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“Asperger Syndrome is likely to be a standard reference for educators, occupational and speech therapists, school and testing psychologists, psychiatric nurses, and psychiatrists for many years to come.”

—Journal of Clinical Psychiatry


“This is a well-written, comprehensive, well-documented, and referenced text. It is edited by individuals with much experience in this area….This book will serve as an excellent resource for any graduate program focusing on developmental disabilities and autism. It is recommended reading for anyone dealing with AS, HFA, and ASD.”

—Child and Family Behavior Therapy


“For those who seek to support the many individuals who have received a diagnosis of Asperger syndrome (AS), this comprehensive book provides a much-needed road map. Written by foremost experts in the field, it offers both scientific and clinical perspectives, with topics ranging from genetics and brain function to social skills training. Clinicians and researchers will find this book useful for making informed decisions about treatment options and for guiding future research.”

—Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University


“The second edition of this valued, well-known book is as good as the first. It offers a perfect balance between clinically relevant, highly useful information and cutting-edge research into the biology and phenomenology of AS. Chapters on neuropsychological characteristics, communication, lifespan development, and behavioral and pharmacological treatments will be especially useful to the practitioner. Each chapter is written by an expert in the field who has contributed to current knowledge. Although the focus is AS, clinicians will find that nearly all of the content also applies to individuals with high-functioning autism. I look forward to using this book as a text with my neuropsychology and child clinical trainees and as a reference in my clinical practice.”

—Deborah Fein, PhD, UConn Board of Trustees Distinguished Professor, Departments of Psychology and Pediatrics, University of Connecticut


“This book is a staple for the professional who is working in any capacity with individuals who have AS. The first edition was critical in helping the autism and mental health communities understand what was then a relatively new concept, so having this comprehensive update is a real treat for practitioners and researchers. As the recognition of AS has increased, so too have our questions about how best to meet the service and educational needs of individuals and their families, and this volume effectively captures the evolution of the field. Seasoned practitioners and graduate students alike will find refreshing clarity in the overview of issues related to shifts in the diagnostic classification of AS. My copy of the second edition is sure to get as dog-eared and tattered as the first!”

—Valerie L. Gaus, PhD, private practice, Huntington, New York


“Since the first edition was published, there have been quantum leaps in how spectrum diagnoses are formed, processed, received, and treated. Bravo to the editors and the contributing authors of this volume, who have succeeded in giving this essential guide a true update. The book has deep range, is clearly written, and has been authored by clinical professionals and academics who are some of the best in the field. A tremendous accomplishment.”

—Michael John Carley; Founder, GRASP (Global and Regional Asperger Syndrome Partnership); author of Asperger's from the Inside Out


“This greatly anticipated second edition remains the most comprehensive work on AS. It contains current information on diagnosis and treatment of high-functioning autism spectrum disorders, written by international experts in the field. The change in nosology of AS in DSM-5 is addressed. Of special significance is the new chapter on the transition to higher education, as most of the work published to date has focused on younger children. This important volume should be in the resource library of all autism professionals, and will also be of interest to parents.”

—Lori S. Shery, President and Founder, ASPEN® (asperger Autism SPectrum Education Network)

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Table of Contents

1. Asperger Syndrome: An Overview, Fred R. Volkmar, Ami Klin, and James McPartland

2. Evidence-Based Assessment of Asperger Syndrome: A Selective Review of Screening and Diagnostic Instruments, Jonathan M. Campbell, Carrah L. James, and Sarah F. Vess

3. Neuropsychological Characteristics of Asperger Syndrome, Katherine D. Tsatsanis

4. Communication in Asperger Syndrome, Rhea Paul, Rebecca Landa, and Elizabeth Simmons

5. Treatment and Intervention Guidelines for Asperger Syndrome, Fred R. Volkmar, Ami Klin, and James McPartland

6. Addressing Social Communication in Asperger Syndrome: Implementing Individualized Supports across Social Partners and Contexts, Emily Rubin

7. Behavioral Treatments for Asperger Syndrome, Brenda Smith Myles, Kai-Chien Tien, Hyo Jung Lee, Yu-Chi Chou, and Sheila M. Smith

8. Frameworks for Behavioral Interventions to Improve Peer Relationships and the Management of Emotions in Asperger Syndrome, Tony Attwood

9. Psychopharmacological Treatment of Asperger Syndrome, Alexander Westphal, Dana Kober, Avery Voos, and Fred R. Volkmar

10. Asperger Syndrome in Adolescence and Adulthood, Michael D. Powers and James W. Loomis

11. Transition to Higher Education for Students with Autism Spectrum Disorder, Jane Thierfeld Brown and Lorraine Wolf

12. Asperger Syndrome and Forensic Issues, Marc Woodbury-Smith

13. Social Brain Function and Its Development: New Insights into Autism Spectrum Disorders, Kevin A. Pelphrey, Brent C. Vander Wyk, Sarah Shultz, and Caitlin M. Hudac

14. Genetics of Asperger Syndrome, Susan E. Folstein

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About the Editors

James C. McPartland, PhD, is Assistant Professor, Director of the Developmental Disabilities Clinic, and Associate Director of the Developmental Electrophysiology Laboratory at the Yale Child Study Center, Yale University School of Medicine. Dr. McPartland's research focuses on the clinical neuroscience of autism spectrum disorders from infancy through adulthood. He is a recipient of honors including the Behavioral Science Track Award for Rapid Transition and a Patient-Oriented Research Career Development Award from the National Institute of Mental Health, the NARSAD Atherton Young Investigator Award, the Young Investigator Award from the International Society for Autism Research, and the Klerman Prize for Exceptional Achievement in Clinical Research from the Brain and Behavior Research Foundation.

