This professional text covers every aspect of Autistic Spectrum Disorders (ASD), from science to services, from the most disabling Kanner's syndrome to the most high-functioning Asperger syndrome, and from birth to old age. The book contains the latest research on the assessment, diagnosis, treatment, intervention and support of individuals with ASD, and examines their implications at various stages of life. A wide range of neurological, genetic, psychological, developmental, social, and emotional issues are covered, and the author also includes less accessible information on the diagnosis and treatment of associated psychiatric and medical conditions, the overlap between the ASDs and attention deficit hyperactivity disorder, and the management of behavioural and forensic problems. The author does not presume existing technical knowledge and the background to new methods of assessment, such as functional magnetic resonance imaging, standardized clinical and psychological assessment, and genetic testing, is explained. This book is a resource for working with individuals of all ages who are on the autism spectrum. It contains research into the causes and treatment of the disorder.;Sciences basic to ASD -- Neurology of the superficial structures of the brain -- Cerebellum and deep structures in the forebrain -- Interactions in genes and neurons -- Developmental, social and emotional considerations -- Social orientation, communication and language -- Nonverbal communication, empathy and theory of mind -- Neuropsychology of ASD -- Clinical aspects of ASD -- Autistic syndrome -- Presentation, prevalence, treatment and course of the autism spectrum disorders -- Clinical assessment of the ASDs -- Aetiology of the autism spectrum disorders -- Presentation in infancy and childhood (the pre-school years) -- Presentation of Asperger syndrome in middle childhood -- Presentation of Kanner syndrome in middle childhood -- Presentation of Asperger syndrome in later childhood and adolescence -- Presentation of atypical Asperger syndrome, often with ADHD, in late childhood and adolescence (secondary school and college) -- Presentation and consequences of Asperger syndrome in adulthood.

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zlib/Medicine/Tantam, Digby/Autism spectrum disorders through the life span_10993061.pdf

Can the World Afford Autistic Spectrum Disorder? : Nonverbal Communication, Asperger Syndrome and the Interbrain

The imprinted brain: how genes set the balance of the mind between autism and psychosis

The Complete Guide to Asperger's Syndrome (Autism Spectrum Disorder): Revised Edition

An A-Z of Genetic Factors in Autism : A Handbook for Professionals

Tony Attwood - undifferentiated, Tony Attwood

Christopher R. Badcock

Badcock, Christopher

Dr Anthony Attwood

Aitken, Kenneth J.

Kenneth J. Aitken

Digby Tantam

Kingsley Publishers, Jessica

Online access: EBSCO Education Research Complete, uuuu

United Kingdom and Ireland, United Kingdom

Jessica Kingsley Publishers, London, 2007

Jessica Kingsley Publishers, London, 2009

Jessica Kingsley Publishers, London, 2010

Jessica Kingsley Publishers, London, 2012

London, Philadelphia, England, 2008

London ; Philadelphia, 2006, ©2007

Philadelphia, Pennsylvania, 2009

Revised edition, London, 2015

1 edition, November 1, 2006

1, Illustrated, PS, 2009

London, England, 2009

LONDON, Unknown, 2008

London, England, 2010

London, England, 2012

1. publ, London, 2009

Illustrated, FR, 2009

Illustrated, US, 2010

London, 2011

1, US, 2006

FR, 2011

1, 2011

1, 2008

1, 2010

lg2858654

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"First published in 2006."
Includes bibliographical references and index.

Includes bibliographical references.

Includes bibliographical references and index.

Includes bibliographical references and indexes.

