Stone, and Elaine E. Coonrod 25 DIAGNOSTIC INSTRUMENTS IN AUTISTIC SPECTRUM DISORDERS 609 Catherine Lord, Christina Corsello, and Rebecca Grzadzinski 26 CLINICAL EVALUATION IN MULTIDISCIPLINARY SETTINGS 661 Fred R. Volkmar, Leah Langford Booth, James C. McPartland, and Lisa A. Wiesner 27 ASSESSING COMMUNICATION IN AUTISM SPECTRUM DISORDERS 673 Rhea Paul and Donia Fahim 28 BEHAVIORAL ASSESSMENT OF INDIVIDUALS WITH AUTISM: CURRENT PRACTICE AND FUTURE DIRECTIONS 695 Michael D. Powers, Mark J. Palmieri, Shaunessy M. Egan, Jessica L. Rohrer, Elizabeth C. Nulty, and Solandy Forte V INTERVENTIONS 737 29 INTERVENTIONS FOR INFANTS AND TODDLERS AT RISK FOR AUTISM SPECTRUM DISORDER 739 Sally J. Rogers and Laurie Vismara 30 COMPREHENSIVE TREATMENT MODELS FOR CHILDREN AND YOUTH WITH AUTISM SPECTRUM DISORDERS 770 Samuel L. Odom, Brian A. Boyd, Laura J. Hall, and Kara A. Hume 31 TARGETED INTERVENTIONS FOR SOCIAL COMMUNICATION SYMPTOMS IN PRESCHOOLERS WITH AUTISM SPECTRUM DISORDERS 788 Kristen Bottema-Beutel, Paul Yoder, Tiffany Woynaroski, and Micheal P. Sandbank 32 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION 813 Pat Mirenda 33 INTERVENTIONS FOR CHALLENGING BEHAVIORS 826 Robert E. O’Neill, William R. Jenson, and Keith C. Radley 34 SUPPORTING MAINSTREAM EDUCATIONAL SUCCESS 838 Elizabeth Schoen Simmons, Elizabeth Lanter, and Megan C. Lyons 35 SUPPORTING INCLUSIVE EDUCATION 858 Megan P. Martins, Sandra L. Harris, and Jan S. Handleman 36 PROMOTING RECREATIONAL ENGAGEMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER 871 Marie-Christine Potvin, Patricia A. Prelock, Laurie Snider, and Liliane Beaudoin Savard 37 SOCIAL SKILL INTERVENTIONS 887 Scott Bellini, Lauren Gardner, and Kimberly Markoff 38 EMPLOYMENT AND RELATED SERVICES FOR ADULTS WITH ASD 907 Peter F. Gerhardt, Frank Cicero, and Erik Mayville 39 BEYOND ACADEMIC INTELLIGENCE: INCREASING COLLEGE SUCCESS FOR STUDENTS ON THE AUTISM SPECTRUM 918 Christine Wenzel and Jane Thierfeld Brown 40 SUPPORTING PARENTS, SIBLINGS, AND GRANDPARENTS OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS 932 Kate E. Fiske, Lauren Pepa, and Sandra L. Harris 41 SUPPORTING ADULT INDEPENDENCE IN THE COMMUNITY FOR INDIVIDUALS WITH HIGH-FUNCTIONING AUTISM SPECTRUM DISORDERS 949 James W. Loomis 42 EVIDENCE-BASED PSYCHOSOCIAL INTERVENTIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS 969 Brian Reichow and Erin E. Barton VI SOCIAL POLICY ISSUES 993 43 AUTISM ACROSS CULTURES: PERSPECTIVES FROM NON-WESTERN CULTURES AND IMPLICATIONS FOR RESEARCH 997 Megan Freeth, Elizabeth Milne, Elizabeth Sheppard, and Rajani Ramachandran 44 DEVELOPING AND IMPLEMENTING PRACTICE GUIDELINES 1014 Iain McClure 45 AUTISM IN THE COURTROOM 1036 Gary S. Mayerson, JD 46 ALTERNATIVE TREATMENTS 1051 Tristram Smith, Leona Oakes, and Katelyn Selver 47 PREPARING TEACHERS AND PROFESSIONALS 1070 Ruth Blennerhassett Eren and Mark P. Groskreutz 48 ECONOMIC ASPECTS OF AUTISM 1089 Martin Knapp and Ariane Buescher 49 TRANSLATING RESEARCH INTO EFFECTIVE SOCIAL POLICY 1107 Peter Doehring Author Index I-1 Subject Index I-29

