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Grateful parents and professionals worldwide have welcomed this essential guide to the highly recommended Floortime approach for treating children with any of the autism spectrum disorders (ASD). Now available in paperback,Engaging Autismincludes new, exciting information on neuroscience research into the effects of this approach, plus guidance for parents navigating the controversies surrounding the treatment of autism.Unlike approaches that focus on changing specific behavior, Greenspan's program promotes the building blocks of healthy emotional and behavioral development. He shows that, remarkably, children with ASD do not have a fixed, limited potential, and may often join their peers to lead full, psychologically healthy lives. The Floortime approach can also be applied at any ageincluding early infancy, when the first signs of risk for ASD may appearso that preventing the full development of autism becomes a real possibility.
Stanley I. Greenspan, M.D., author of the widely used and praised books The Challenging Child and (with Serena Wieder, Ph.D.) Engaging Autism, is Clinical Professor of Psychiatry and Pediatrics at George Washington University Medical School and lives in Bethesda, Maryland. Serena Wieder, Ph.D., Associate Editor of the Journal of Developmental and Learning Disorders, is co-author with Dr. Greenspan of The Child with Special Needs and a close colleague of Dr. Greenspan's in all his work in the field of autism.
Table of Contents
|Introduction: We Can Do Better||p. xi|
|Improving the Prognosis of Asid: Myths, Facts, Early Signs, and a New Framework|
|Redefining Autism and the Way we Treat It||p. 3|
|Myths and Misdiagnoses of ASD, Including AspergerĂs Syndrome||p. 12|
|Early and Ongoing SignĂs of ASD Identifying and Helping Babies and Children at Risk||p. 28|
|New Goals Children with ASD: The DIR/Floortime Model||p. 36|
|The ˘Family First÷ Inititive||p. 57|
|Fostering Attention and Engagement: Bringing Your Child into a Shared World||p. 65|
|Encouraging Two-Way Communication and Social Problem-Solving||p. 78|
|Symbols, Ideas, and Words||p. 91|
|Logical Thinking and the Real World||p. 105|
|Higher Levels of Abstract and Reflective Thinking||p. 115|
|Unique Biologies, 1: Experencing the World Through the Senses||p. 130|
|Unique Biologies, II: Visual and Auditory Challenges||p. 149|
|Floortime as a Family Approach||p. 163|
|Floortime: What It Is and What It IsnĂt||p. 177|
|Floortime: All the Time Everywhere: Creating Learning Environments||p. 186|
|The Hardest Part of Floortime: Following the ChildĂs Lead and Challenging the Child at the Same Time||p. 202|
|Working with Older Children, Adolescents, and Adults with ASD, I: A Lifetime of Learning, written with Henry Mann, M.D.||p. 212|
|Working with Older Children, Adolescents, and Adults with ASD, II: Creating Learning Communities||p. 229|
|Assessment and Intervention: The DIR Model|
|Assessment: The DIR/Floortime Approach||p. 241|
|A Comprehensive Intervention Program Using the DIR/Floortime Approach||p. 251|
|Educational Approaches That Promote Thinking, Communicating, and Academic Progress||p. 274|
|Overcoming Difficult Symptoms|
|Scripting and Echolalia||p. 301|
|Self-Stimulation, Sensation Craving, Overactivity, and Avoidant Behavior||p. 310|
|Meal time, Toilet Training, Getting Dresses, and Coping with New Challenges||p. 322|
|Behavior Problems||p. 334|
|Coping with Feelings||p. 348|
|Meltdowns and Regressions||p. 361|
|Developing Social Skills||p. 369|
|Outcome Studies of the DIR Model||p. 379|
|How Autism Develops: The DIR Theory||p. 395|
|Neurodevelopmental Disorders of Relating and Communicating||p. 409|
|About the Authors||p. 423|
|Table of Contents provided by Ingram. All Rights Reserved.|