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autism

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Free ebooks ==> www.Ebook777.com www.Ebook777.com Bibliography 195 intervention for children with pervasive developmental disorder. American Journal of Mental Retardation, 105(4), 269–285. CHAPTER 10 Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavioral Analysis, 25(2), 265–280. Harrower, J. K, & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25(5), 762–784. Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423–446. Kasari, C., Freeman, S. F., Bauminger, N., & Alkin, M. C. (1999). Parental perspectives on inclusion: Effects of autism and Down syndrome. Journal of Autism and Developmental Disorders, 1999, 29(4), 297–305. Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31(2), 191–202. McDougle, C. J., Stigler, K. A., & Posey, D. J. (2003). Treatment of aggression in children and adolescents with autism and conduct disorder. Journal of Clinical Psychiatry, 4, 16–25. McGregor, E., & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2), 189–207. Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123–130. Roeyers, H. (1996). The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26(3), 303–320. Turnbull, H. R., III, Wilcox, B. L., & Stowe, M. J. (2002). A brief overview of special education law with a focus on autism. Journal of Autism and Developmental Disorders, 32(5), 479–493. Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25(5), 785–802. CHAPTER 11 Borges, J. L. (1967). A personal anthology. New York: Grove Weidenfeld. Chen, S. H., & Bernard-Opitz, G. (1993). Comparison of personal and computer-

196 Bibliography assisted instruction for children with autism. Mental Retardation, 31(6), 368–376. Ehlers, S., Nyden, A., Gillberg, C., Sandberg, A. D., Dahlgren, S. O., Hjelmquist, E., & Oden, A. (1997). Asperger syndrome, autism and attention disorders: A comparative study of cognitive profiles of 120 children. Journal of Child Psychology and Psychiatry, 38(2), 207–217. Goldstein, G., Beers, S. R., Siegel, D. J., & Minshew, N. J. (2001). A comparison of WAIS-R profiles in adults with high-functioning autism and differing subtypes of learning disability. Applied Neuropsychology, 8(3), 148–154. Goldstein, G., Siegel, D. J, & Minshew, N. J. (1995). Abstraction and problem solving in autism: Further categorization of the fundamental deficit. Archives in Clinical Neuropsychology, 10(4), 335. Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an intervactive multimedia computer program. Journal of Autism and Developmental Disorders, 25(5), 459–480. Joseph, R. M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social-communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 43(6), 807–821. Klin, A., Volkmar, F. R., Sparrow, S. S., Cicchetti, D. V., & Rourke, B. P. (1995). Validity and neuropsychological characterization of Asperger syndrome: Convergence with nonverbal learning disabilities syndrome. Journal of Child Psychology and Psychiatry, 36(7), 1127–1140. McDonald, B. C. (2002). Recent developments in the application of the nonverbal learning disabilities model. Current Psychiatry Reports, 4(5), 323–330. Minshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A dissociation between concept formation and concept identification. Neuropsychology, 16(3), 327–234. Minshew, N. J., Siegel, D. J., Goldstein, G., & Weldy, S. (1994). Verbal problem solving in high functioning autistic individuals. Archives in Clinical Neuropsychology, 9(1), 31–40. Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: teacher or computer instruction. Journal of Autism and Developmental Disorders, 30(4), 359–362. Szatmari, P., Tuff, L., Finlayson, M. A., & Bartolucci, G. (1990). Asperger’s syndrome and autism: Neurocognitive aspects. Journal of the American Academy of Child and Adolescent Psychiatry, 29(1), 130–136. Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 358(1430), 303–314. Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study. Autism, 6(1), 71–91.

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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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    22 A MIND APART When I finally comp

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    26 A MIND APART challenging behavio

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    32 A MIND APART the child participa

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    42 A MIND APART even if they do it

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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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    82 A MIND APART ples of impairments

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    86 A MIND APART generalize that bey

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    90 A MIND APART iety only increased

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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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    106 A MIND APART ment but still dem

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    110 A MIND APART When she first not

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    116 A MIND APART parents or grandpa

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    136 A MIND APART gies. Yet she felt

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    142 A MIND APART Neither do we know

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  • Page 215 and 216: 200 Resources Phone: 219-662-1311 F
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  • Page 219 and 220: Index Index ABA. See Applied behavi
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Autism Spectrum Disorders: Pervasive ... - New Avenues
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Developmental outcomes in young children with Autism and ...
A Journey with Autism - CARD USF - University of South Florida
Building Bridges: Dental Care for Patients with Autism - IneedCE.com
Children with Autism Spectrum Disorder A Guide for Eligibility ...
Therapies for Children With Autism Spectrum Disorders
Evidence-Based Practices for Children and Adolescents with Autism ...
a handbook for parents of children with autism spectrum disorders
Future of Autism Spectrum Disorders - Biochemistry 118
Mental Health Issues in Autism Spectrum Disorders - CHERI - The ...
Treatment Perspectives in Autistic Disorder
Building Bridges: Dental Care for Patients with Autism - IneedCE.com
DSM-5: The New Diagnostic Criteria For Autism Spectrum Disorders
Autism: A Neurologists View - University of Pittsburgh Department of ...
7th Annual International Meeting For Autism Research ... - Confex
Autism and Pervasive Developmental Disorders (Cambridge Child ...
Inherent Challenges of Autism Outcome Research - Health Systems ...
chester county handbook for parents of children with autism
New Zealand Autism Spectrum Disorder Guideline - Ministry of Health
Download Ohio's Parent Guide to ASD - Ohio Center for Autism and ...
Berry Powerpoin - Oklahoma Autism Network
persons with autism spectrum disorders - Aetapi
A Parent's Guide to Autism Spectrum Disorder - NIMH - National ...
Download the Journal (PDF) - Division on Autism and ...