Autism Spectrum Disorders Through the Life Span......Page 6
Dedication......Page 8
Contents......Page 10
Acknowledgements......Page 22
Why this book......Page 24
Plan of the book......Page 25
Biological versus experiential......Page 26
Limits......Page 27
Introduction......Page 28
Future enlargement of the ASDs......Page 30
The challenge of the ASDs for all mental health professionals......Page 31
Challenge and opportunity......Page 32
Coverage of the book......Page 33
ADHD......Page 34
Swedenborg’s hypothesis......Page 35
Could some kinds of ASD be purely psychogenic?......Page 36
Emotional isolation caused by ASD......Page 38
Can experience sculpt the brain? Epigenesis and learning......Page 39
The limits of neuroimaging......Page 40
How clinically useful is a study of the brain?......Page 41
Emergent properties......Page 42
Other social considerations......Page 44
Scope and plan of the book......Page 45
Part 1 Sciences basic to ASD......Page 50
Anatomy......Page 51
Structural and functional changes in the ASDs......Page 52
Normal function......Page 53
Structural and functional changes in the ASDs......Page 54
Normal function......Page 55
Functional effect of lesions in adulthood......Page 57
Face processing and the fusiform gyrus......Page 58
Anatomy......Page 59
Anatomy......Page 60
Normal function......Page 61
Case example......Page 62
ASDs and related conditions......Page 63
Normal function......Page 64
Normal function......Page 65
Structural and functional changes in the ASDs......Page 66
Functional changes in other disorders......Page 67
Normal function......Page 68
Normal function......Page 69
Deliberate self-control......Page 70
Perspective taking......Page 71
ASD......Page 72
Anatomy......Page 74
Normal function......Page 75
Functional effect of lesions in adulthood......Page 76
Structural and functional changes in the ASDs......Page 77
Anatomy......Page 78
Normal function......Page 79
Functional effect of lesions in animals......Page 80
Functional effect of lesions in childhood......Page 81
ASD......Page 82
ADHD......Page 84
Normal function......Page 85
Functional effect of lesions in childhood......Page 87
ADHD......Page 88
Normal function......Page 89
Posterior cingulate......Page 90
Structural and functional changes in the ASDs and related conditions......Page 91
Functional effect of lesions in adulthood......Page 92
Anatomy......Page 93
Structural and functional changes in the ASDs......Page 94
Introduction to genomics and to genetic interactions......Page 95
Genes, chromosomes and DNA......Page 96
Expression, inactivation and imprinting......Page 98
Penetrance......Page 99
Mapping the human genome......Page 100
Single nucleotide polymorphisms (SNPs, ‘snips’)......Page 101
Copy number variants......Page 102
Tandem repeats......Page 104
Anatomy......Page 105
Working memory networks......Page 106
Functional networks and fibre tracts......Page 107
Anatomy......Page 108
Corpus callosum......Page 109
Functional effect of lesions in childhood......Page 110
Case example......Page 111
The default network......Page 112
Normal function......Page 113
Attention disorders and the anti-correlated networks......Page 114
Functional disorders of anti-correlated networks and the ASDs......Page 115
The social construction of the ASDs......Page 116
Tipping the balance......Page 117
ASD......Page 118
Socioeconomic factors and ASD......Page 119
Schizoid personality disorder and ASD......Page 120
Social and familial influences on the expression of ASD......Page 121
Anger, aggression and violence......Page 122
Anger and status......Page 123
Anger and fear, dominance and submission......Page 124
Case examples......Page 125
Placation......Page 126
Anticipation......Page 127
Marginalization......Page 128
Friendship......Page 129
Bullying......Page 130
The construction of deviant identities......Page 131
Normalization......Page 132
Acquiring an identity......Page 133
Off the peg identity......Page 134
Family interaction......Page 135
Eye orientation......Page 137
Gaze direction......Page 138
Orientation and ASD......Page 139
Imitation......Page 140
Imitation and ASD......Page 141
Chunking......Page 142
Chunking and ASD......Page 143
Classical approaches to communication......Page 144
Linguistics......Page 145
Digital communication......Page 146
Combinatorial approaches to communication......Page 147
Two fundamental types of communication......Page 148
Anatomical approaches to communication......Page 150
Neuroanatomy and language......Page 151
Normal function......Page 153
Posterior dysphasia......Page 154
Articulation disorders......Page 155
Specific reading and writing impairment (dyslexia)......Page 156
Syntactic errors......Page 157
Pragmatic errors......Page 158
Is the language impairment in ASD a specific language impairment?......Page 159
Patterns of speech and language impairment in the ASDs......Page 160
Management of speech and language disorders......Page 161
Are all nonverbal communication channels affected in ASD?......Page 162
Orienting attention, salience and interpersonal communication......Page 163
Recognition of emotional expression......Page 164
Emotional contagion......Page 165
Emotional contagion and affective empathy......Page 166
Self- and other- judgements in ASD......Page 167
Cognitive empathy......Page 168
Testing theory of mind......Page 169
False belief and other narrative tests......Page 170
Spontaneous narrative and theory of mind......Page 171
Simulation theory or theory theory?......Page 172
Inferences about intention and agency from biological motion......Page 173
The Reading the Mind in the Eyes test......Page 174
Empathy has to be merited......Page 176
Rules trump empathy......Page 177
Implications for ASD......Page 178
Introduction......Page 179
Intelligence......Page 180
Nonverbal learning difficulty......Page 182
Relation to ASD......Page 183
Memory......Page 184
Testing......Page 185
Case example......Page 186
Executive function......Page 187
Working memory......Page 188
Treatment......Page 189
Inhibition of prepotent responses......Page 190
Testing......Page 191
Relation to ASD and ADHD......Page 192
Attention shifting and attentional maintenance......Page 193
Repetition and pursuit of sameness: tics, stereotypies, obsessions and compulsions......Page 194
Dystonias and dyskinesias......Page 196
Dyspraxia......Page 197
Relation to ASD......Page 198
Topographical disorientation......Page 199
Part 2 Clinical aspects of ASD......Page 200
Case history: Ben......Page 201
Differentiating developmental disorder and mental illness......Page 205
Setting the scene......Page 206
Practically useful criteria for ASD......Page 208
External validity of an ASD diagnosis......Page 209
Autistic syndrome......Page 210
Dimensions of disorder in ASD......Page 211
Screening for the autistic syndrome......Page 212
Red flags......Page 214
Surveillance......Page 215
Investigation......Page 216
Presenting symptoms of the ASDs......Page 218
Attention deficit hyperactivity disorder......Page 219
Rates of ASD......Page 220
Rates of ADHD......Page 221
Rates in different age groups......Page 222
Has there been an increase in prevalence?......Page 223
Diagnosis......Page 224
Focused remediation......Page 225
Early intensive behavioural interventions: applied behaviour analysis......Page 226
Social skills training......Page 227
Work preparation and interview training......Page 228
Stimulant medication......Page 229
Dealing with anxiety......Page 230
Enablement......Page 231
Sensory integration......Page 232
Medication......Page 233
False assumptions about the course of ASDs......Page 234
ASD is lifelong......Page 235
Social disability does not affect quality of life......Page 236
Quality of life in people with ASD and their carers......Page 237
Burden......Page 238
Financial burden......Page 240
Conclusions......Page 241
The goal of clinical assessment......Page 243
Guidelines......Page 244
Who makes the diagnosis?......Page 245
History taking......Page 246
