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Free ebooks ==> Preface ix thought she was a terrible mother who spoiled her child. Greater understanding of these disruptive and perplexing behaviors is possible once we can see the world through the child’s eyes. That perspective can lead to a better and more respectful approach to treatment and eventually to a better outcome in the future. Without a name for their child’s baffling behavior, parents fear the unknown and look ahead with dread and apprehension. But truly understanding the disease, the illness and the predicaments of the child with an ASD, will go a long way toward fending off the despair that many families experience, particularly at the beginning of their journey as they seek a diagnosis and embark on a treatment plan. Coming to understand a child with autism or Asperger syndrome means learning that a behavior interpreted one way, based on our intuition and experience with human nature, must instead be viewed in an entirely different way, as a product of the different thought processes that are characteristic of these children. This book is structured as a collection of clinical tales that illustrates imaginatively the lives of children with autism and Asperger syndrome. You may recognize in them some of the confusing behaviors you see in your own child. You may also recognize, in the parents depicted, some of the experiences that your own family has gone through in trying to obtain information about diagnosis, outcome, and treatment. This book is an attempt to lay out the foundations for understanding the minds of children with ASDs—how they think, how they perceive things, what they can and can’t do as a result. Its goal is also to change the way we “see” these children. My hope is that by reading this book, parents—and others who work with these children, in schools and elsewhere—will also arrive at the understanding that Marsha developed over time, but do so at an earlier stage. For, in the end, perhaps the most powerful treatment we have at our disposal is knowledge, knowledge that clears away misunderstanding, restores hope and a sense of control over one’s destiny. I hope it will become possible to develop a stronger bond with your child, as well as help him or her reach for the best chance at a happy life. Coming to understand the way the child thinks and feels and how that translates to often baffling, sometimes disturbing behavior will do away with the many obstacles that appear to stand in the way of both rewarding parent–child relationships and effective interventions. Then children with ASD become children just like other, more typical children. My clinical practice over the last twenty years has been devoted ex-

x Preface clusively to diagnosing and assessing children with ASD and to helping parents, teachers, and the children themselves cope, come to terms with, and sometimes even celebrate, the predicaments associated with ASD. My frustration at not knowing enough has also encouraged me to do research into the causes of autism, into what Asperger syndrome looks like, how it differs from autism, and how children with ASD change over time through adolescence and into adulthood. I have seen some individuals with ASD become mature and articulate adults and have seen others struggle with significant and heart-wrenching difficulties. When I look back over those twenty years and try to single out the most important ingredient associated with a successful outcome, I come back, time and again, to the importance of having a family or a teacher understand what it’s like to be inside the mind of a child with ASD. For understanding leads to a sense of empathy with the child, and that leads to the development of a special relationship without which any intervention program is bound to fail. To feel this empathy, parents need a passport to that foreign country of “a mind apart”; they need a code book to understand the puzzling and contradictory language of their child. Realizing that one’s child has autism or Asperger syndrome or pervasive developmental disorder not otherwise specified (PDDNOS) forces a confrontation with the apparent cruelty of biology and the loss of the perfect child, a dream shared by all prospective parents. That inevitably leads to grief, unhappiness, and a sense of anxiety about the future. Coming to terms with this grief is possible, however, and, in my experience, involves seeing the world as their child experiences it, a process that can take many years. The confusion and pain parents feel at first (and intermittently thereafter) is the result of not understanding this experience and its changing manifestations. I hope this book will change that. It takes an imaginative leap to understand children with ASD, which is why the clinical tales I have told are presented imaginatively. That does not mean, however, that the information embedded in the tales is not “evidence-based.” The stories, in fact, are used to illustrate what science has been able to tell us about autism and Asperger syndrome according to the “best available evidence.” These tales are not meant to be evidence, as are the so-called case histories that now have a bad reputation in the biomedical literature, but to communicate the evidence in a valid and accurate way. Using imagination to explain science may seem like a contradiction in terms. Science and the imagination are, after all, at the opposite ends

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    46 A MIND APART about Uncle Jim?”

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    48 A MIND APART presumably because

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    50 A MIND APART avoid it as much as

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    52 A MIND APART orized the dates of

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    54 A MIND APART ter, and grotesque

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    56 A MIND APART The relationship be

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    60 A MIND APART The main reason for

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    62 A MIND APART language or visual-

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    64 A MIND APART simply too varied t

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    66 A MIND APART For the most part,

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    68 A MIND APART eyes and so does no

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    70 A MIND APART the records of) as

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    72 A MIND APART grandmother’s hou

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    74 A MIND APART ture. She ran a suc

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    76 A MIND APART iorally based appro

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    78 A MIND APART and communication s

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    82 A MIND APART ples of impairments

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    84 A MIND APART years of age. Once

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    86 A MIND APART generalize that bey

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    88 A MIND APART problems. Metaphors

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    90 A MIND APART iety only increased

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    92 A MIND APART on my part, I under

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    94 A MIND APART about subways here

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    A Teddy Mind Apart Chapter 7 Teddy

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    98 A MIND APART Woodview Manor is m

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    100 A MIND APART Santa’s knee. We

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    102 A MIND APART of human relations

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    104 A MIND APART in the face of ove

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    106 A MIND APART ment but still dem

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    108 A MIND APART I managed to conta

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    110 A MIND APART When she first not

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    112 A MIND APART pairment and impro

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    A Sally, Mind Ann, Apart and Danny

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    116 A MIND APART parents or grandpa

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    118 A MIND APART this Website, thes

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    120 A MIND APART I ask Joan and Dav

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    122 A MIND APART ders). If there we

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    124 A MIND APART but it’s likely

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    126 A MIND APART the appearance of

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    128 A MIND APART disorder, a very p

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    130 A MIND APART to unravel these m

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    132 A MIND APART may continue to se

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    134 A MIND APART come to the appoin

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    136 A MIND APART gies. Yet she felt

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    138 A MIND APART more sensitive to

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    140 A MIND APART communication ther

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    142 A MIND APART Neither do we know

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    144 A MIND APART The therapist woul

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    146 A MIND APART would have to awai

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    A Ernest Mind Apart Chapter 10 Erne

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    150 A MIND APART him. But either he

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    152 A MIND APART set that she would

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    154 A MIND APART child with ASD, pa

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    156 A MIND APART stances, become ap

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    158 A MIND APART in class. That wou

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    A Frankie Mind Apart Chapter 11 Fra

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    162 A MIND APART and sailed straigh

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    164 A MIND APART because a child ha

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    166 A MIND APART moting more social

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    168 A MIND APART Harry was original

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    170 A MIND APART the result of the

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    172 A MIND APART He gets such enjoy

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    A Sophie Mind Apart Chapter 12 Soph

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    176 A MIND APART were not particula

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    178 A MIND APART It was at that mom

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    180 A MIND APART and social interac

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    182 A MIND APART She lacked the mot

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    184 A MIND APART ble as well. The p

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    186 A MIND APART smiled at her, not

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    188 A MIND APART In a sense all chi

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    190 Bibliography nal of the America

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    192 Bibliography comparing theory o

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    194 Bibliography tive behavior, and

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    196 Bibliography assisted instructi

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    200 Resources Phone: 219-662-1311 F

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    202 Resources NG7 2UH E-mail: help@

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    Index Index ABA. See Applied behavi

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    206 Index D Developmentally based i

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    208 Index Research in AS and outcom

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