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Book SynopsisHow we perceive and interpret the actions of others is crucial if we are to develop into healthy adults. It has even been argued that a lack of social cognitive skills lays a strong foundation for a variety of atypical developmental disorders, including autism. Fortunately, our understanding of how humans process and interpret each other''s actions has increased by leaps and bounds in the past decade. At the vanguard of these encouraging developments has been groundbreaking research in the fields of cognitive neuroscience, developmental psychology, and autism. Social Cognition: Development, Neuroscience and Autism is the first volume to fully integrate these areas of cutting-edge research on social cognition through contributions from some of the world''s foremost experts in all three disciplines. The text is edited by distinguished development specialists who preface each section with chapter by chapter summaries that seamlessly link each of the contribuTrade Review"The volume is an important collection of chapters at the cutting edge of developmental social neuroscience. In addition to several well known figures, the international array of authors includes some rising stars whose work points to the future of the field. This exciting synthesis of social cognition and developmental neuroscience will provide stimulating reading for a wide variety of researchers and students of typical and atypical human development."Professor Mark H Johnson, Director of the Centre for Brain & Cognitive Development, University of London "A landmark for a new era in social cognition research, Striano and Reid have gathered together an outstanding collection of contributions to point the way to a truly interdisciplinary social cognitive developmental neuroscience. Coherently organized and thoughtfully edited, this volume represents the latest in research and theory on social cognition in the brain and on how it changes through typical and atypical development. The quality and range of the chapters will make the volume an invaluable reference for researchers and students alike." Professor Chris Moore, Dalhousie University, Canada "The new discipline of social neuroscience has made remarkable strides in the last decade. This book is an important and highly readable collection of essays in the field. It should help dissolve the barrier between what C P Snow called "The two cultures" - science and humanities - long separated by a gap he regarded as unbridgeable." VS Ramachandran MD "The last 10 years have witnessed an explosion in our understanding of the neural and developmental factors that underlie social interactions in humans. This impressive volume skilfully weaves together the various threads that have driven this revolution forward to produce a work of significant importance. "Striano and Reid have managed to bring together most of the world's top experts in social cognitive neurosciences through 21 neatly written and interrelated chapters. It is refreshing to see that the majority of authors are European-based, thereby providing not just a European perspective on this vibrant discipline, but underscoring the centrality of European research in this endeavour. "As a whole, this collection provides both an erudite and gripping glimpse into what makes us who we are as individuals within a society. While there are several other works on the foundations of social cognition, Section 4 of the current volume on social cognition in children with autism and other developmental disorders makes the work stand out as a unique contribution. It should be essential reading for students of human behaviour and practitioners alike who wish to catch up with the latest developments in our understanding of the social brain." Professor Denis Mareschal, Centre for Brain and Cognitive Development, Birkbeck University of London "Taken individually, each of the chapters in Striano and Reid's important new volume extends the horizon of what is known regarding mechanisms of social cognition and its development. Taken as a whole, this volume compellingly showcases the power of interdisciplinary collaboration, and highlights the key role such collaboration will play in illuminating the human social capacity." Dr Dare Baldwin, Department of Psychology, University of OregonTable of ContentsList of Figures and Tables. Abbreviations. Preface. Part One Research and Social Cognition. 1. Social Cognition at the Crossroads: Perspectives on Understanding Others (Tricia Striano and Vincent Reid). 2. Research Methodology and Social Cognition (Vincent Reid and Elena Geangu). Part Two Cognitive Neuroscience. Editors’ Introduction. 3. Do Adolescents Simulate? Developmental Studies of the Human Mirror Neuron System (Marco Iacoboni). 4. The Inhibition of Imitative Behavior and Attribution of Mental States (Marcel Brass and Stephanie Spengler). 5. Social Perception: Understanding Other People’s Intentions and Emotions through their Actions (Julie Grèzes and Beatrice de Gelder). 6. Development of the Social Brain during Adolescence (Sarah-Jayne Blakemore). 7. How do we Understand Others’ Intentions? An Attentional Investigation (Pines Nuku and Harold Bekkering). Part Three Social Cognition during infancy. Editors’ Introduction. 8. Memories for Events in Infants: Goal-Relevant Action Coding (Ildikó Király). 9. The Interchange of Self-Performed Actions and Perceived Actions in Infants (Petra Hauf). 10. Tools and Goals: A Social-Cognition Perspective on Infant Learning of Object Function (Birgit Elsner). 11. The Directed-Attention Model of Infant Social Cognition: Further Evidence (Vincent Reid and Tricia Striano). 12. Reading Faces in Infancy: Developing a Multi-Level Analysis of a Social Stimulus (Tobias Grossmann and Amrisha Vaish). 13. The Perception of Emotional Expressions during Infancy (Stefanie Hoehl. Part Four Social Cognition: The challenge of autism. Editors’ Introduction. 14. Face and Gaze Processing in Autism (Robert Joseph and Helen Tager-Flusberg). 15. Beyond Social Perception: The Case of Autism (Jessica Hobson and R. Peter Hobson). 16. The Role of Looking in Social Cognition: Perspectives from Development and Autism (Claes von Hofsten and Gustaf Gredebäck). 17. What Does the Study of Autism Tell us about the Craft of Folk Psychology? (Richard Griffin and Daniel Dennett). 18. The Other End of the Spectrum? Social Cognition in Williams Syndrome (Jon Brock, Shiri Einav, and Deborah M. Riby). Part Five Commentaries. 19. Commentary: Mutual Recognition as a Foundation of Sociality and Social Comfort (Philippe Rochat). 20. Commentary on Social Cognition: Development, Neuroscience, and Autism (Charles Nelson). 21. Commentary: How Social is Social Cognition? (Simon Baron-Cohen). Index.

