3 months ago



Stephen 3 adults with

Stephen 3 adults with ASD live in a concrete world, palpable and immediate, a world without metaphors. Theirs is a world of detail and of infinite variety. It is a visual world built of images, not language. Feelings, emotions, and personal relationships do not have the same value for them as they do for us and for other, typical, children. It can be terrifying and confusing to live in such a world, and it is true that the opportunities for growth and development are often limiting. But the way these children perceive the world can change and transform the way we see the world and make it a more magical place, full of wonder and variety. Children with ASD can teach us about the infinite variety of sameness, and, in seeing their diversity, we realize that there is a sameness to us all. Once we appreciate this, our attempts to help children with ASD accommodate to our world can be more successful and perhaps accomplished without the loss of their special gifts. * * * Stephen has been interested in wasps for several years. This is not just a passing fancy or a hobby that he finds amusing or that fills in the time between episodes of his favorite TV shows. He is obsessed with wasps, passionate about them. He talks about them all the time, with his teachers, his parents, and grandparents, even with complete strangers. If people show little interest, he chatters on, unaware of the boredom or frustration experienced by his listener. In the summer, he only wants to go to the park or the garden center to chase wasps around the plants and bushes and try to catch them. If, for some reason, his parents cannot take him there, he becomes very upset. Of course it’s difficult for him to have a friend over to play since other children are afraid of wasps and do not want to be stung. Stephen has been bitten several times, but this in no way diminishes his enthusiasm. He catches wasps in a bottle and then releases them in his bedroom and enjoys watching them fly around the room, listening to the sound their legs make as they fly through the air, as I now learn. During winter, when the wasps go into hibernation, he spends hours in his room, poring over his collection of wasps encased in epoxy. At first Stephen’s parents were completely bewildered by his interest in wasps and not a little upset. After all, nine-year-old boys should be interested in sports, in toys that shoot and dart about. How could anybody find wasps enchanting? But now they find Stephen’s interest

4 A MIND APART charming. They too have acquired a detailed knowledge of the wasp’s habits and lifespan. The four of us sit and talk about wasps as if we are all entomologists attending some esoteric conference about the mating habits of the yellow jacket. Stephen’s disability has transformed us all; me for a moment, his parents for a lifetime. In many respects, Stephen’s story is quite typical for a child with autism. His parents first became concerned with his development when he reached age one and was not yet crawling. They also noticed that, compared to his older sister, Stephen was very clingy and could amuse himself for long periods of time by making humming noises. His parents took him to see a pediatrician, and this led to several assessments that finally, at age three, produced a diagnosis of autism. The time between that first visit to the pediatrician and the official diagnosis was very stressful for the family, and they became increasingly alarmed about Stephen’s development. Living without a diagnosis was very difficult. In such circumstances parents tend to blame themselves for their child’s delays in development, and these recriminations become ever more strident, as the time taken to arrive at an answer lengthens. When I saw him at three years, Stephen spoke a few words but used them only occasionally to label objects. More often, he would yell, cry, or protest. He did not compensate for his lack of speech by pointing at things, gesturing, or nodding and shaking his head to indicate “yes” or “no.” Although, for the most part, he seemed to be happy, he would not smile back at his parents when they smiled at him. When his father came home from work, Stephen would not run to the door to greet him but would jump up and down and flap his arms instead. He would not hug or kiss his parents and did not enjoy cuddling. He tolerated being held by them but generally did not reciprocate their affection. He would often run his hands through his mother’s hair and then sniff them. In general, he would not ask his parents to join his play activities and did not direct their attention to toys with which he was playing. If he hurt himself, he would not come for comfort and would not offer comfort to his older sister if he saw that she was crying. He loved to play with balls, though. He would spin them, throw them, bounce them off the ground, and line them up. He liked to carry a globe around with him all the time so that he could look through the hole from one end to the other. He also enjoyed watching water go down the toilet and playing with cars, but only if they went around in circles. He became particularly excited if the antennae wobbled. He also

