Product Cover

Growing Up with Autism

Working with School-Age Children and Adolescents

Edited by Robin L. Gabriels and Dina E. Hill

Paperback
Paperback
November 22, 2010
ISBN 9781609181475
Price: $39.00
302 Pages
Size: 6" x 9"
Copyright Date: 2007
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Individuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process.

“This book provides mental health professionals and educators with a greater awareness and understanding of the issues surrounding a child or adolescent with autism, as they enter a critical period of their development....A clearly written and useful resource for professionals, supporting them in making recommendations for the individuals, their families, and service providers. Throughout, useful ideas and guidance are provided....An extremely interesting and valuable read.”

Youthinmind.info


“The editors did a nice job of incorporating ways in which the core symptoms of autism affect multiple aspects of an individual's life and included information on issues not typically found in books of this nature....The book succeeds in being written in a manner in which it is accessible to a wide audience including parents, practitioners, and medical professionals, and as such, this book is one that could be recommended to a wide audience of readers.”

Journal of Autism and Developmental Disorders


“Has an unusual focus, but a welcome one: it concentrates on a population that is, in the tactful language of one chapter, .less able.'...There are many children, adolescents, and even adults to who must be taught joint attention, functional communication skills, and everything that seems obvious but is far from obvious. This book is full of suggestions about how this can be done....Readers concerned with autism will find this a useful book to add to their shelves.”

Psychiatric Services


“A wonderful resource for educators and mental health professionals, this book is filled with practical and helpful guidance covering a range of issues. It provides concise summaries of information and intervention strategies relevant to older children, adolescents, and adults with autism. The volume will also be of tremendous benefit to parents. A real contribution to the field.”

—Fred R. Volkmar, MD, Yale Child Study Center, Yale University School of Medicine


“This wonderfully innovative volume should be a first resource for anyone interested in the complexities of the world of persons with autism, their families, and service providers. The impressive group of outstanding scholars and clinicians from many different fields contribute compelling insights about the ways that we can all work toward optimizing the quality of life of persons with autism.”

—Jake Burack, PhD, McGill University and Hôpital Rivière-des-Prairies,


Montreal, Quebec, Canada “Although some young children with autism make major gains in early childhood, many others learn at a slower pace and continue to show significant autistic involvement over the years. Professionals of many disciplines who serve older children and adolescents on the autism spectrum will find in this book a scholarly, broad, and very valuable focus on these older learners and their continuing challenges.”

—Sandra L. Harris, PhD, Graduate School of Applied and Professional Psychology and Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey

Table of Contents

I. The Individual with Autism

1. Understanding Behavioral and Emotional Issues in Autism, Robin L. Gabriels

2. Medical Health Assessment and Treatment Issues in Autism, Edward Goldson and Margaret Bauman

3. Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions, Robin L. Gabriels and Mary E. Van Bourgondien

4. Communication and Language Issues in Less Able School-Age Children with Autism, Diane Twachtman-Cullen and Jennifer Twachtman-Reilly

5. Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention, Eynat Gal, Sharon A. Cermak, and Ayelet Ben-Sasson

6. Assistive Technology as an Aid in Reducing Social Impairments in Autism, Ofer Golan, Paul G. LaCava, and Simon Baron-Cohen

II. Family and Caregivers of the Individual with Autism

7. Advocating for Services: Legal Issues Confronting Parents and Guardians, Wayne Steedman

8. Family Resources during the School-Age Years, April W. Block and Stephen R. Block

9. Family Vacations and Leisure Time: Considerations and Accommodations, Sharon Lerner-Baron

III. Community Aspects of Intervention

10. Building a Foundation for Successful School Transitions and Educational Placement, Ramona Noland, Nancy Cason, and Alan Lincoln

11. Translating Early Intervention into Positive Outcomes, Laurie Sperry and Gary Mesibov

12. School Consultation and Interventions for Middle School and High School Students with Autism, Brian R. Lopez, Dina E. Hill, Sandy Shaw, and Robin L. Gabriels

13. Criminal Justice Issues and Autistic Disorder, Alicia V. Hall, Michele Godwin, Harry H. Wright, and Ruth K. Abramson


About the Editors

Robin L. Gabriels, PsyD, a clinical psychologist, is on the faculty in the Departments of Psychiatry and Pediatrics, University of Colorado at Denver and Health Sciences Center. She is also the Clinical Director and founder of the Neuropsychiatric Special Care Program at The Children’s Hospital, Denver Colorado, an intensive day treatment and inpatient program for children and adolescents with comorbid developmental, psychiatric, and/or medical diagnoses. Dr. Gabriels is the coeditor (with Dina E. Hill) of Autism: From Research to Individualized Practice and has published in the fields of art therapy, asthma, and autism. She has lectured nationally and internationally and conducts research related to improving autism interventions.

