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This proposed volume will provide in-depth coverage about a
construct known as the broad autism phenotype (BAP). The BAP
encompasses biological, cognitive, emotional, behavioral, and
interpersonal characteristics resembling those found on the autism
spectrum, although more subtle than what is evident among
individuals who meet formal criteria for an autism spectrum
diagnosis. Initially identified in 1994, the BAP has been receiving
increased attention due to the recognition of autism as a spectrum
of disorders that vary in symptoms and severity.
Autism Spectrum Disorders (ASD) has received considerable
educational, research, medical and media attention the past ten
years. Yet the condition was first described more than a hundred
years ago. Due to the disorder being confused with childhood
schizophrenia, there was a lack of definitive attention by special
educators, medical professionals and mental health clinicians to
advance parameters related to: causes; prevalence; identification
and diagnosis; education and treatment. Positively, this confusion
changed starting in the 1980s with the clarification of the
differences between these disorders with the 1980 publication of
the" Diagnostic and Statistical Manual of Mental Disorders"
(DSM-III). Soon after, the 1990 federal legislation "Individuals
with Disabilities Education Act" recognized the disorder as a
disability category eligible for special education services. Both
of these events lead to an explosion of information related to:
finding causes; accurate identification and diagnosis; best
educational practices; and social, emotional, and behavioral
treatments. Even with this explosion in the body of knowledge
concerned with this disorder, much more needs to be learned and
discovered. The successful use of this body of knowledge requires
that accurate information be provided to educators, parents,
clinicians, medical professionals, and mental health professionals
to counter misinformation that exists among the general public,
educators and clinical professionals. This is the primary purpose
of "Autism Spectrum Disorders: Inclusive Community for the 21st
Century." It is accomplished by chapters on: the delineation of a
blueprint for systems of care for persons with ASD and their
families; a model to assist professionals in tackling the challenge
of developing employability for individuals with high functioning
ASD; best practice and research guidelines that lead to an
affirmative ASD diagnosis; a comprehensive and current synopsis of
genetic factors associated with ASD; adjustment challenges that may
be present for a sibling of an individual with ASD; a comprehensive
description of an innovative community-based clinic that provides
services needed by Individuals with ASD to meet their social,
behavioral, educational and mental health needs; and effective
treatment strategies and techniques that can be utilized by parents
and educators to work effectively with children who have ASD. The
chapters are written by researchers, clinicians, business
professionals, and university professors who have an extensive
knowledge of ASD. The contents of the book are an excellent
reference for special education teachers, school psychologists,
practicing mental health clinicians, and parents and family members
of children and adults with ASD.
Autism Spectrum Disorders (ASD) has received considerable
educational, research, medical and media attention the past ten
years. Yet the condition was first described more than a hundred
years ago. Due to the disorder being confused with childhood
schizophrenia, there was a lack of definitive attention by special
educators, medical professionals and mental health clinicians to
advance parameters related to: causes; prevalence; identification
and diagnosis; education and treatment. Positively, this confusion
changed starting in the 1980s with the clarification of the
differences between these disorders with the 1980 publication of
the" Diagnostic and Statistical Manual of Mental Disorders"
(DSM-III). Soon after, the 1990 federal legislation "Individuals
with Disabilities Education Act" recognized the disorder as a
disability category eligible for special education services. Both
of these events lead to an explosion of information related to:
finding causes; accurate identification and diagnosis; best
educational practices; and social, emotional, and behavioral
treatments. Even with this explosion in the body of knowledge
concerned with this disorder, much more needs to be learned and
discovered. The successful use of this body of knowledge requires
that accurate information be provided to educators, parents,
clinicians, medical professionals, and mental health professionals
to counter misinformation that exists among the general public,
educators and clinical professionals. This is the primary purpose
of "Autism Spectrum Disorders: Inclusive Community for the 21st
Century." It is accomplished by chapters on: the delineation of a
blueprint for systems of care for persons with ASD and their
families; a model to assist professionals in tackling the challenge
of developing employability for individuals with high functioning
ASD; best practice and research guidelines that lead to an
affirmative ASD diagnosis; a comprehensive and current synopsis of
genetic factors associated with ASD; adjustment challenges that may
be present for a sibling of an individual with ASD; a comprehensive
description of an innovative community-based clinic that provides
services needed by Individuals with ASD to meet their social,
behavioral, educational and mental health needs; and effective
treatment strategies and techniques that can be utilized by parents
and educators to work effectively with children who have ASD. The
chapters are written by researchers, clinicians, business
professionals, and university professors who have an extensive
knowledge of ASD. The contents of the book are an excellent
reference for special education teachers, school psychologists,
practicing mental health clinicians, and parents and family members
of children and adults with ASD.
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