by Edited by Tony Charman and Wendy Stone
The book is grounded in cutting-edge findings on the social-communication behavior of typically and atypically developing infants, toddlers, and preschoolers.
From leading clinical researchers, this volume presents important recent advances in understanding and treating autism spectrum disorders (ASD) in very young children. The book is grounded in cutting-edge findings on the social-communication behavior of typically and atypically developing infants, toddlers, and preschoolers. The contributors highlight the connections between ASD and specific early social-communication impairments--including problems with joint attention, imitation, and play--with a focus on what clinicians can do to help. Innovative screening and assessment procedures are reviewed, as are evidence-based intervention and prevention strategies. Throughout, attention to both real-world practice and research considerations enhances the book's utility as a clinical reference and text.
348 pages, 6 x 9
"This is the most important, ambitious, and exciting volume to be published on autism spectrum disorders (ASD) in the last several years. The volume brings together leading scholars and researchers whose work has led to revolutionary changes in early diagnosis and innovative, effective intervention....Taken together, the chapters demonstrate the feasibility of identifying every toddler at risk and providing interventions to significantly reduce the severity of symptoms and promote language acquisition. This is a 'must read' for all clinicians and researchers who work on autism!"
-Helen Tager-Flusberg, PhD, Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine
"Never before has an entire volume been devoted to examining central social and communication processes in early autism. What the book does so remarkably well is present carefully analyzed, thorough, and readable reviews of the literature from multiple theoretical perspectives, while also drawing out the clinical implications for screening, assessment, diagnosis, and treatment. Rarely have I seen a book that will be so useful to researchers and clinicians alike....This work would be an appropriate text for advanced undergraduate- and graduate-level courses in developmental psychopathology, social development, and developmental cognitive neuroscience."
-Deborah Fein, PhD, Department of Psychology, University of Connecticut
"This book could not be more timely.... Charman and Stone have recruited foremost authorities to summarize in clear and considerable detail what the science shows, the clinical implications of existing knowledge, and the directions toward which we need to move in future research. This book is destined to be a truly influential contribution for autism researchers, clinicians, graduate students, and policymakers seeking to ground their decisions in scientific evidence."
-Samuel L. Odom, PhD, School of Education, Indiana University
"Tony Charman and Wendy Stone have put together a marvelous volume containing the most up-to-date information on the social and communication development of infants and toddlers with ASD. Moreover, they have ensured that the information is new, clinically relevant, and based on the most valid scientific findings. It will be a long time before another volume comes along that succeeds in reaching as many goals and as wide an audience."
-Peter Szatmari, MD, Department of Psychiatry and Behavioral Neurosciences, McMaster University, Canada
I. Assessment and Diagnosis
1. Understanding and Measuring Social Communication in Children with Autism Spectrum Disorders, Amy M. Wetherby
2. Early Diagnosis of Children with Autism Spectrum Disorders, Catherine Lord and Jennifer Richler
II. Screening and Surveillance
3. Screening for Autism Spectrum Disorders in Populations: Progress, Challenges, and Questions for Future Research and Practice, Tony Charman and Simon Baron-Cohen
4. Early Screening for Autism Spectrum Disorders in Clinical Practice Settings, Lonnie Zwaigenbaum and Wendy Stone
III. Evidence-Based Interventions
5. Treatment of Responding to and Initiating Joint Attention, Paul J. Yoder and Andrea S. McDuffie
6. Evidence-Based Interventions for Language Development in Young Children with Autism, Sally J. Rogers
7. Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions, Pamela J. Wolfberg and Adriana L. Schuler
8. Imitation: Some Cues for Intervention Approaches in Autism Spectrum Disorders, Jacqueline Nadel and Nadra Aouka
9. Augmentative and Alternative Communication Systems for Children with Autism, Patricia Howlin
IV. Developmental and Neurobiological Issues
10. A Developmental Approach to Understanding Atypical Development, Tedra A. Walden and Jennifer J. Hurley
11. The Neural Basis of Early Joint Attention Behavior, Peter Mundy and Danielle Thorp
Edited by Tony Charman, PhD, Behavioural and Brain Sciences Unit, Institute of Child Health, University College London, and Wendy Stone, PhD, Vanderbilt Kennedy Center and Department of Pediatrics, Vanderbilt University
Nadra Aouka, PhD, Centre National de Recherche Scientifique (CNRS), Université Pierre et Marie Curie, Paris, France
Simon Baron-Cohen, PhD, Departments of Experimental Psychology and Psychiatry, Cambridge University, Cambridge, United Kingdom
Tony Charman, PhD, Behavioural and Brain Sciences Unit, Institute of Child Health, University College London, London, United Kingdom
Patricia Howlin, PhD, Department of Psychology, St. George’s, University of London, London, United Kingdom
Jennifer J. Hurley, PhD, Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee
Catherine Lord, PhD, Autism and Communication Disorders Center, University of Michigan, Ann Arbor, Michigan
Andrea S. McDuffie, PhD, Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee
Peter Mundy, PhD, Department of Psychology and The Marino Autism Research Institute, University of Miami, Coral Gables, Florida
Jacqueline Nadel, PhD, Centre National de Recherche Scientifique (CNRS), Université Pierre et Marie Curie, Paris, France
Jennifer Richler, MA, Autism and Communication Disorders Center, University of Michigan, Ann Arbor, Michigan
Sally J. Rogers, PhD, The M.I.N.D. Institute, Department of Psychiatry and Behavioral Sciences, University of California, Davis Medical Center, Sacramento, California
Adriana L. Schuler, PhD, Department of Special Education, San Francisco State University, San Francisco, California
Wendy Stone, PhD, Vanderbilt Kennedy Center and Department of Pediatrics, Vanderbilt University, Nashville, Tennessee
Danielle Thorp, PhD, Louis de la Parte Florida Mental Health Institute, University of South Florida, Tampa, Florida
Tedra A. Walden, PhD, Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee
Amy M. Wetherby, PhD, Department of Communication Disorders, Florida State University, Tallahassee, Florida
Pamela J. Wolfberg, PhD, Department of Special Education, San Francisco State University, San Francisco, California
Paul J. Yoder, PhD, Department of Special Education, Vanderbilt University, Nashville, Tennessee
Lonnie Zwaigenbaum, MD, Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
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