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Book SynopsisHonorable Mention, 2020 Stirling Prize for Best Published Work in Psychological Anthropology, given by the Society for Psychological AnthropologyHonorable Mention, New Millennium Book Award, given by the Society for Medical AnthropologyHow youth on the autism spectrum negotiate the contested meanings of neurodiversityAutism is a deeply contested condition. To some, it is a devastating invader, harming children and isolating them. To others, it is an asset and a distinctive aspect of an individual's identity. How do young people on the spectrum make sense of this conflict, in the context of their own developing identity? While most of the research on Asperger's and related autism conditions has been conducted with individuals or in settings in which people on the spectrum are in the minority, this book draws on two years of ethnographic work in communities that bring people with Asperger's and related conditions togetheTrade ReviewIncredibly well-written… Fein threads answers to some of the most pressing questions around autism in a delicate and deliberate way. There have been quite a few monographs on autism in the last few years, but I don’t mind saying – and I say this as the author of one of them myself! – this is the best one. -- Des Fitzgerald, University of ExeterAn extraordinary journey into the lives of autistic youth. Fein’s empathic understanding of autism jumps from every page of this beautiful and intelligent book, as we learn how autistic people produce their own knowledge and ways of being, stake out their place as agents rather than as patients, and resist being passive recipients of clinical or quantitative labels. -- Roy Richard Grinker, author of Unstrange Minds: Remapping the World of AutismAn amazing book—beautifully written, brilliantly conceived, precisely observed. The combination of an anthropologist’s eye and a clinician’s sensibility creates remarkable insight. Anyone interested in autism should read it. -- Tanya Marie Luhrmann, Howard H. and Jessie T. Watkins University Professor of Anthropology, Stanford UniversityI would easily recommend this one. I hope it gets read and shared by as many people who work in the medical field as possible, plus many more (perhaps it should be a library staple). * Treeshallow Musings *The author’s writing style is thoughtful and thought provoking. Brilliantly, sharply observed and immersive ... Fein’s writing is rich with experience, fondness for her participants and humour ... With resonance beyond the field of autism study, the book would be useful to any student engaging in ethnographic work. * Sociology of Health and Illness *Living on the Spectrum is written in an engaging, readable, and sometimes poetic style, which enhances its ability to reach a diverse audience beyond medical anthropologists interested in autism. * Medical Anthropology Quarterly *

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Book SynopsisHonorable Mention, 2020 Stirling Prize for Best Published Work in Psychological Anthropology, given by the Society for Psychological AnthropologyHonorable Mention, New Millennium Book Award, given by the Society for Medical AnthropologyHow youth on the autism spectrum negotiate the contested meanings of neurodiversityAutism is a deeply contested condition. To some, it is a devastating invader, harming children and isolating them. To others, it is an asset and a distinctive aspect of an individual's identity. How do young people on the spectrum make sense of this conflict, in the context of their own developing identity? While most of the research on Asperger's and related autism conditions has been conducted with individuals or in settings in which people on the spectrum are in the minority, this book draws on two years of ethnographic work in communities that bring people with Asperger's and related conditions togetheTrade ReviewIncredibly well-written… Fein threads answers to some of the most pressing questions around autism in a delicate and deliberate way. There have been quite a few monographs on autism in the last few years, but I don’t mind saying – and I say this as the author of one of them myself! – this is the best one. -- Des Fitzgerald, University of ExeterAn extraordinary journey into the lives of autistic youth. Fein’s empathic understanding of autism jumps from every page of this beautiful and intelligent book, as we learn how autistic people produce their own knowledge and ways of being, stake out their place as agents rather than as patients, and resist being passive recipients of clinical or quantitative labels. -- Roy Richard Grinker, author of Unstrange Minds: Remapping the World of AutismAn amazing book—beautifully written, brilliantly conceived, precisely observed. The combination of an anthropologist’s eye and a clinician’s sensibility creates remarkable insight. Anyone interested in autism should read it. -- Tanya Marie Luhrmann, Howard H. and Jessie T. Watkins University Professor of Anthropology, Stanford UniversityI would easily recommend this one. I hope it gets read and shared by as many people who work in the medical field as possible, plus many more (perhaps it should be a library staple). * Treeshallow Musings *The author’s writing style is thoughtful and thought provoking. Brilliantly, sharply observed and immersive ... Fein’s writing is rich with experience, fondness for her participants and humour ... With resonance beyond the field of autism study, the book would be useful to any student engaging in ethnographic work. * Sociology of Health and Illness *Living on the Spectrum is written in an engaging, readable, and sometimes poetic style, which enhances its ability to reach a diverse audience beyond medical anthropologists interested in autism. * Medical Anthropology Quarterly *

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Book SynopsisIn this collection of beautiful and raw essays, Amy S. F. Lutz writes openly about her experiencethe positive and the negativeas a mother of a now twenty-one-year-old son with severe autism. Lutz''s human emotion drives through each page and challenges commonly held ideas that define autism either as a disease or as neurodiversity. We Walk is inspired by her own questions: What is the place of intellectually and developmentally disabled people in society? What responsibilities do we, as citizens and human beings, have to one another? Who should decide for those who cannot decide for themselves? What is the meaning of religion to someone with no abstract language? Exploring these questions, We Walk directlyand humanlyexamines social issues such as inclusion, religion, therapeutics, and friendship through the lens of severe autism. In a world where public perception of autism is largely shaped by the quirky geniuses featured on television shows like The Big BanTrade ReviewWhat makes We Walk so moving is that Lutz envisions an inclusivity that does not deny reality. We Walk manages to be both heartwarming and cerebral. It clears a path for us toward kindness and understanding. * The New York Times *Table of Contents1. We Walk 2. Physical Guidance 3. Answers and Questions 4. The Next Time 5. Just Say Yes 6. All Possible Spaces 7. Praesidalism 8. The Child Who Does Not Know How to Ask 9. Baseline

