Bibliography 193 in autism and Down syndrome. Journal of Autism and Developmental Disorders, 21(2), 177–186. CHAPTER 7 Kanner, L. (1971). Follow-up study of eleven autistic children originally reported in 1943. Journal of Autism and Child Schizopzhrenia, 1(2), 119–145. Kanner, L., Rodriguez, A., & Aschenden, B. (1972). How far can autistic children go in matters of social adaptation? Journal of Autism and Child Schizophrenia, 2(1), 9–33. Nordin, V., & Gillberg, C. (1998). The long-term course of autistic disorders: Update on follow-up studies. Acta Psychiatrica Scandinavica, 97(2), 99–108. CHAPTER 8 Carrey, N. J. (1995). Itard’s 1828 memoire on “Mutism caused by a lesion of the intellectual functions”: A historical analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 34(12), 1655–1661. Croen, L. A., Grether, J. K., Hoogstrate, J., & Selvin, S. (2002). The changing prevalence of autism in California. Journal of Autism and Developmental Disorders, 32(3), 207–215. Gurney, J. G., Fritz, M. S., Ness, K. K., Sievers, P., Newschaffer, C. J., & Shapiro, E. G. (2003). Analysis of prevalence trends of autism spectrum disorder in Minnesota. Archives of Pediatrics and Adolescent Medicine, 157(7), 622–627. Szatmari, P. (2003). The causes of autism spectrum disorders. British Medical Journal, 326(7382), 173–174. CHAPTER 9 Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed intensive interventions. Research in Developmental Disabilities, 22(6), 425– 447. Bondy, A. S., & Frost, L. A. (1998). The picture exchange communication system. Seminars in Speech and Language, 19(4), 373–388. Boyd, R. D., & Corley, M. J. (2001). Outcome survey of early intensive behavioural intervention for young children with autism in a community setting. Autism, 5(4), 430–441. Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communica-
194 Bibliography tive behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3), 213–231. Charman, T., Howlin, P., Aldred, C., Baird, G., Degli Espinosa, F., Diggle, T., Kovshoff, H., Law, J., Le Courteur, A., MacNiven, J., Magiati, I., Martin, N., McConachie, H., Peacock, S., Pickles, A., Randle, V., Slonims, V., & Wolke, D. (2003). Research into early intervention for children with autism and related disorders: Methodological and design issues. Autism, 7(2), 217–225. Diggle, T., McConachie, H. R., & Randle, V. R. (2003). Parent-mediated early intervention for young children with autism spectrum disorder. Cochrane Database of Systematic Reviews, (1)CD003496. Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., Swettenham, J., Berry, B., & Charman, T. (2002). A pilot randomized control trial of a parent training intervention for preschool children with autism: Preliminary findings and methodological challenges. European Child and Adolescent Psychiatry, 11(6), 266–272. Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four-to six-year follow-up. Journal of Autism and Developmental Disorders, 30(2), 137–142. Hastings, R. P., & Symes, M. D. (2002). Early intensive behavioural intervention for children with autism: Parental therapeutic self-efficacy. Research in Developmental Disabilities, 23(5), 332–341. Kravits, T. R., Kamps, D. M., Kemmerer, K., & Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the Picture Exchange Communication System. Journal of Autism and Developmental Disorders, 32(3), 225–230. Lauchey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183–193. McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational interventions and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372. Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160. Salt, J., Sellars, V., Shemilt, J., Boyd, S., Couson, T., & McCool, S. (2001). The Scottish Centre for Autism preschool treatment programme. I: A developmental approach to early intervention. Autism, 5(4), 362–373. Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioural treatment of young children with autism. Journal of Autism and Developmental Disorders, 28(1), 15–23. Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early
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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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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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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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116 A MIND APART parents or grandpa
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118 A MIND APART this Website, thes
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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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