Bibliography 191 Oe, K. (1986). Rouse up o young men of the new age. New York: Grove Press. Russell, J. (Ed.). (1997). Autism as an executive disorder. New York: Oxford University Press. Siegal, M., & Varley, R. (2002). Neural systems involved in “theory of mind.” Nature Reviews, Neuroscience, 3(6), 463–471. Tredgold, A. F. (1937). A text-book of mental deficiency. Baltimore: Wood. Wainwright-Sharp, J. A., & Bryson, S. E. (1993). Visual orienting deficits in highfunctioning people with autism. Journal of Autism and Developmental Disorders, 23(1), 1–13. CHAPTER 4 Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6), 553–567. CHAPTER 5 Baron-Cohen, S. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30(2), 285– 297. Baron-Cohen, S., Wheelwright, S., Hill J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42(2), 241–251. Carruthers, P., & Smith, P. K. (Eds.). (1996). Theories of theories of mind. Cambridge, UK: Cambridge University Press. Gerland, G., & Tate, J. (2003). A real person: Life on the outside. London: Souvenir Press. Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: a new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433. Rutherford, M. D., Baron-Cohen, S., & Wheelwright, S. (2002). Reading the mind in the voice: A study with normal adults and adults with Asperger syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 32(3), 189–194. Thiemann, K. S., & Goldstein, H. (2001). Social stories, written text cues and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34(4), 425–446. Williams, D. (1995). Somebody somewhere: Breaking free from the world of autism. New York: Three Rivers Press. Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses
192 Bibliography comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124(3), 283–307. Yirmiya, N., Solomonica-Levi, D., Shulman, C., & Pilowsky, T. (1996). Theory of mind abilities in individuals with autism, Down syndrome, and mental retardation of unknown etiology: The role of age and intelligence. Journal of Child Psychology and Psychiatry, 37(8), 1003–1013. CHAPTER 6 Bottini, G., Corcoran, R., Sterzi, R., Paulesu, E., Schenone, P., Scarpa, P., Frackowiak, R. S., & Frith C. D. (1994). The role of the right hemisphere in the interpretation of figurative aspects of language: A positron emission tomography activation study. Brain, 117, 1241–1253. Faust, M., & Weisper, S. (2000). Understanding metaphoric sentences in the two cerebral hemispheres. Brain and Cognition, 43(1–3), 186–191. Fine, J., Bartolucci, G., Ginsberg, G., & Szatmari P. (1991). The use of intonation to communicate in pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 32(5), 771–782. Fine, J., Bartolucci, G., Szatmari, P., & Ginsberg, G. (1994). Cohesive discourse in pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(3), 315–329. Frith, U., & Happe, F. (1994). Language and communication in autistic disorders. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 346(1315), 97–104. Goldstein, H. (2002). Communication intervention for children with autism: A review of treatment efficacy. Journal of Autism and Developmental Disorders, 32(5), 373–396. Happe, F. G. (1993). Communicative competence and theory of mind in autism: a test of relevance theory. Cognition, 48(2), 101–119. Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with functional communication. Journal of Autism and Developmental Disorders, 31(4), 385–98. Kircher, T. T., Brammer, M., Tous Andreu, N., Williams, S. C., & McGuire, P. K. (2001). Engagement of right temporal cortex during processing of linguistic context. Neuropsychologia, 39(8), 798–809. Koegel, L. K.(2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30(5), 383–391. Lord, C. (2000). Commentary: Achievements and future directions for intervention research in communication and autism spectrum disorders. Journal of Autism and Developmental Disorders, 30(5), 393–398. Loveland, K. A., & Tunali, B. (1991). Social scripts for conversational interactions
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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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138 A MIND APART more sensitive to
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