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Book SynopsisThis is a book for professionals to share with families of young children (0 - 5 years) who have been or are in the process of being diagnosed with autism spectrum disorder (ASD). The authors help families 1) navigate a child's ASD diagnosis and treatment options, 2) understand the range of early intervention professionals and their respective roles, and 3) learn that communication is a critical aspect of diagnosis and intervention.Communication is often a parent’s number-one concern when a young child is diagnosed with autism. With so many interventions available, how can families be sure they’re choosing the best option for their child? Share this accessible book with parents, and give them the practical knowledge they need to evaluate communication therapies and treatments—and make sound decisions rooted in evidence-based practice. A parent-friendly resource from trusted experts on autism and communication, this book covers everything from autism fundamentals to the specifics of developing an individualized treatment plan for children birth to 5. With the research-based knowledge and real-world guidance in these pages, parents will be well-informed advocates ready to provide the best support for their children on the spectrum.Help Parents: arm themselves with essential knowledge about autism and how it’s diagnosed understand the range of social communication behaviors they might see in their child learn the how and why of developmental assessments choose evidence-based treatments and interventions that address their child’s specific communication needs support their child’s development of key skills, such as motor imitation, joint attention, play, and spontaneous communication make the most of available educational services, including IEPs and IFSPs partner effectively with SLPs, OTs, special educators, and paraprofessionals navigate the complex emotions associated with a child’s autism diagnosis

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Book SynopsisChildren with autism often don't get a diagnosis in their first few years of life - but if a very young child is exhibiting red flags, what should professionals and parents do in the meantime? This book has accessible, real-world solutions for use with children birth to three, with or without an autism diagnosis. A follow-up to the bestselling Early Intervention Every Day!, this practical guide is packed with simple, highly effective suggestions for strengthening critical skills during daily routines, from dressing in the morning to getting ready for bed. Early interventionists and other professionals will learn how to coach families in weaving these activities into everyday life with their child, so that intervention continues long after the professional goes home.Discover how to: Recognize red flags for autism spectrum disorder Help children build a foundation for learning to interact, communicate, and participate in routines Strengthen skills that are especially challenging for children with autism, such as regulation, flexibility, and social communication Support families on the journey from pursuing a diagnosis to accessing services Implement concepts and teaching strategies based on applied behavior analysis (ABA) Address common challenges that occur during daily routines and activities Monitor progress to ensure that the strategies are helping children reach their IFSP goals Promote children's participation across settings: in homes, preschools, and other community settings Practical Materials: A downloadable Reinforcer Survey that helps determine specific ways to motivate a young child, tables that assist with problem-solving in order to identify possible reasons for challenging behaviors, and vignettes and case stories that illustrate effective intervention techniques.

