By Linda J. Baker, Lawrence A. Welkowitz
Lately, progressively more teenagers and adults were clinically determined with Asperger's Syndrome, a neurological characterised via critical problems with social conversation. whereas super gifted of their parts of unique curiosity, many with the prognosis even have issues of coordination and sensory processing. execs and households fight to aid them functionality safely and utilize their detailed abilities.This readable and sensible booklet synthesizes the most recent wisdom approximately tips to accomplish that in a variety of contexts from early adolescence on. The authors contain psychologists, psychiatrists, detailed educators, an occupational therapist, a consultant in communique problems, and a attorney, with varied philosophies and techniques of intervention. They recommend numerous how you can aid people with Asperger's adapt to the "neurotypical" international, and to bridge the social chasms which can increase as they're built-in into faculties, businesses, and communities.Asperger's Syndrome: Intervening in colleges, Clinics, and groups constitutes an essential source for all those that search to enhance the lives of people with the syndrome.
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Additional info for Asperger's Syndrome: Intervening in Schools, Clinics, and Communities
These stories are a means of recording achievements as well as providing information on situations that require ToM abilities. Gray's original work on social stories has now been examined in several research studies and found to be remarkably effective in improving both understanding and social and emotional behavior in people with autism and Asperger's Syndrome. , 1995; Thiemann & Goldstein, 2001). However, although social stories are a remedial strategy that would be expected to improve ToM abilities, to date there have been no published studies that have examined whether and how social stories improve such abilities using the standard ToM tests.
Can we teach children with autism to understand emotions, belief, or pretence? Development and Psychopathology, 8, 345-365. 2. , & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95. Happe, F. (1994a). An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24,129-154.
I use some of the Strange Stories test in my diagnostic assessment of children and adults with Asperger's Syndrome. Stories such as this one can produce some interesting responses from children with Asperger's Syndrome. The reply to the question at the end of the story from children with Asperger's Syndrome can be "I don't know," but such children can also reply with plausible responses without an appreciation of why the child might tell a white lie. " I have also noted that some children with Asperger's Syndrome can provide the anticipated answer, such as "Not to hurt their feelings," which is evidence of advanced ToM abilities, but can take several seconds to cognitively determine why she said that, whereas normal children provide an almost instantaneous answer.
Asperger's Syndrome: Intervening in Schools, Clinics, and Communities by Linda J. Baker, Lawrence A. Welkowitz