Developmental history......Page 247
Other aspects of family history taking......Page 249
Structured observation and examination......Page 250
Nonverbal interpretation......Page 251
Speech and language......Page 253
Assessing co-morbidity, associated conditions, social responses and personal reactions......Page 254
Empathy......Page 255
Other informants......Page 256
Scales for dispositional empathy......Page 257
Testing......Page 258
Clinical assessment......Page 259
Case example......Page 260
Systematizing......Page 261
Testing......Page 262
Routines and rituals......Page 263
Hypersensitivity......Page 264
Specific developmental syndromes......Page 266
Withdrawal......Page 267
Assessment of co-morbid disorder......Page 268
Case examples......Page 269
Thought disorder......Page 272
Anxiety and depression......Page 273
Social phobia......Page 274
Security and ASD......Page 276
Assessing parenting......Page 278
Family or relationship factors......Page 279
Head circumference......Page 280
Other dysmorphic non-facial features......Page 282
Abnormal sensory responses......Page 283
ADHD......Page 285
Assessment......Page 286
Coda: is there an alternative to clinical assessment?......Page 287
Introduction......Page 288
Biological sex......Page 290
Heritability......Page 291
Family history......Page 292
Wider ASD phenotype......Page 293
Chromosome 1......Page 294
Chromosome 7......Page 295
Chromosome 11......Page 296
Chromosome 17......Page 297
Chromosome 23......Page 298
Rare syndromes......Page 299
Nonapeptide hormones......Page 300
Androgen......Page 302
Other factors......Page 303
Postnatal factors......Page 304
Evidence from orphans......Page 305
Classification of the epilepsies......Page 306
Treatment......Page 307
Hypothalamic hamartoma......Page 308
Association with the ASDs......Page 309
Association with the ASDs......Page 310
Disorders affecting sensory function in early childhood......Page 311
Dystrophies......Page 312
Connective tissue disorders......Page 313
Metabolic disorders......Page 314
‘Leaky gut’ and ASD......Page 315
Gastrointestinal symptoms......Page 316
Autoimmune disorder and ASD......Page 317
Sydenham’s chorea......Page 318
Relevant developmental challenges......Page 319
First suspicions of ASD......Page 321
Diagnostic criteria......Page 322
Case history: David......Page 323
Secondary disability or idiosyncrasy......Page 325
Speech and language disorder as an associated condition......Page 326
Attachment disorder......Page 327
Distinction from intellectual disability......Page 328
Recognized syndromes associated with ASD often presenting in infancy......Page 329
Clinical features......Page 330
Appearance......Page 331
Heredity......Page 332
Clinical features......Page 333
Velocardiofacial syndrome......Page 334
Phelan-McDermid syndrome......Page 335
Smith-Lemli-Opitz syndrome......Page 336
Smith-Magenis syndrome......Page 337
Down syndrome......Page 338
Rett syndrome......Page 339
Turner syndrome......Page 341
Fragile X syndrome......Page 343
X-linked ichthyosis......Page 345
Disintegrative disorder......Page 346
Multidisciplinary involvement......Page 348
Supplementary assessment and investigation......Page 349
Facilitating collaboration between healthcare providers and carers......Page 350
Treatment......Page 351
Early start programmes......Page 352
Diet......Page 353
The significance of regression......Page 354
Does epilepsy cause autism?......Page 355
Relevant developmental challenges......Page 356
Development of play......Page 357
Learning challenges......Page 358
Social demand......Page 359
First suspicions of ASDs presenting in middle childhood......Page 360
Case history: Josh......Page 361
Repetitiveness and routine......Page 363
Lost development......Page 364
Anxiety......Page 365
Obsessive compulsive disorder......Page 366
Sensitivity......Page 367
Other associated conditions......Page 368
Attention deficit hyperactivity disorder......Page 369
Dyspraxia......Page 370
Anxiety disorders......Page 371
Encopresis......Page 372
Teachers......Page 373
Child and adolescent psychiatry team members......Page 374
Health services......Page 375
School based......Page 376
Education to reduce the primary impairment in AS......Page 377
Lack of empathic responsiveness......Page 378
Behavioural narrowing, inflexibility and rigidity......Page 379
Sensory integration......Page 380
Anxiety and ASD in middle childhood......Page 381
Diagnostic criteria for Kanner syndrome in the context of learning disability......Page 382
Case history: Derek......Page 383
Speech and language......Page 384
Repetitive reward-seeking behaviour......Page 385
Treating objects as people......Page 387
Supported living at home......Page 388
Communication......Page 389
Challenging behaviour......Page 390
Repetitive challenging behaviour......Page 391
Parents’ opinions......Page 392
Abuse......Page 393
Relevant developmental challenges......Page 395
Agency and capacity......Page 396
Autonomy......Page 397
Identity......Page 398
Identity and ASD......Page 399
Sexual identity......Page 400
Other people’s identity......Page 401
Primary impairment or difference......Page 402
Secondary disability or idiosyncrasy......Page 403
Diagnosis......Page 404
Schizophrenia......Page 405
Case example......Page 406
Anxiety disorders......Page 407
Schizoidia and alexithymia......Page 408
Psychiatric disorders......Page 411
Developmental staging of psychiatric disorder......Page 413
Brief psychosis......Page 414
Body dysmorphic disorder......Page 415
Obsessive compulsive disorder......Page 416
Hoarding, obsessions and ruminations......Page 417
Grief......Page 418
Hypomania and mania......Page 419
Drug misuse......Page 420
Investigations......Page 421
Empathy training......Page 422
Social integration......Page 423
Transition planning......Page 424
Normalization and mainstream education......Page 425
Belonging, giving and taking......Page 426
Who are the atypical group?......Page 427
Red flags......Page 428
Screening......Page 429
Primary impairment or difference......Page 430
Empathy and social gaffes......Page 431
Cognitive persistence......Page 432
Case example......Page 433
Tertiary handicap or altered life style......Page 434
Distinction from antisocial personality disorder......Page 435
Turner syndrome......Page 437
Case example......Page 438
Specific developmental disorders......Page 439
Investigations......Page 440
Treatment......Page 441
Medication......Page 442
Use in atypical ASD......Page 443
Violence and threats of violence......Page 444
Violence and special interests......Page 445
Unreciprocated attachment to others......Page 446
Homicide and attempted homicide......Page 447
Harassment......Page 448
Paraphilias......Page 449
Case example......Page 450
Case examples......Page 451
Challenges in assessing adults......Page 453
Adaptation......Page 454
Fulfilment of duties......Page 456
Personal care skills......Page 457
Exploitation and bullying......Page 458
Case examples......Page 459
Driving......Page 460
Case example......Page 461
Spiritual wellbeing......Page 462
Case example......Page 463
Case history: Mr A......Page 465
Case history: Miss G......Page 466
Communication......Page 467
Repetition......Page 468
Intimacy and power......Page 469
Independence in adults with AS......Page 470
Personality disorder......Page 471
Schizoid personality, shame proneness and ‘low self-esteem’......Page 472
Case history: Harold......Page 473
Borderline and histrionic personality......Page 474
Case example......Page 475
Health problems......Page 476
Recognition......Page 477
Care management......Page 478
Crisis intervention......Page 479
Independent living and employment of carers......Page 480
Work......Page 481
Sexual satisfaction......Page 482
Relationships and therapeutic counselling or psychotherapy......Page 483
Values......Page 484
Strengths......Page 485
Appendix: Ethics and ASD......Page 487
Notes......Page 488
References......Page 512
Index......Page 569

