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978-1572305441

autism

Preface xi of public

Preface xi of public consciousness (although this was not always true throughout history) and are often seen to be in conflict. But this is a shortsighted view. Many now recognize that, with the developments in science in the last century, true science cannot be conducted without a vivid imagination. It is the imagination that is used to build models of what we know, a way of tying together the facts into a narrative that makes sense. In an interview sometime before he died, the writer Vladimir Nabokov (who was an expert on the classification of butterflies) said, “There is no science without fancy and no art without facts.” The goal of this book, therefore, is to supply the imagination that goes along with the science. This is more critical in autism perhaps than in other medical conditions since the ASDs are so mysterious, the behaviors seemingly so inexplicable. It takes a feat of imagination to leap across the boundary of our mind to the mind of the child with autism. If it takes imagination to understand, perhaps the best way to convey that is through the medium of stories and personal narrative. I am grateful to the families I have known for allowing me to use their stories— stories that unfolded in their telling over the last twenty years—in the hopes that others may benefit. These stories were inspired by their real experiences, but to protect confidentiality, I have obviously changed details, removed all identifying information, and obtained consent from people who might be identified. The generosity of families that care for children with ASD has never ceased to amaze me, and if this book does some good, then that is my true thanks. Is it too much to imagine a future where there are enough resources for children with ASD to receive timely and cost-effective services in hospitals, community agencies, and schools? A future where they are not marginalized but instead are valued and loved by all who care for them and teach them? If this book helps in a small way toward that future, I will have paid my debt to Marsha, who taught me “it’s all in the way you see things.”

Acknowledgments Acknowledgments Many people have hovered over my shoulder as I was hunched over the keyboard writing these chapters. My friends and colleagues in the Offord Centre for Child Studies gave me lots of encouragement and constructive criticism as I tried to present the scientific evidence. Much of what I have learned came from working with a gifted group of clinicians dedicated to implementing evidence-based service plans for children with autism spectrum disorders. Lorrie Cheevers, Sue Honeyman, Leslie France, Gary Tweedie, Jane Brander, Steven Fraser, Kathy Pierce, and Lorna Colli have all taught me an enormous amount about children with autism and how their families cope with the disorder. Their practical tips and advice on how to implement treatment programs into the busy schedules of parents’ lives was invaluable. I have also benefited enormously from other colleagues associated with the team, including Bill Mahoney, Jane Summers, and Jo-Ann Reitzel, who have shared with me their many insights and perspectives. I owe a great deal to my research collaborators, especially Susan Bryson and Lonnie Zwaigenbaum, with whom I have worked so productively over many years. I owe Susan a great deal for her insight, good humor, support, and constructive criticism over the roughly twenty years that we have worked together. Other research colleagues with whom I have benefited enormously include Jeremy Goldberg, Michel Maziade, Roberta Palmour, Marc-Andre Roy, Chantal Merette, Steve Scherer, Andrew Paterson, John Vincent, Isabel Smith, and Wendy Roberts. Jessica DeVilliers and Jonathan Fine provided me with much of the thinking in Chapter 6. It xii

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    82 A MIND APART ples of impairments

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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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