Autism
New Directions in Research and Education
Published on 22. October 2013
304 pages
978-1-4831-5338-4 (ISBN)
Description
Autism: New Directions in Research and Education presents the results of research on autism and the experiences of the families of autistic children, as well as the trials and tribulations of a psychologist working with an autistic child. The successes and failures of educational programs are discussed, followed by a detailed and helpful account on the value and limitations of a method of teaching language through simultaneous use of signs and speech. This monograph consists of 25 chapters and opens with an overview of the various behaviors likely to be exhibited by autistic persons, along with the theory of autism. It then considers a person's presentation about stuttering in relation to early infantile autism. An important point emphasized throughout this work is that an autistic child can be helped only if a serious attempt is made to see the world from his point of view, so that the adaptive function of much of his peculiar behavior can be understood in the context of his handicaps. The following chapters explore individual differences in the acquisition of sign language by severely communicatively-impaired children; the autistic child's disturbances of perception, speech, and language; and the nature and relevance of simultaneous communication with autistic children. This book should prove useful to clinicians, researchers, parents, teachers, and students.
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ForewordPrefaceAcknowledgmentsPart I-Autism: A Perspective Preliminary Comments 1. The Characteristics of Autism 2. Autism: A Search for a Perspective 3. Then There Was JoeyPart II-The Family Perspective Preliminary Comments 4. The Family Phenomenon 5. "The Runaround": How Parents View the Professional's View of Their Autistic Child 6. A Hope That Is Not Conditional 7. A Sibling's ViewPart III-Programs Preliminary Comments 8. Educating the Autistic Child: Some Ideas and Inspirations from the Misses Keller and Sullivan 9. Family Work: Some Case Examples and Implications for the Design of Family-Centered Programs 10. Where are They Now and How are They Faring? Follow-up of 51 Severely Handicapped Speech-Deficient Children Four Years after an Operant-Based Program 11. Kerry's Place: An Educational Program for Autistic Adolescents in a Rural SettingPart IV-Additional Notes on Programs for Autistic Children Preliminary Comments 12. A Negative Reaction to the Use of Electric Shock with Autistic Children: A Personal Note 13. How to Fail as Director of a Program for Autistic ChildrenPart V-Research Methodology and Experimentation Preliminary Comments 14. Comments on Research Strategy 15. Measuring and Promoting Social Activity in Children with Severe Communication Disorders 16. Some Experiments to Determine the Perceptual Capacities of Autistic Children 17. To What is the Autistic Person Responding: Notes on the Problem of Isolating the Sources of Behavioral ControlPart VI-Simultaneous Communication with Autistic Children: A New Approach Preliminary Comments 18. Gestures as a Means of Communication with an Autistic Boy: A Case Study 19. An Alternative to Speech Training: Simultaneous Communication 20. Individual Differences in the Acquisition of Sign Language by Severely Communicatively-Impaired Children 21. Teaching Sign Language: Some Practical AdvicePart VII-A Theory of Autism: Further Research Developments Preliminary Comments 22. The Perception and Processing of Information by Severely Dysfunctional Nonverbal Children: A Rationale for the Use of Gestural Communication 23. Autism and the Condon Effect: An Elaboration of the Evidence with Additional Hypotheses and Suggestions for Educational Programs 24. Further Research into the Nature and Relevance of Simultaneous Communication with Autistic Children 25. Simultaneous Communication: Work in ProgressBibliographyName IndexSubject IndexAbout the Contributors
