Bibliography Bibliography CHAPTER 1 American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington: American Psychiatric Association. Chakrabarti, S., & Fombonne, E. (2001). Pervasive developmental disorders in preschool children. Journal of the American Medical Association, 285, 3093– 3099. Kanner, L. (1973). Childhood psychosis: Initial studies and new insights. Washington, DC: Winston. Kolvin, I., Ounsted, C., & Roth, M. (1971). Studies in the childhood psychoses. V. Cerebral dysfunction and childhood psychoses. British Journal of Psychiatry, 118(545), 407–414. Mahoney, W. J., Szatmari, P., MacLean, J. E., Bryson, S. E., Bartolucci, G., Walter, S. D., Jones, M. B., & Zwaigenbaum, L. (1998). Reliability and accuracy of differentiating pervasive developmental disorder subtypes. Journal of the American Academy of Child and Adolescent Psychiatry, 37(3), 278–285. Rutter, M. (1968). Concepts of autism: A review of research. Journal of Child Psychology and Psychiatry, 9(1), 1–25. Sontag, S. (1990). Illness as metaphor and AIDS and its metaphor. New York: Doubleday. Szatmari, P., Archer, L., Fisman, S., Streiner, D. L., & Wilson, F. (1995). Asperger’s syndrome and autism: Differences in behavior, cognition and adaptive functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 34(12), 1662–1671. Szatmari, P., Bryson, S. E., Streiner, D. L., Wilson, F., Archer, L., & Ryers, C. (2000). Two-year outcome of preschool children with autism or Asperger’s syndrome. American Journal of Psychiatry, 157(12), 1980–1987. Tanguay, P. E. (2000). Pervasive developmental disorders: A 10-year review. Jour- 189
190 Bibliography nal of the American Academy of Child and Adolescent Psychiatry, 39(9), 1079– 1095. Wing, L. (1988). The continuum of autistic characteristics. In E. Schopler & G. B. Mesibov (Eds.), Diagnosis and assessment in autism (pp. 91–110). New York: Plenum Press. CHAPTER 2 Barron, J., & Barron, S. (1992). There’s a boy in here. New York: Simon & Schuster. Chin, H. Y., & Bernard-Opitz, V. (2000). Teaching conversational skills to children with autism: Effect on the development of a theory of mind. Journal of Autism and Developmental Disorders, 30(6), 569–583. Happe, F. (1999). Autism: Cognitive deficit or cognitive style? Trends in Cognitive Science, 3(6), 216–222. Kephart, B. (1998). A slant of sun: One child’s courage. New York: Norton. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press. CHAPTER 3 Baron-Cohen, S., Ring, H. A., Bullmore, E. T., Wheelwright, S., Ashwin, C., & Williams, S. C. (2000). The amygdala theory of autism. Neuroscience and Behavioural Reviews, 24, 355–364. Brian, J. A., Tipper, S. P., Weaver, B., & Bryson, S. E.(2003). Inhibitory mechanisms in autism spectrum disorders: Typical selective inhibition of location versus facilitated perceptual processing. Journal of Child Psychology and Psychiatry, 44(4), 552–560. Frith, U. (1996). Cognitive explanations of autism. Acta Paediatrica Supplement, 416, 63–68. Happe, F., & Frith, U. (1996). The neuropsychology of autism. Brain, 119(Pt. 4), 1377–1400. Hermelin, B., Pring, L., & Heavey, L. (1994). Visual and motor functions in graphically gifted savants. Psychological Medicine, 24(3), 673–680. Hollander, E. (1998). Treatment of obsessive-compulsive spectrum disorders with SSRIs. British Journal of Psychiatry (Suppl. 35), 7–12. Jolliffe, T., & Baron-Cohen, S. (1997). Are people with autism and Asperger syndrome faster than normal on the Embedded Figures Test? Journal of Child Psychology and Psychiatry, 38(5), 527–534. McDougle, C. J., Naylor, S. T., Cohen, D. J., Volkmar, F. R., Heninger, G. R., & Price, L. H. (1996). A double-blind, placebo-conrolled study of fluvoxamine in adults with autism disorder. Archives of General Psychiatry, 53(11), 1001– 1008.
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vi Contents Bibliography 189 Resour
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viii Preface understand him, what m
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x Preface clusively to diagnosing a
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Acknowledgments Acknowledgments Man
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xiv Acknowledgments times tortured
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2 A MIND APART “Why do you like w
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4 A MIND APART charming. They too h
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6 A MIND APART diacy and their magn
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8 A MIND APART voice, and social ap
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10 A MIND APART of the child. These
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12 A MIND APART Over the years, the
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14 A MIND APART Rett’s disorder i
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A Heather Mind Apart Chapter 2 Heat
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18 A MIND APART trance and are take
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22 A MIND APART When I finally comp
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24 A MIND APART around a different
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26 A MIND APART challenging behavio
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28 A MIND APART walks through the o
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32 A MIND APART the child participa
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34 A MIND APART love sounds, and wh
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36 A MIND APART from others. It’s
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38 A MIND APART other people’s mi
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40 A MIND APART means people with a
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42 A MIND APART even if they do it
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A Zachary Mind Apart Chapter 4 Zach
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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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- Page 215 and 216: 200 Resources Phone: 219-662-1311 F
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