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Book Synopsis

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Book Synopsis

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Book SynopsisThis book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder.Trade Review"A call to action that operationalizes an empathic approach to each child. Well researched, and laying out [NDBI] principles clearly and broadly, [this book] can lead the field toward more humane and effective care. " —Joshua D Feder, MD, Editor in Chief, The Carlat Child Psychiatry ReportTable of ContentsAbout the Editors About the Contributors Foreword Acknowledgments About the Online Materials SECTION I OVERVIEWChapter 1 Understanding NDBI 3 Schreibman, Allison B. Jobin, and Geraldine DawsonASD Defined History of ASD Intervention Developmental Science and Its Influence in ASD Early Intervention Integration of Behavioral and Developmental Sciences Examples of NDBI Common Elements of Empirically Validated NDBIChapter 2 Considering NDBI Models 21Mendy B. Minjarez, Yvonne Bruinsma, and Aubyn C. StahmerEarly Start Denver Model Enhanced Milieu Teaching Incidental Teaching/Walden Toddler Program Joint Attention,Symbolic Play, Engagement, and Regulation Pivotal Response Treatment Project ImPACTSECTION II CORE CONCEPTS AND FOUNDATIONAL PRINCIPLESChapter 3 Selecting Meaningful Skills for Teaching in the Natural Environment Grace W. Gengoux, Erin McNerney, and Mendy B. Minjarez Goodness of Fit of NDBI Approaches Functional Skills The Natural Environment Case Example: Jin Chapter 4 Empowering Parents Through Parent Training and Coaching Mendy B. Minjarez, Elizabeth A. Karp, Aubyn C. Stahmer, and Lauren Brookman-FrazeeParent-Mediated Interventions and NDBI Psychological Functioning in Parents of Children With ASD Effective Parent Coaching Practices Case Example: Gabe Aubyn C. Stahmer, Connie Wong, Matthew J. Segall, and Jennifer Reinehr The Importance of Inclusion Inclusion in Practice Use of NDBI in Inclusive Settings Practical Suggestions for Incorporating NDBI Strategies Into Community Programs Common Challenges to Inclusion Case Example: Preschool Program Case Example: Adult Program SECTION III NDBI STRATEGIES Chapter 6 Implementing Motivational Strategies Mendy B. Minjarez and Yvonne BruinsmaNDBI and Motivation Measuring Motivation Strategies That Enhance Motivation Chapter 7 Applying Antecedent Strategies Jennifer B. Symon, Yvonne Bruinsma, and Erin McNerneyPreparing to Teach Setting Up Opportunities in NDBI Case Example: Ty Chapter 8 Implementing Instructional Cues and Prompting StrategiesKyle M. Frost, Brooke Ingersoll, Yvonne Bruinsma, and Mendy B. MinjarezDefinitions Learning Opportunities Across NDBI Models Prompting Strategies Prompt Fading Examples of Prompts for Specific Skills Case Example: LeahChapter 9 Using Consequence StrategiesAllison B. Jobin and Laura SchreibmanIncreasing the Strength of a Behavior Decreasing the Strength of a Behavior Applying the Premack Principle Promoting Consequence Effectiveness Using Consequences to Maintain Behavior Change Shaping and Chaining Using Natural Consequences Reinforcing Attempts Modeling and Expanding on Child’s Response Imitating the Child’s Response Troubleshooting NDBI Consequence Strategies Chapter 10 Guiding Meaningful Goal DevelopmentGrace W. Gengoux, Erin E. Soares, and Yvonne BruinsmaFormulating Goals Assessment Case Example: José Considerations for Goal Selection Case Example: Jenna Case Example: Kaleb Case Example: Ashir Developmental Considerations Case Example: Alex Case Example: Cole Case Example: Josephine Case Example: Marco Section IV Applications of NDBI Strategies Chapter 11 Targeting Communication SkillsMendy B. Minjarez, Rachel K. Earl, Yvonne Bruinsma, and Amy L. DonaldsonCommunication Profile of Children With ASD Communication Development in Typically Developing Children Use of NDBI for Targeting Communication Teaching Communication Across Developmental Levels Using NDBI StrategiesChapter 12 Improving Social Skills and PlayYvonne Bruinsma and Grace W. GengouxSocial Initiations Imitation Skills Play Teaching Play With FriendsChapter 13 Supporting Behavior, Self-Regulation, and Adaptive SkillsMendy B. Minjarez, Yvonne Bruinsma, and Rosy Matos BucioNDBI and Challenging Behavior Relevant Applied Behavior Analysis Interventions NDBI Strategies for Teaching Self-Regulation and Adaptive Skills Promoting Self-Regulation in Individuals With ASD Teaching Adaptive Skills Tips for Teaching Self-Regulation and Adaptive Skills Case Example: JonasChapter 14 Implementing NDBI in SchoolsAubyn C. Stahmer, Jessica Suhrheinrich, and Laura J. HallIncluding NDBI Components in Group or Academic Settings School-Based Activities Most Suited for NDBI Examples of Activities and LessonsChapter 15 Collecting Data in NDBIMendy B. Minjarez, Melina Melgarejo, and Yvonne BruinsmaGeneral Framework for Data Collection Data Collection Across NDBI Models When and Why Data Are Collected Types of Data and Measurement Systems Data Collection in the Natural Environment Chapter 16 Identifying Quality Indicators of NDBI ProgramsAubyn C. Stahmer, Sarah R. Rieth, Brooke Ingersoll, Yvonne Bruinsma, and Aritz AranbarriQuality Indicators Versus Common Features Specific Program Elements to Look for in a Quality NDBI ProgramChapter 17 Considering Future Directions in NDBILaura Schreibman, Mendy B. Minjarez, and Yvonne BruinsmaResearch Future Directions Dissemination and Implementation: Future Directions Glossary Index