<p><P>The Complete Guide to Asperger's Syndrome is the definitive handbook for anyone affected by Asperger's syndrome (AS). It brings together a wealth of information on all aspects the syndrome for children through to adults.<P>Drawing on case studies and personal accounts from Attwood's extensive clinical experience, and from his correspondence with individuals with AS, this book is both authoritative and extremely accessible.<P>Essential reading for families and individuals affected by AS as well as teachers, professional and employers coming in contact with people with AS this book should be on the bookshelf of anyone who needs to know or is interested in this complex condition.<BR><P><B>About the Author:</B><BR>Tony Attwood is a practising clinical psychologist with more than 25 years' experience</p> <h3>Library Journal</h3> <p>In 1998, Australian clinical psychologist Attwood published Asperger's Syndrome: A Guide for Parents and Professionals, which quickly established him as an international expert on the condition. Here, he updates research in this rapidly evolving field, offering a wealth of information on childhood, college, long-term relationships, and careers. He gives comprehensive coverage of topics such as friendship, bullying, special interests, and theory of mind. Each chapter begins with a quote from Hans Asperger himself and includes firsthand experiences from individuals with Asperger's, including Temple Grandin, Liane Holliday Willey, and Stephen Shore. Particularly helpful are the "Key Points and Strategies" at each chapter's end and the detailed FAQs, glossary, resources, and references sections. Attwood writes, "I usually say to the child, `Congratulations, you have Asperger's syndrome,' and explain that this means he or she is not mad, bad or defective, but has a different way of thinking." His work skillfully brings together the current information on this fascinating condition and is an essential purchase for academic and public libraries. Elizabeth Safford, Nevins Memorial Lib., Methuen, MA Copyright 2006 Reed Business Information.</p>

