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![]() | Teaching Children With Autism to Mind-Read : A Practical Guide for Teachers and Parents by Patricia Howlin, Simon Baron-Cohen, Julie Hadwin ISBN-10: 9780471976233 ISBN-10: 0-471-97623-7 ISBN-13: 9780471976233 ISBN-13: 978-0-471-97623-3 Paperback 1998-03 Wiley Find Lowest Price | |
Editorials | ||
Product Description The difficulties experienced by children with autism and related conditions in inferring the thoughts, beliefs, desires and intentions of others are well documented in numerous studies. It now seems that these deficits underlie many of the social and communication problems that are characteristic of autism. Teaching Children with Autism to Mind-Read explores the relationship of "theory of mind" deficits to other areas of children's functioning and describes existing experimental work that has attempted to enhance the skills associated with understanding others' minds. Drawing on their own intervention programme, and providing detailed information about the teaching materials and strategies they use, the authors provide practical guidelines for helping children with autism spectrum conditions to improve their understanding of beliefs, emotions and pretence. The authors tackle specific problematic issues including: * how to interpret facial expressions * how to recognise feelings of anger, sadness, fear and happiness * how feelings are affected by what happens and what is expected to happen * how to see things from another person's perspective * how to understand another person's knowledge and beliefs This easy-to-follow graded teaching guide is of particular relevance to special needs teachers, educational and clinical psychologists, speech and language therapists, and carers of children with autism spectrum conditions. | ||
Reviews | ||
Teacning Children with Autism How to Mind Read The book is fantastic way to teach the basic theory of mind. The picture of the stories enable the child to understand the different emotions and their triggers. My son loves the book. | ||
Can use illustrations beyond given exercises This book has good simple illustrations that can be used for purposes above and beyond the 'situations'/emotions they represent. Parents and therapists can first ask the beginner child, 'What's happening' 'How did you know' 'What is he/she thinking' 'What could he/say?' 'What might happen next?' 'What is the problem?' 'Name 1, 2, 3 solutions' 'Where are they' 'What is he/she looking at?' 'Why is he/she sad/happy/mad/etc.?' Essentially, the guide could be used for more than just identifying appropriate emotions and perspective taking. The situations are common and appropriate for young children/preschoolers, egs. afraid of dogs, the dark, injury, spiders; happy to get cake, toys, see a clown; sad if toy breaks, parent leaves; mad if playmate pushes, ruins toy, takes away possession. It would have been nice if the guide had a clear normal/typical achievement age range for each level in the three categories of mental state teaching (emotion, belief, pretend play) ie, by what age a normal child would achieve each level of levels 1-5 in the three areas. 4 stars because my child is a preschooler, if older I would have wanted more sophisticated situations. Maybe the guide book could be developed for teaching children of different ages/experiences. | ||
Autism I would recommend this book to individuals who wish more information regarding children with autistic spectrum disorder. There are many issues discussed within the book and ideas to assist children in progressing successfully. I believe this book is geared more toward educators who really want to know, or toward parents and caregivers who want to help teachers learn more effective ways of dealing with autistic idiosyncrosies. Our 8 year old son's teacher have loved the information and found it helpful to meet the needs of many children in their classes, not just those of our son. | ||
Great Book I have applied the principles of "A.B.A." for approximately 10 years. I have worked with numerous families and children who have been afflicted with Autism. I also try to stay up to date on the newest techniques and reading materials. I found this book facsinating and have begun to apply many of these techniques with the children I am currently working with. I work with preschool and school aged children. When these principles are applied correctly I have seen amazing results. I have found this book extremely helpful and only wish I could have found it sooner. | ||
Great part of a program for young children with autism This book contains a great program for teaching young children with autism how to interpret facial expressions and other social cues. It is aimed at young children. If you have a teenager with autism, you may need more help, since the typical teen's social environment is much more complex than that of a younger child. This of course begs the question of why anyone would wait until their child was a teenager to start addressing his/her autism. One should instead start as early as possible, preferably well before 3 years of age, and definitely before 5 years of age. The longer you wait, the more difficult it gets, and the less promising the prognosis. Is this book the only resource you will need to address your child's autism? Most definitely not! You should read "Let Me Hear Your Voice" by Catherine Maurice, and you should find a parent support group near you (check www.feat.org for a list by region). ABA treatment is a must, and some children also benefit from changes in diet, megavitamin therapy, and other treatments. ABA (especially), diet, and vitamins helped several children in my community go from a diagnosis of autism to testing in the normal range. But they all started very aggressive treatment early: before the age of 4. So, read this book, but also gather information in the area of ABA, diet, and vitamins. Find other parents who are aggressively addressing their child's autism--you will need the mutual support. Above all, hit your child's autism with everything you can as early as you possibly can! There is not yet a guaranteed cure, but you can give your child a fighting chance of attaining a normal level of functioning. | ||