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Book SynopsisPeople who have both autism spectrum disorder and complex communication needs require specialized, multidisciplinary interventions and supports to boost their independence and quality of life. Find up-to-date, evidence-supported information and strategies in this book, an important addition to the respected Augmentative and Alternative Communication series. This essential resource brings together more than 30 internationally recognized researchers from three important disciplines: augmentative and alternative communication (AAC), special education, and applied behavior analysis (ABA). Practitioners and clinicians will discover how to combine key interventions from these disciplines to make positive differences in the lives of the people they work with. They’ll get research-based guidance on• Using evidence-based teaching methods with learners of all ages• Conducting effective assessment and linking results with intervention planning• Selecting high-tech and low-tech AAC options that meet individual needs• Bringing about lasting changes to behavior with functional communication training • Evaluating specific interventions that target social communication • Implementing parent- and peer-mediated interventions • Using customized visual and environmental supports in a variety of settingsWith this meticulously researched guide to today’s best strategies and supports, readers will have the information they need to improve outcomes for people with autism and complex communication needs.Table of ContentsSeries Preface Series Editors and Editorial Advisory Board About the Editors About the Contributors Volume Preface Acknowledgments Part I: Overview Chapter 1 Characteristics of Individuals with Autism Spectrum Disorder Who Have Complex Communication NeedsRichard L. Simpson Chapter 2 Autism-Focused Assessment and Program PlanningCynthia A. Riccio and Christopher S. Prickett Part II: Overview of Evidence-Based Practices for Implementation with Individuals with Autism Spectrum Disorder and Complex Communication Needs Chapter 3 Overview of Evidence-Based Practices for Individuals with Autism Spectrum Disorder and Complex Communication NeedsJennifer B. Ganz, Ee Rea Hong, & Ching-Yi Liao Chapter 4 Overview of AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs Pat Mirenda Chapter 5 Considerations in Implementing Aided Low-Tech AAC Systems for Individuals with Autism Spectrum Disorder and Complex Communication NeedsJoe Reichle, Jessica Simacek, & Quannah Parker-McGowan Chapter 6 High-Tech Aided AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs Jessica G. Caron & Christine Holyfield Chapter 7 Functional Communication Training for Durable Behavior Change Jennifer McComas, David Wacker, Kelly Schieltz, Jessica Simacek, & Wendy K. Berg Part III: Evidence-Based Practices to Address Communication Chapter 8 Effective Strategies for Working with Young Children with Autism Spectrum Disorder and Complex Communication NeedsIlene S. Schwartz, Ariane Gauvreau, & Katy Bateman Chapter 9 Evidence-Based Methods for Teaching School-Aged Children and Youth with Autism Spectrum Disorder and Complex Communication NeedsBilly T. Ogletree, Amy Rose, & Georgia Hambrecht Chapter 10 Evidence-Based Practices for Adolescents and Adults with Autism Spectrum Disorder and Complex Communication NeedsErik W. Carter & Elizabeth E. Biggs Part IV: Evidence-Based Practices Implemented in Natural Contexts Chapter 11 Naturalistic Developmental Behavioral Interventions for Young Children with Autism Spectrum Disorder and Complex Communication NeedsKyle Sterrett & Connie Kasari Chapter 12 Parent- and Peer-Mediated Interventions for Children with Autism Spectrum Disorder and Complex Communication NeedsRose Mason & Stephanie Gerow Chapter 13 Visual and Environmental Supports for Learners with Autism Spectrum Disorder and Complex Communication NeedsJoanne M. Cafiero & Tabitha Jones-Wohleber Chapter 14 Conclusions and Future Research DirectionsJennifer B. Ganz & Richard L. Simpson Index

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Book SynopsisOne of the most respected and widely used autism interventions, Pivotal Response Treatment uses natural learning opportunities to modify key behaviors in children—leading to widespread positive effects on communication, behavior, and social skills. Now the pioneering experts behind PRT have created a comprehensive modern guide to this research-based approach, completely reworked and revised for today’s therapists, educators, and parents. Use the proven PRT approach to• advance children’s communication and language skills, even in extremely challenging cases • aid early identification and intervention• improve children’s motivation and performance in school • foster friendships with peers during play dates and other social interactions• increase positive behavior by combining functional assessment and self-management strategies • decrease disruptive behavior• help young adults make a smooth transition to college, career, and community lifeStrengthened with new research and more step-by-step guidance, this bestselling PRT guide is now reorganized to support children on their whole developmental trajectory, from infancy through adulthood. New and revised chapters cover critical topics (see sidebar), and the book’s down-to-earth, accessible style ensures that all readers can grasp PRT principles and apply them effectively. With this proven approach backed by more than 25 years of research, professionals and families will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement.