The Complete Guide to Asperger's Syndrome is the definitive handbook for anyone affected by Asperger's syndrome (AS). Now including a new introduction explaining the impact of DSM-5 on the diagnosis and approach to AS, it brings together a wealth of information on all aspects of the syndrome for children through to adults. Drawing on case studies and personal accounts from Attwood's extensive clinical experience, and from his correspondence with individuals with AS, this book is both authoritative and extremely accessible. Chapters examine:
* causes and indications of the syndrome
* the diagnosis and its effect on the individual
* theory of mind * the perception of emotions in self and others
* social interaction, including friendships
* long-term relationships
* teasing, bullying and mental health issues
* the effect of AS on language and cognitive abilities, sensory sensitivity, movement and co-ordination skills
* career development.
There is also an invaluable frequently asked questions chapter and a section listing useful resources for anyone wishing to find further information on a particular aspect of AS, as well as literature and educational tools.
Essential reading for families and individuals affected by AS as well as teachers, professionals and employers coming in contact with people with AS, this book should be on the bookshelf of anyone who needs to know or is interested in this complex condition.
'I usually say to the child, "Congratulations, you have Asperger's syndrome", and explain that this means he or she is not mad, bad or defective, but has a different way of thinking.' - from The Complete Guide to Asperger's Syndrome .