Dina E. Hill, PhD, a clinical psychologist, is on the faculty in the Department of Psychiatry, University of New Mexico (UNM) School of Medicine. She works as a pediatric neuropsychologist at the UNM Center for Neuropsychological Services. Dr. Hill is the coeditor of Autism: From Research to Individualized Practice and has published in the fields of ADHD and autism.

Contributors

Ruth K. Abramson, PhD, Department of Neuropsychiatry, University of South Carolina School of Medicine, Columbia, South Carolina

Simon Baron-Cohen, PhD, Autism Research Centre, University of Cambridge, Cambridge, United Kingdom

Margaret Bauman, MD, LADDERS Program in Wellesley, Massachusetts General Hospital, Boston, Massachusetts

Ayelet Ben-Sasson, ScD, OTR, Department of Psychology, University of Massachusetts, Boston, Massachusetts

April W. Block, PhD, Assessment Choices Team, Department of Psychiatry and Behavioral Sciences, The Children's Hospital, Denver, Colorado

Stephen R. Block, PhD, Denver Options, Inc., and Nonprofit Management Program, Graduate School of Public Affairs, University of Colorado at Denver and Health Sciences Center, Denver, Colorado

Nancy Cason, PsyD, private practice, Denver, Colorado

Sharon A. Cermak, EdD, OTR/L, FAOTA, Department of Occupational Therapy and Rehabilitation Counseling, Sargent College of Health and Rehabilitation Sciences, Boston University, Boston, Massachusetts

Robin L. Gabriels, PsyD, Departments of Psychiatry and Pediatrics, University of Colorado at Denver and Health Sciences Center, and Neuropsychiatric Special Care Program, The Children's Hospital, Denver, Colorado

Eynat Gal, PhD, OTR, Department of Occupational Therapy, University of Haifa, Haifa, Israel

Michele Godwin, PhD, DC Department of Mental Health/St. Elizabeths Hospital, Forensic Inpatient Pre-Trial Branch, Washington, DC

Ofer Golan, PhD, Autism Research Centre, University of Cambridge, Cambridge, United Kingdom

Edward Goldson, MD, Child Development Unit, The Children's Hospital, Denver, Colorado

Alicia V. Hall, PhD, Department of Neuropsychiatry, University of South Carolina School of Medicine, Columbia, South Carolina

Dina E. Hill, PhD, Department of Psychiatry, University of New Mexico School of Medicine, Albuquerque, New Mexico

Paul G. LaCava, MSEd, Department of Special Education, University of Kansas, Lawrence, Kansas

Sharon Lerner-Baron, PhD, private practice, La Jolla, California

Alan Lincoln, PhD, MSCP, Department of Clinical Psychology, Alliant International University, and Center for Autism Research, Evaluation, and Service, Inc., San Diego, California

Brian R. Lopez, PhD, Center for Development and Disabilities, University of New Mexico, Albuquerque, New Mexico

Gary Mesibov, PhD, Division TEACCH, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina

Ramona Noland, PhD, NCSP, LSSP, Department of Psychology and Philosophy, Sam Houston State University, Huntsville, Texas

Sandy Shaw, PhD, Applied Interventions and Methodologies, Inc., San Diego, California

Laurie Sperry, PhD, Professional Development in Autism Center, University of Colorado at Denver and Health Sciences Center, Denver, Colorado

Wayne Steedman, JD, LCSW, Callegary & Steedman, PA, Baltimore, Maryland

Diane Twachtman-Cullen, PhD, CCC-SLP, ADDCON Center, LLC, Higganum, Connecticut

Jennifer Twachtman-Reilly, MS, CCC-SLP, ADDCON Center, LLC, Higganum, Connecticut

Mary E. Van Bourgondien, PhD, Division TEACCH, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina

Harry H. Wright, MD, Department of Neuropsychiatry, University of South Carolina School of Medicine, Columbia, South Carolina