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Book SynopsisTo work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. The second edition of this bestselling textbook gives professionals the foundation they need to evaluate and compare today’s widely used interventions—and determine which ones will promote the best outcomes for the people they serve.The newest volume in the respected Communication and Language Intervention Series, this accessible text combines the expertise of more than 30 top autism authorities across multiple disciplines and specialties, including psychology, speech-language pathology, early intervention, special education, and AAC. Readers will get a thorough introduction to 14 evidence-based interventions, complete with key details on each intervention’s theoretical and empirical basis, components, practical requirements, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Twelve video clips (available for streaming) illustrate the interventions in action, and highly relevant learning activities prepare SLPs and other practitioners to make sound decisions in scenarios they’re likely to encounter in the field. WHAT’S NEW: New chapter on assessment for treatment planning and progress monitoring New chapter on language and communication strengths and challenges often seen in children with ASD New in-depth profiles of three interventions not covered in the last edition: the Early Start Denver Model, The SCERTS® Model, and Social Skills Interventions Videos to demonstrate the newly added interventions Updates to reflect the DSM-5, which includes significant changes to the definition of ASD and new diagnostic criteria More information on inclusive practices Expanded discussion on working with children from culturally and linguistically diverse backgrounds A sample syllabus that demonstrates how faculty can integrate this book into a course Helpful new supplementary resource, Case Studies of Autism Spectrum Disorder, available for purchase as a bundle with the textbook COVERS 14 INTERVENTIONS: Augmentative and Alternative Communication Strategies • The Early Start Denver Model (ESDM) • Discrete Trial Instruction • The Developmental, Individual-Difference, Relationship-Based (DIR) Model • Functional Communication Training • The JASPER Model • Enhanced Milieu Teaching • Early Social Interaction • Peer-Mediated Support Interventions • Pivotal Response Treatment • The SCERTS® Model • Social Skills Interventions • Social Stories™ • Video ModelingGET THE BUNDLE: Buy this textbook as a bundle with its new companion casebook, Case Studies for the Treatment of Autism Spectrum Disorder. Through 14 realistic cases, readers will explore the types of clinical challenges they may face, see what the experts would recommend, and get exercises to help them practice their decision-making skills.Table of Contents About the Videos Series Preface Editorial Advisory Board About the Editors About the Contributors Foreward    Tony Charman Acknowledgements Chapter 1    Introduction to the Treatment of Autism Spectrum Disorder (ASD)Patricia A. Prelock and Rebecca J. McCauley Chapter 2    Assessment for Treatment Planning and Progress Monitoring Rebecca J. McCauley, Allison Bean, and Patricia A. Prelock Chapter 3    Language and Communication in ASD: Implications for Intervention Ashley R. Brien and Patricia A. Prelock Chapter 4    Augmentative Alternative Communication Strategies: Manual Signs, Picture Communication, And Speech-Generating DevicesJane R. Wegner Chapter 5    The Early Start Denver Model (ESDM): Promoting Social Communication in Young Children With ASD Jill Howard and Geraldine Dawson Chapter 6    Discrete Trial Instruction Amanda Kazee, Susan M. Wilczynski, Maria Martino, Shawnna Sundberg, Molly Quinn, and Nicholas L. Mundell Chapter 7    The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with ASD Sima Gerber Chapter 8    Functional Communication Training: Treating Challenging Behavior V. Mark Durand and Lauren J. Moskowitz Chapter 9    The JASPER Model for Children with Autism: Improving Play, Social Communication, and Engagement Connie Kasari and Kyle Thomas Sterrett Chapter 10    Enhanced Milieu Teaching Ann P. Kaiser and Jodi K. Heidlage Chapter 11    Early Social Interaction Juliann J. Woods, Amy Wetherby, Abigail Delehanty, Shubha Kashinath, and Renee Daly Holland Chapter 12    Peer-Mediated Support Interventions for Students with ASD Erik W. Carter Chapter 13    Pivotal Response Treatment Lynn Kern Koegel, Kristen Strong, and Elizabeth Ponder Chapter 14    The SCERTS® Model: Social Communication, Emotional Regulation, and Transactional Supports Amy C. Laurent, Emily Rubin, and Barry M. Prizant Chapter 15    Social Skills Interventions Patricia A. Prelock and Ashley Brien Chapter 16    Social Stories Tiffany L. Hutchins Chapter 17    Video Modeling for Persons with ASD Tom Buggey Chapter 18    Future Directions Rebecca J. McCauley and Patricia A. Prelock Glossary Index

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Book Synopsis"They don't know me. They don't know what I'm capable of." Diagnosed with pervasive developmental disorder, a form of autism, as a toddler, Anthony Ianni wasn't expected to succeed in school or participate in sports, but he had other ideas. As a child, Ianni told anybody who would listen, including head coach Tom Izzo, that he would one day play for the Michigan State Spartans. Centered: Autism, Basketball, and One Athlete's Dreams is the firsthand account of a young man's social, academic, and athletic struggles and his determination to reach his goals. In this remarkable memoir, Ianni reflects on his experiences with both basketball and the autism spectrum. Centered, an inspirational sports story in the vein of Rudy, reveals Ianni to be unflinching in his honesty, generous in his gratitude, and gracious in his compassion.Sports fans will root for the underdog. Parents, teachers, and coaches will gain insight into the experience of an autistic child. And everyone will triumph in the achievements of Centered.Trade ReviewBoth authors did an amazing job in writing a book that is a definite resource for parents, students, schools, hospital workers and everyone to understand Autism Spectrum. -- Fran Lewis * Book Pleasures *If the general reader is deeply moved by Ianni's story, parents of autistic children, and the children themselves, will find Ianni's story a source of boundless, manifold inspiration. -- Alan Moores * Booklist (starred) *An exceptionally well written, inherently fascinating, impressively candid, memorable and inspiring memoir. Centered: Autism, Basketball, and One Athlete's Dreams is especially and unreservedly recommended, especially for community, college, and university library Contemporary American Biography collections. -- Able Greenspan * Midwest Book Review *Centered is both a captivating triumph of the human spirit and a testament to people behind the scenes who guided Ianni in his journey without a roadmap or manual for how to help him. -- Brenda Ortega * MEA Voice *Table of ContentsForeword, by Tom IzzoAcknowledgmentsPrologue: The Bres1. "We Are Okemos"2. The Diagnosis3. That Anthony Kid4. Talking to Nobody5. Pushing My Buttons6. Sports7. Grandpa Nick8. Hating to Lose9. On the Banks of the Red Cedar10. "Do Those Impressions"11. "We Want to Tell You a Story"12. AAU13. #4414. Family15. Instant Classic16. Committed17. On Campus18. The Streak19. Sophomore Slump20. Release21. Getting Back Up22. Sitting Out23. The Jersey24. "I'm Screwed Up"25. The Carl Vinson and the Garden26. The Big Ten27. Tournaments and Awards28. Commencing