  • Page 1 and 2: Free ebooks ==> ww
  • Page 3 and 4: This page intentionally left blank
  • Page 5 and 6: Free ebooks ==> To
  • Page 7 and 8: vi Contents Bibliography 189 Resour
  • Page 9 and 10: viii Preface understand him, what m
  • Page 11 and 12: x Preface clusively to diagnosing a
  • Page 13 and 14: Acknowledgments Acknowledgments Man
  • Page 15 and 16: xiv Acknowledgments times tortured
  • Page 17: 2 A MIND APART “Why do you like w
  • Page 21 and 22: 6 A MIND APART diacy and their magn
  • Page 23 and 24: 8 A MIND APART voice, and social ap
  • Page 25 and 26: 10 A MIND APART of the child. These
  • Page 27 and 28: 12 A MIND APART Over the years, the
  • Page 29 and 30: 14 A MIND APART Rett’s disorder i
  • Page 31 and 32: A Heather Mind Apart Chapter 2 Heat
  • Page 33 and 34: 18 A MIND APART trance and are take
  • Page 35 and 36: Free ebooks ==> ww
  • Page 37 and 38: 22 A MIND APART When I finally comp
  • Page 39 and 40: 24 A MIND APART around a different
  • Page 41 and 42: 26 A MIND APART challenging behavio
  • Page 43 and 44: 28 A MIND APART walks through the o
  • Page 45 and 46: Free ebooks ==> ww
  • Page 47 and 48: 32 A MIND APART the child participa
  • Page 49 and 50: 34 A MIND APART love sounds, and wh
  • Page 51 and 52: 36 A MIND APART from others. It’s
  • Page 53 and 54: 38 A MIND APART other people’s mi
  • Page 55 and 56: 40 A MIND APART means people with a
  • Page 57 and 58: 42 A MIND APART even if they do it
  • Page 59 and 60: A Zachary Mind Apart Chapter 4 Zach
  • Page 61 and 62: 46 A MIND APART about Uncle Jim?”
  • Page 63 and 64: 48 A MIND APART presumably because
  • Page 65 and 66: 50 A MIND APART avoid it as much as
  • Page 67 and 68: 52 A MIND APART orized the dates of
  • Page 69 and 70:

    54 A MIND APART ter, and grotesque

  • Page 71 and 72:

    56 A MIND APART The relationship be

  • Page 73 and 74:

    Free ebooks ==> ww

  • Page 75 and 76:

    60 A MIND APART The main reason for

  • Page 77 and 78:

    62 A MIND APART language or visual-

  • Page 79 and 80:

    64 A MIND APART simply too varied t

  • Page 81 and 82:

    66 A MIND APART For the most part,

  • Page 83 and 84:

    68 A MIND APART eyes and so does no

  • Page 85 and 86:

    70 A MIND APART the records of) as

  • Page 87 and 88:

    72 A MIND APART grandmother’s hou

  • Page 89 and 90:

    74 A MIND APART ture. She ran a suc

  • Page 91 and 92:

    76 A MIND APART iorally based appro

  • Page 93 and 94:

    78 A MIND APART and communication s

  • Page 95 and 96:

    Free ebooks ==> ww

  • Page 97 and 98:

    82 A MIND APART ples of impairments

  • Page 99 and 100:

    84 A MIND APART years of age. Once

  • Page 101 and 102:

    86 A MIND APART generalize that bey

  • Page 103 and 104:

    88 A MIND APART problems. Metaphors

  • Page 105 and 106:

    90 A MIND APART iety only increased

  • Page 107 and 108:

    92 A MIND APART on my part, I under

  • Page 109 and 110:

    94 A MIND APART about subways here

  • Page 111 and 112:

    A Teddy Mind Apart Chapter 7 Teddy

  • Page 113 and 114:

    98 A MIND APART Woodview Manor is m

  • Page 115 and 116:

    100 A MIND APART Santa’s knee. We

  • Page 117 and 118:

    102 A MIND APART of human relations

  • Page 119 and 120:

    104 A MIND APART in the face of ove

  • Page 121 and 122:

    106 A MIND APART ment but still dem

  • Page 123 and 124:

    108 A MIND APART I managed to conta

  • Page 125 and 126:

    110 A MIND APART When she first not

  • Page 127 and 128:

    112 A MIND APART pairment and impro

  • Page 129 and 130:

    A Sally, Mind Ann, Apart and Danny

  • Page 131 and 132:

    116 A MIND APART parents or grandpa

  • Page 133 and 134:

    118 A MIND APART this Website, thes

  • Page 135 and 136:

    120 A MIND APART I ask Joan and Dav

  • Page 137 and 138:

    122 A MIND APART ders). If there we

  • Page 139 and 140:

    124 A MIND APART but it’s likely

  • Page 141 and 142:

    126 A MIND APART the appearance of

  • Page 143 and 144:

    128 A MIND APART disorder, a very p

  • Page 145 and 146:

    130 A MIND APART to unravel these m

  • Page 147 and 148:

    132 A MIND APART may continue to se

  • Page 149 and 150:

    134 A MIND APART come to the appoin

  • Page 151 and 152:

    136 A MIND APART gies. Yet she felt

  • Page 153 and 154:

    138 A MIND APART more sensitive to

  • Page 155 and 156:

    140 A MIND APART communication ther

  • Page 157 and 158:

    142 A MIND APART Neither do we know

  • Page 159 and 160:

    144 A MIND APART The therapist woul

  • Page 161 and 162:

    146 A MIND APART would have to awai

  • Page 163 and 164:

    A Ernest Mind Apart Chapter 10 Erne

  • Page 165 and 166:

    150 A MIND APART him. But either he

  • Page 167 and 168:

    152 A MIND APART set that she would

  • Page 169 and 170:

    154 A MIND APART child with ASD, pa

  • Page 171 and 172:

    156 A MIND APART stances, become ap

  • Page 173 and 174:

    158 A MIND APART in class. That wou

  • Page 175 and 176:

    A Frankie Mind Apart Chapter 11 Fra

  • Page 177 and 178:

    162 A MIND APART and sailed straigh

  • Page 179 and 180:

    164 A MIND APART because a child ha

  • Page 181 and 182:

    166 A MIND APART moting more social

  • Page 183 and 184:

    168 A MIND APART Harry was original

  • Page 185 and 186:

    170 A MIND APART the result of the

  • Page 187 and 188:

    172 A MIND APART He gets such enjoy

  • Page 189 and 190:

    A Sophie Mind Apart Chapter 12 Soph

  • Page 191 and 192:

    176 A MIND APART were not particula

  • Page 193 and 194:

    178 A MIND APART It was at that mom

  • Page 195 and 196:

    180 A MIND APART and social interac

  • Page 197 and 198:

    182 A MIND APART She lacked the mot

  • Page 199 and 200:

    184 A MIND APART ble as well. The p

  • Page 201 and 202:

    186 A MIND APART smiled at her, not

  • Page 203 and 204:

    188 A MIND APART In a sense all chi

  • Page 205 and 206:

    190 Bibliography nal of the America

  • Page 207 and 208:

    192 Bibliography comparing theory o

  • Page 209 and 210:

    194 Bibliography tive behavior, and

  • Page 211 and 212:

    196 Bibliography assisted instructi

  • Page 213 and 214:

    This page intentionally left blank

  • Page 215 and 216:

    200 Resources Phone: 219-662-1311 F

  • Page 217 and 218:

    202 Resources NG7 2UH E-mail: help@

  • Page 219 and 220:

    Index Index ABA. See Applied behavi

  • Page 221 and 222:

    206 Index D Developmentally based i

  • Page 223 and 224:

    208 Index Research in AS and outcom

  • Page 225:

    Free ebooks ==> ww

New Zealand Autism Spectrum Disorder Guideline - Ministry of Health
Autism Spectrum Disorders: Pervasive ... - New Avenues
Autism Spectrum Disorders (ASD) - The Meadows Center for ...
"From Albert Einstein to Napoleon Dynamite: Diagnosing Autism ...
Reaching and Teaching Students with Autism Spectrum Disorders
Early Intervention for children with Autism Spectrum Disorder
Six New Things About Autism That Will Influence the Future
2003 DDS Autism Report - California Department of Developmental ...
A Parent's Guide to Autism Spectrum Disorder - NIMH - National ...
Autism in Appalachia: Management in the Mountains
Nursing of Autism Spectrum Disorder - Springer Publishing
Deafness and Autism BATOD 2013
The Autism Epidemic, Fact or Fiction? Insights from a Population ...
8th Annual International Meeting For Autism Research ... - Confex
Download the Journal (PDF) - Division on Autism and ...
How the Brain Thinks in Autism: Implications for Language Intervention
A Parent's Guide to Autism Spectrum Disorder - NIMH - National ...
Developmental outcomes in young children with Autism and ...
Education and Training in Autism and Developmental Disabilities
Education and Training in Autism and Developmental Disabilities
Mental Health Issues in Autism Spectrum Disorders - CHERI - The ...