Growing up with autism : working with school-age children by Robin L. Gabriels PsyD, Dina E. Hill PhD

By Robin L. Gabriels PsyD, Dina E. Hill PhD

Individuals with autism and their caregivers face designated demanding situations in later adolescence and early life. This quantity interprets study at the wishes of this inhabitants into useful innovations for clinicians and educators. The e-book positive aspects vibrant case examples and an in-depth, reproducible evaluation shape. available advice and hands-on feedback are supplied for assisting confident habit, conversation, and social talents; coping with matters on the topic of psychological and actual wellbeing and fitness and sexuality; supporting households entry providers and navigate the criminal method; and optimizing the tutorial and transition making plans process.

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Bernstein, D. P. (1991). Development of neuropharmacologically based behavioral assessments of impulsive aggressive behavior. Journal of Neuropsychiatry and Clinical Neurosciences, 3(2), S44–S51. Coccaro, E. , & Kavoussi, R. J. (1997). Fluoxetine and impulsive aggressive behavior in personality-disordered subjects. Archives of General Psychiatry, 54, 1081–1088. Colman, R. , & Freeman, B. J. (1976). The effects of fluorescent and incandescent illumination upon repetitive behaviors in Behavioral and Emotional Issues 21 autistic children.

Van Bourgondien, M. E. (2002). Prevalence and patterns of use of psychoactive medicines in individuals with autism in the Autism Society of North Carolina. Journal of Child and Adolescent Psychopharmacology, 12(4), 311–321. , et al. (1989). Autism diagnostic interview: A standardized investigator-based instrument. Journal of Autism and Developmental Disorders, 19(3), 363–387. 24 THE INDIVIDUAL WITH AUTISM Lewis, M. , & Bodfish, J. W. (1998). Repetitive behavior disorders in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4(2), 80–89.

Although children with autism share the core symptoms of impaired social skills, delayed, disordered language, and stereotyped behaviors and isolated areas of interest, they are a heterogeneous group both etiologically and clinically (Kanner, 1943, 1949). These children can present with a broad range of cognitive and functional skills, behavioral disorders, unusual talents, and neurodevelopmental trajectories. Interventions that prove effective for one child may be ineffective for another. Some children with autism will be symptomatic almost from birth, while others may not show signs of developmental disturbances until well into the second year of life.

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