This extremely comprehensive book goes step-by-step through the symptoms, definitions, assessments, and diagnoses of autism spectrum disorders (ASDs). The authors describe ASDs in terms of the parents, teachers, the school system, medical professionals, adult service providers, and private agencies involved. In addition to revealing what parents and professional can expect, this book also provides practical strategies to improve the assessment process and help the child or adult deal with the stress of the evaluations. Finally, they tackle the controversial issues surrounding the causes of ASD and available treatment options.
Binding: Paperback
Pages: 486
Barbara Thompson Doyle, MS, is a special education professional with over thirty years of experience in developmental disability services. A consultant in private practice, she is well known and respected for her practical and positive approaches to addressing the needs of children and adults with disabilities. As an enthusiastic lecturer, teacher and trainer, Ms. Doyle travels extensively to bring her holistic, humane and effective approaches to others. Ms. Doyle is "Aunt Barbara" to Tom Iland, who has an autism spectrum disorder (ASD).
Emily Doyle Iland, BA, is Barbara's sister and mother to Tom, Lisa and Danny. She has helped herself and her family understand autism spectrum disorder and is paving a path to support her son in educational and social settings. She advocates for professionals, families and children, sharing her knowledge and experiences to support and inspire others. Emily is working on a variety of projects and is the California representative for the University of Minnesota’s Yes I Can Program for Social Inclusion.
Dedication
Disclaimer
Introduction
About the authors
Introduction from Emily
Introduction from Barbara
Purpose of the book
Terms used
Who this book is intended to help
Who should read this book?
Chapter One: Understanding Autism Spectrum Disorders (ASD)
The Diagnostic Process
Pervasive Developmental Disorder (PDD): the Umbrella Category
PDD and ASD Overlap and Are Often Used Interchangeably
Discussion of the Term "ASD"
Characteristics of ASD
Range of Effects
Table 1.1, The Range of Effects in ASD
Common Misperceptions About ASD
Implications of ASD
Learning Strengths and Areas of Difficulty of People with ASD
Chapter Summary
Chapter Two: Considerations in the Diagnosis of ASD
Recognizing the Need to Get a Professional Opinion
Making the Connection with ASD
Difficulty and Differences Using Diagnostic Terms
Differential Diagnosis
Barriers to Accurate Diagnosis: Not Recognizing Autism
ASD, By Many Other Names
"Labels" Within ASD
What Difference the Diagnosis Makes
Diagnostic Criteria, Explained
Autistic Disorder
Pervasive Developmental Disorder
Asperger Syndrome (AS)
AS and High Functioning Autism (HFA): Same or Different?
ASD and ADD Similarities
ASD and ADD Differences
Autism Spectrum Disorder (ASD) and
Attention Deficit Disorder (ADD)?
Questions to Ask
ADHD Criteria
ASD and Hyperlexia
ASD, Semantic Pragmatic Disorder and
Nonverbal Learning Disorder
Autism Spectrum Disorder and Cognitive Disabilities
Chapter Summary
Sources
Chapter Three: Beginning the Process of Assessment and Diagnosis
Options in Diagnosis: Who Can Diagnose
The Role of the School System
The Role of the Parent
The Role of Adult Service Providers and Agencies
Options for Adults Referring Themselves for Diagnosis
Emotions and the Assessment Process
How Parents Can Help Professionals with the Diagnostic Process
Preparing a Written Personal History
Adults Piece the Puzzle Together
What to Include in the Developmental History
3.1 Matt’s Story
3.2 Laura’s Timeline
3.3 About Alex
The Role of Teachers
Chapter Summary
Sources
Chapter Four: The Assessment Process
What is an Assessment?
The Purpose of Assessment
4.1, The Assessment Cycle
Components of a Comprehensive Assessment
The Assessment Team
Challenges in the Assessment Process for Professionals, Parents and Individuals
Individualizing Assessments
4.2, Parent and Professional Collaboration for Optimal Assessments
Practical Strategies to Improve the Assessment Process
Unusual, but Important Considerations
Home Visits to Help the Assessment Process
Helping the Child or Adult Cope with the Stress of Evaluations
Qualifications of Professionals Doing Assessments
Chapter Summary
Chapter Five: Types of Assessments and What They Measure
Pinpointing Development
Methods to Measure Skills and Report Results
5.1 Reporting of Test Scores
Duplication that Should be Avoided
Areas of Assessment
Psychiatric or Neurological
Medical
Educational and Psycho-Educational
Speech and Language/Communication
Social Skills
Functional Behavioral Analysis
Occupational Therapy/Sensory Integration
Adaptive Physical Education
Audiology
Auditory Processing
Vision
Visual Processing
Assistive Technology
Chapter Summary
Sources
Chapter Six: Differences in Opinion and Diagnosis
Why Disagreement Can Arise
Steps to Take if There is Disagreement
What to Do if a Different Diagnosis is Reached and You Don’t Think it is Correct?
Changing Diagnosis for and Adult
Chapter Summary
Chapter Seven: Reacting to the Diagnosis
Parents Receive the News
Emotional Responses
Positive Reactions
What Parents and Staff Can Do
Getting a Diagnosis as an Adult
The Reactions of Teens to the Diagnosis
The Reactions of Children Learning of Their Diagnosis
The Reactions of Other Family Members
The Reactions of Teachers and Staff
Chapter Summary
Chapter Eight: Supporting the Family of a Person with ASD
Emotional Issues and Needs of the Family
Partner or Marriage Issues
Sibling Issues
Services and Supports to Help Families Cope
Support Groups Respite
Supports Across Environments
Support Through the Lifespan
Practical Steps to Prepare for the Future, Starting Now
How Professionals and Staff Can Be Supportive
Training and Information for Parents and Staff
Staff and Parents Learning Together
Becoming Politically Proactive
Chapter Summary
Chapter Nine: Sharing Information About People with ASD
Confidentiality vs. Secrecy
Issues About Diagnostic Labels
Who Needs to Know About the Diagnosis?
9.1 Circle of Friends for Talking About ASD
How Do We Tell Them?
9.2 Letter to Classmates and Their Families
9.3 What I Would Like You to Know
9.4 A Letter From Angie
9.5 A Letter From Trevor
What About Resistance?
X AUTISM SPECTRUM DISORDERS from A-Z
Telling the Child, Teen or Adult About ASD
Need for Awareness and Self-advocacy
The "Chats:" One Way to Talk to Children
Parent and Professional Collaboration
Two Ways to Explain to Typical Peers or Siblings
Chapter Summary
Chapter Ten: Cause and Cure
Theories About the Cause of ASD
Challenges to Researchers
Occurrence of Autism: Is Autism on the Rise?
The Medical Model
The Genetic Component
Neurology: Understanding the Brain and Central Nervous Sys
