| |
| |
| 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? | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 Diferences | |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Matt's Story | |
| |
| |
| |
| Laura's Timeline | |
| |
| |
| |
| About Alex | |
| |
| |
| The Role of Teachers | |
| |
| |
| Chapter Summary | |
| |
| |
| Sources | |
| |
| |
| |
| The Assessment Process | |
| |
| |
| What is an Assessment? | |
| |
| |
| The Purpose of Assessment | |
| |
| |
| |
| The Assessment Cycle | |
| |
| |
| Components of a Comprehensive Assessment | |
| |
| |
| The Assessment Team | |
| |
| |
| Challenges in the Assessment Process for Professionals, Parents and Individuals | |
| |
| |
| Individualizing Assessments | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Types of Assessments and What They Measure | |
| |
| |
| Pinpointing Development | |
| |
| |
| Methods to Measure Skills and Report Results | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Sharing Information About People with ASD | |
| |
| |
| Confidentiality vs. Secrecy | |
| |
| |
| Issues About Diagnostic Labels | |
| |
| |
| Who Needs to Know About the Diagnosis? | |
| |
| |
| |
| Circle of Friends for Talking About ASD | |
| |
| |
| How Do We Tell Them? | |
| |
| |
| |
| Letter to Classmates and Their Families | |
| |
| |
| |
| What I Would Like You to Know | |
| |
| |
| |
| A Letter From Angie | |
| |
| |
| |
| A Letter From Trevor | |
| |
| |
| What About Resistance? | |
| |
| |
| 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 | |
| |
| |
| |
| 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 System | |
| |
| |
| |
| Autism: Components of Cause | |
| |
| |
| Biochemistry of the Brain | |
| |
| |
| Anatomy of the Brain | |
| |
| |
| Problems During Pregnancy and Birth | |
| |
| |
| Epidemiology | |
| |
| |
| Biomedical Theories of Cause | |
| |
| |
| Why a Theory of Cause May Cause Controversy | |
| |
| |
| Autoimmunity | |
| |
| |
| Viruses | |
| |
| |
| Mumps, Measles and Rubella Vaccine | |
| |
| |
| Heavy Metals, Including Mercury | |
| |
| |
| Diet, Nutrition and Digestion | |
| |
| |
| Is There a Cure? | |
| |
| |
| Evaluating Cures and Treatments: 12 Questions to Ask | |
| |
| |
| Cooperative Empowerment: Doing What Can Be Done Now | |
| |
| |
| Chapter Summary | |
| |
| |
| Sources | |
| |
| |
| Endnotes | |