The Imprinted Brain sets out a radical new theory of the mind and mental illness based on the recent discovery of genomic imprinting. Imprinted genes are those from one parent that, in that parent's interest, are expressed in an offspring rather than the diametrically opposed genes from the other parent. For example, a higher birth weight may represent the dominance of the father's genes in leading to a healthy child, whereas a lower birth weight is beneficial to the mother's immediate wellbeing, and the imprint of the mother's genes will result in a smaller baby. According to this view, a win for the father's genes may result in autism, whereas one for the mother's may result in psychosis. A state of equilibrium - normality - is the most likely outcome, with a no-win situation of balanced expression. Imprinted genes typically produce symptoms that are opposites of each other, and the author uses psychiatric case material to show how many of the symptoms of psychosis can be shown to be the mental mirror-images of those of autism. Combining psychiatry with insights from modern genetics and cognitive science, Christopher Badcock explains the fascinating imprinted brain theory to the reader in a thorough but accessible way. This new theory casts some intriguing new light on other topics as diverse as the nature of genius, the appeal of detective fiction, and the successes - and failures - of psychoanalysis. This thought-provoking book is a must-read for anyone with an interest in autism, psychiatry, cognitive science or psychology in general.

"I usually say to the child, "Congratulations, you have Asperger's syndrome", and explain that this means he or she is not mad, bad or defective, but has a different way of thinking."--"The Complete Guide to Asperger's Syndrome". "The Complete Guide to Asperger's Syndrome" is the definitive handbook for anyone affected by Asperger's syndrome (AS). It brings together a wealth of information on all aspects of the syndrome for children through to adults. Drawing on case studies and personal accounts from Attwood's extensive clinical experience, and from his correspondence with individuals with AS, this book is both authoritative and extremely accessible. The chapters examine: causes and indications of the syndrome; the diagnosis and its effect on the individual; theory of mind; the perception of emotions in self and others; social interaction, including friendships; long-term relationships; teasing, bullying and mental health issues; the effect of AS on language and cognitive abilities, sensory sensitivity, movement and co-ordination skills; and, career development.; There is also an invaluable frequently asked questions chapter and a section listing useful resources for anyone wishing to find further information on a particular aspect of AS, as well as literature and educational tools. Essential reading for families and individuals affected by AS as well as teachers, professionals and employers coming in contact with people with AS, this book should be on the bookshelf of anyone who needs to know or is interested in this complex condition

This professional text covers every aspect of Autistic Spectrum Disorders (ASD), from science to services, from the most disabling Kanner's syndrome to the most high-functioning Asperger syndrome, and from birth to old age. The book contains the latest research on the assessment, diagnosis, treatment, intervention and support of individuals with ASD, and examines their implications at various stages of life. A wide range of neurological, genetic, psychological, developmental, social, and emotional issues are covered, and the author also includes less accessible information on the diagnosis and treatment of associated psychiatric and medical conditions, the overlap between the ASDs and attention deficit hyperactivity disorder, and the management of behavioural and forensic problems. The author does not presume existing technical knowledge and the background to new methods of assessment, such as functional magnetic resonance imaging, standardized clinical and psychological assessment, and genetic testing, is explained. This book will be an indispensable primary resource for paediatricians, psychiatrists, clinical and educational psychologists, specialist nurses, counsellors, psychotherapists, legal professionals and others working with individuals of all ages who are on the autism spectrum. It will also be of interest to any carers and people with an ASD who want to know about the up to date research into the causes and treatment of the disorder.