• Author's website
• All titles by James C. McPartland

Ami Klin, PhD, is Director of the Marcus Autism Center at Children's Healthcare of Atlanta and Professor and Chief of the Division of Autism and Related Disabilities at Emory University School of Medicine. He is also a Georgia Research Alliance Eminent Scholar and a faculty member at Emory's Center for Translational Social Neuroscience. He formerly was Professor at the Yale Child Study Center, where he directed the Autism Program. Dr. Klin's research focuses on the social development and well-being of individuals with autism spectrum disorders from infancy through adulthood. He directs the National Institutes of Health Autism Center of Excellence at the Marcus Autism Center and Emory University, which includes genetic, social, and behavioral neuroscience studies in human infants and in model systems.

• Author's website

Fred R. Volkmar, MD, is Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology and Director of the Yale Child Study Center at the Yale University School of Medicine. He is also Chief of Child Psychiatry at Yale-New Haven Hospital. Dr. Volkmar was the primary author of the American Psychiatric Association's DSM-IV autism and pervasive developmental disorders section. He is the author of several hundred scientific papers and chapters as well as a number of books, and serves as Editor of the Journal of Autism and Developmental Disorders.

• All titles by Fred R. Volkmar

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Contributors

Tony Attwood, PhD, Minds and Hearts, West End, Queensland, Australia

Jane Thierfeld Brown, EdD, University of Connecticut School of Law, Hartford, Connecticut

Jonathan M. Campbell, PhD, Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, Kentucky

Yu-Chi Chou, PhD, Special Education Department, University of Kansas, Lawrence, Kansas

Susan E. Folstein, MD, Department of Psychiatry, Miller School of Medicine, University of Miami, Miami, Florida

Caitlin M. Hudac, PhD, Developmental Brain Laboratory, University of Nebraska–Lincoln, Lincoln, Nebraska

Carrah L. James, PhD, private practice, Spokane, Washington

Ami Klin, PhD, Marcus Autism Center, Children’s Healthcare of Atlanta and Emory University School of Medicine, Atlanta, Georgia

Dana Kober, MD, Department of Pediatric Medicine, Texas Children’s Hospital, Houston, Texas

Rebecca Landa, PhD, Kennedy Krieger Institute, Baltimore, Maryland

Hyo Jung Lee, PhD, Department of Education, Dongguk University, Seoul, South Korea

James W. Loomis, PhD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut; and The Center for Independence, Glastonbury, Connecticut

James McPartland, PhD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Brenda Smith Myles, PhD, Ziggurat Group, Columbus, Ohio

Rhea Paul, PhD, Department of Speech–Language Pathology, College of Health Professions, Sacred Heart University, Fairfield, Connecticut

Kevin A. Pelphrey, PhD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Michael D. Powers, PsyD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut; and The Center for Children with Special Needs, Glastonbury, Connecticut

Emily Rubin, MS, Marcus Autism Center, Atlanta, Georgia

Sarah Shultz, PhD, Marcus Autism Center, Atlanta, Georgia

Elizabeth Simmons, MS, Yale Autism Program, Yale University, New Haven, Connecticut

Sheila M. Smith, PhD, Ohio Center for Autism and Low Incidence, Columbus, Ohio

Kai-Chien Tien, PhD, Department of Special Education, National Changhua University of Education, Changhua, Taiwan

Katherine D. Tsatsanis, PhD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Brent C. Vander Wyk, PhD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Sarah F. Vess, PhD, Department of Special Education, High Point University, High Point, North Carolina

Fred R. Volkmar, MD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Avery Voos, BA, The Gevirtz School, University of California at Santa Barbara, Santa Barbara, California

Alexander Westphal, MD, Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Marc Woodbury-Smith, MD, PhD, Department of Psychiatry and Behavioral Neurosciences, McMaster University, Hamilton, Ontario, Canada

Lorraine Wolf, PhD, Department of Psychiatry, Boston University School of Medicine, Boston, Massachusetts

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Audience

Clinical child/adolescent psychologists, counselors, social workers, psychiatrists, and school psychologists; also of interest to elementary and secondary educators and parent advocates.

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Course Use

May serve as a text in graduate-level courses.

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Previous editions published by Guilford:

First Edition, © 2000
ISBN: 9781572305342

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New to this edition:

• Expanded coverage of evidence-based assessment and treatment, including two chapters on behavioral interventions.
• Addresses challenges in the transition to new diagnostic criteria for autism spectrum disorder in DSM-5.
• Chapters on neuropsychological advances, the transition to higher education, and forensic issues.
• Many new authors and extensively revised chapters.