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This book draws on contemporary theory and recent findings to
provide researchers, professionals, undergraduate and graduate
students with essential resources, allowing them to better
understand and support children, youth and adults with autism and
significant communication impairments. The book consists of 11
chapters organized into 3 sections detailing typical and atypical
prelinguistic development for individuals on the autism spectrum,
together with a range of assessment and intervention approaches
that clinicians and educators can draw on in practice. The book
adopts a lifespan perspective, recognizing that there is an
important and particularly challenging sub-group of children on the
spectrum who remain minimally verbal beyond the age of 8 years.
Each chapter summarizes current research on a selected topic,
identifies key challenges faced by researchers, educators and
clinicians, and considers the implications for research and
practice. The concluding chapter considers issues of research
translation and how educators and clinicians can encourage the use
of evidence-based practices for prelinguistic and minimally verbal
individuals.
This book draws on contemporary theory and recent findings to
provide researchers, professionals, undergraduate and graduate
students with essential resources, allowing them to better
understand and support children, youth and adults with autism and
significant communication impairments. The book consists of 11
chapters organized into 3 sections detailing typical and atypical
prelinguistic development for individuals on the autism spectrum,
together with a range of assessment and intervention approaches
that clinicians and educators can draw on in practice. The book
adopts a lifespan perspective, recognizing that there is an
important and particularly challenging sub-group of children on the
spectrum who remain minimally verbal beyond the age of 8 years.
Each chapter summarizes current research on a selected topic,
identifies key challenges faced by researchers, educators and
clinicians, and considers the implications for research and
practice. The concluding chapter considers issues of research
translation and how educators and clinicians can encourage the use
of evidence-based practices for prelinguistic and minimally verbal
individuals.
Finding out that a child has an autism spectrum disorder (ASD) can
put an enormous strain on families, and the quality of support
offered by professionals at this time can make a huge difference to
how they adjust to the news. This book comprehensively sets out the
type of support that is most beneficial to families immediately
following an ASD diagnosis, and will equip professionals with the
information and tools they need to best provide that support. The
authors provide all of the key information professionals supporting
families at the time of an ASD diagnosis need to know about the
diagnostic criteria of ASD, key characteristics, aetiology,
prevalence, and prognosis, and explain how to pass on accurate and
meaningful information to families, and how to build effective
family-professional partnerships. Drawing on extensive research and
interviews with 50 families of children with ASD, they provide
strategies for helping families understand the options and make
informed choices about early intervention programs, set realistic
goals, develop effective parenting strategies that build upon the
strengths and capacities of the child, and strengthen family
support networks. This is an essential resource for any
professional involved in supporting families at the time of, or
immediately following, an ASD diagnosis, including psychologists,
occupational therapists, speech and language therapists, general
medical practitioners, and educators.
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