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Book SynopsisMake leisure time fun for all children and adults with autism spectrum disorders.Meaningful leisure time should be a part of the day that all look forward to enjoying. For many, it can cause anxiety and fear.This book provides comprehensive, structured strategies introducing meaningful leisure time to ASD children and adults, which they can practice at home, school, and in the community. This book has a wealth of ASD information, including forms and charts that will help to assess sensory needs; select ageappropriate activities and assist in determining the level of interest in specific activities; 48 “Activity Cards” for going to the park, playing games, and many more!Trade ReviewThis book provides structured strategies to introduce meaningful leisure time to children and adults with an ASD that they can practice at home, in school, and in the community. It includes forms and charts to assess sensory need and select age-appropriate activities." - Autism Eye "This resource should be on the bookshelves of all who love or work with ASD children and adults. It’s a well-written, user-friendly guide full of structured strategies to make leisure time fun instead of anxiety-provoking. If you are the parent of an autistic child who requires your constant presence and you find even attending to your personal needs (like taking a shower) difficult, you will value the time when your child learns to enjoy activities to entertain himself safely with minimal supervision.This is a resource to be used again and again. It has practical and comprehensive information to increase the quality of life of autistics and their families by guiding them to find personally meaningful and satisfying leisure pursuits. Because of its importance to quality of life, leisure is being included more and more in individual support plans (ISPs), individualized educational plans (IEPs), and other formal plans for those with ASD."- Frienshipcircle.org, 5 Books for Those Supporting Individuals with Autism and Sensory IssuesTable of Contents Preface Contents of This Book Revisions and Additions in the Second Edition How to Use This Book Chapter 1: Leisure and Autism Spectrum Disorder Importance of Leisure Engagement Nature of Autism Spectrum Disorder Three Individuals Featured in this Book Pattern of Leisure Engagement Summary Chapter 2: Components of Leisure Development The Immediate Component The Exposure Component The Training Component Interrelationship of the Components of Leisure Development Summary Chapter 3: Leisure Assessment Interviews Direct Observation Surveys Recording Leisure Pattern and Skills Summary Chapter 4: The Immediate Component of Leisure Development Key Elements of the Immediate Component Meaningful Engagement During Unstructured Time Sensory Preferences and Special Interests Untaught Materials and Activities with Minimal Supervision Formative Assessment Summary Chapter 5: The Exposure Component of Leisure Development Key Elements of the Exposure Component Discovery of New Leisure Interests Guidelines for Activity Selection Repeated and Supported Exposure to New Activities Formative Assessment Summary Chapter 6: The Training Component of Leisure Development Key Elements of the Training Component Leisure Activities and Related Skills Development Guidelines for Prioritizing Activities Systematic Training Formative Assessment Summary Appendices: Forms, Charts & Activity Cards Appendix Contents Appendix A. Leisure Behavior & Activities Lists Appendix B. Blank Forms for Assessment Appendix C. Support and Training Strategies Appendix D. Activity Cards References

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Book SynopsisThe Special Needs SCHOOL Survival Guide is the handbook that will answer your questions about school accommodations, how to work with school personnel for government assisted programs, autism, Sensory Processing Disorder (SPD) in the classroom, learning disabilities, handwriting, ADHD, Individual Education Programs (IEPs), behavior, dysgraphia, and more! Cara's knowledge is quite in-depth as to how to acquire the necessities for your child's success by utilizing various government or school-based programs. This book contains easy to follow school activities. The Q & A format makes the book easy to read and understand. This book will prove to be a resource you will use frequently as your student with special needs progresses through school.Trade ReviewThis is one of those books that I wish I’d had seven years ago at the beginning of my autism journey. […] Chapters include information on IEPs, therapy, handwriting, fine motor skills, autism, sensory issues, behavior, attention/organizing, and learning disorders. […] I usually like to mention both pros and cons, but I honestly don’t have cons about this book. Even the price is reasonable. When considering price, I often like to compare the price to something else I could buy with that money, or what I would have to pay for services or classes to learn about that topic/get the help I need. Fifteen dollars is not much to spend to get an incredible amount of help for your child with special needs."— Jenny Herman, Encouraging Others in the Special Needs Trenches"Packed with ideas for all things school-related, this is the handbook that will answer your questions about school accommodations, working with school personnel for government-assisted programs, autism, sensory processing disorder (SPD), learning disabilities, ADHD, individual education programs (IEPs), behavioral concerns, fine motor delays, trouble with transitions, homework concerns, dyslexia, dysgraphia, and more.In her introduction, Koscinski explains that she hopes this book give readers a feeling of empowerment. She provides up-to-date and comprehensive information and a lot of strategies, always explaining the why behind each technique. This book is a resource you will refer to frequently as your student with special needs progresses through school or as new needs arise or behavior issues crop up."-FriendshipCircle.org, 5 Books for Those Supporting Individuals with Autism and Sensory IssuesTable of Contents Acknowledgements Introduction Chapter 1: IEP 101— What You Need to Know Chapter 2: Therapy in School Chapter 3: Handwriting Chapter 4: Fine Motor in the Classroom Chapter 5: Autism Spectrum Disorders Chapter 6: Sensory Processing Disorder in School Chapter 7: Behavior and Transitions Chapter 8: Attention Disorder and Organizing Chapter 9: Learning Disorders References

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