Download Autism: From Research to Individualized Practice by Dina E. Hill PDF

By Dina E. Hill

Regardless of a rise within the wisdom of autism, households and execs proceed to fight to discover remedies that may fulfil the person wishes in their baby. This paintings bridges the space among the newest study findings and medical perform. It brings details jointly from either fields so as to provide the reader top perform rules and hands-on options.

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The neuropsychological assessment of children with autism is often challenging because of the heterogeneity of behavioral expression in this population, including widely varying language, cognitive, and social skills (Dawson 1996). Communication factors must be considered when administering neuropsychological tests and when interpreting the test results. The vast majority of standardized cognitive tests require the understanding of verbal instructions and may also require a verbal response. Those tests that do not rely on verbal instructions or verbal responses, such as the Leiter International Performance Scale – Revised (Leiter – R: Roid and Miller 1997), a test of nonverbal intelligence, instead may require pointing for responding, a nonverbal gesture often absent in children with autism.

The importance of establishing good attending skills to adult-directed tasks cannot be 34 AUTISM – FROM RESEARCH TO INDIVIDUALISED PRACTICE underestimated. This sometimes requires frequent and immediate use of reinforcements. For basic attending tasks, such as sitting in a chair or completing an item, reinforcement can be given for compliance and not for correct performance. This is one method for maintaining standardized procedures while providing necessary reinforcement to the child. As a general rule, children with autism are not manipulative, negative, or deliberately resistant.

Executive functions are hypothesized to be under frontal lobe control (Duncan 1986). e. Performance IQ scores of 80 or higher). A review of the research suggests weaknesses in cognitive flexibility, verbal reasoning, planning and organization, and self-monitoring (see Liss et al. 2001a). In contrast, motor inhibition is thought to be relatively intact (Ozonoff 1997b). Deficits in executive functioning may underlie, in part, behaviors observed in children with autism such as perseverative responding and inflexible adherence to routines.

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