Our understanding of the biological bases to the autistic spectrum disorders (ASDs) is advancing rapidly. Over 80 genetic conditions have now been reported in people who have also been diagnosed with ASDs. Many of these conditions have specific implications for the presenting phenotype and for treatment, management, and intervention. If the basis to the presenting behavioural phenotype is not identified, this can result in a sub-optimal level of care, complications, or even permanent damage. Kenneth J. Aitken shows that the notion of a single condition known as 'autism' is no longer tenable, and challenges current trends in the diagnosis and management of these behaviours as a homogenous group by drawing on recent research into brain function, genetics, epidemiology and neurology. This volume explains the biology and genetics of ASD, and provides clinicians and researchers with a comprehensive summary of each genetic factor including the research that links it to ASD, diagnosis and treatment issues, and related animal models, as well as detailing relevant professional organisations and avenues for further research. An A-Z of Genetic Factors in Autism is an essential resource for a wide range of researchers, clinical professionals and students interested in autism spectrum disorders, including clinical and educational psychologists, dieticians, psychiatrists, and neurologists.

The world affords to most of us a web of subliminal nonverbal communication that regulates our minds, indicates whether our beliefs have, or have not, social approval, and generally guides us. People with autism do not seem to be influenced by these subliminal signals as much as others, and this results in the difficulties in social interaction that are so characteristic of all the autistic spectrum disorders. How is such nonverbal communication carried out, and why do people on the autism spectrum find it so difficult? What are the consequences of this for them, and how do these consequences affect their personality, self-awareness, and sense of place in the world?
Digby Tantam explores current theories on nonverbal communication and how it shapes social behaviour, and the evidence for it being impaired in people with autism spectrum disorder (ASD). He shows how knowledge of this difference can be used to overcome some of the impairments in nonverbal communication in people with ASD, but also how acknowledging them can result in more positive development elsewhere.
This groundbreaking book will be fascinating reading for anyone interested in communication, as well as people who have ASD themselves, their families, and all professionals working with people on the autism spectrum.—Publisher

Autism and its compensations
Autism, schizophrenia, and Asperger's syndrome
Savants and savantism
People people and things people mechanistic or systemizing?
Deficits in mind
Not seeing the wood for the trees
Mind-blindness
Mentalism
From attention to intention
From gaze to grandeur
Delusions of gaze
The why and how of passion and persecution
Conspiracies and magic
The sense of self in ASD and psychosis
Cancers of the mind
Memory, self-deception and candour
Hyper-mentalism
Magic and religion
Mental metastasis
The battle of the sexes in the brain
Strange inheritance
The extreme male brain
Selfish genius
The paternal and maternal brains
Mother's baby'father's? maybe!
Sex and psychosis
The x in psychosis
Psychosis, poverty, and pathogens
Handedness, belief, and the brain
Paranoia and homosexuality
Asd, psd, and normality
Genius, madness, and psychotherapy
The cognitive configuration of genius
The genius of detective fiction
Psychotic savants
The case of freud
Beyond the talking cure.

"The Complete Guide to Asperger's Syndrome is the definitive handbook for anyone affected by Asperger's syndrome (AS). It brings together a wealth of information on all aspects of the syndrome for children through to adults." "Drawing on case studies and personal accounts from Attwood's extensive clinical experience, and from his correspondence with individuals with AS, this book is both authoritative and extremely accessible."--Jacket

What is Asperger's syndrome?
The diagnosis
Social understanding and friendship
Teasing and bullying
Theory of mind
The understanding and expression of emotions
Special interests
Language
Cognitive abilities
Movement and coordination
Sensory sensitivity
Life after school: college and career
Long-term relationships
Psychotherapy
Frequently asked questions.

2020-11-29