Autism Library List.Xlsx

Total Page:16

File Type:pdf, Size:1020Kb

Autism Library List.Xlsx Autism Library Title Creator Location Type UPC/ISBN ID/Barcode Applied Behavior Analysis The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573316 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573317 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573318 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5573319 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5750251 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750252 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750254 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750253 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4‐7 Years: A Step‐by‐Step Treatment Manual Including ... ... Skills (Journey of Development Using ABA) Julie Knapp and Carolline Turnbull BESC Bookshelf Applied Behavior Analysis 9781849059800 5750255 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4‐7 Years: A Step‐by‐Step Treatment Manual Including ... ... Skills (Journey of Development Using ABA) Julie Knapp and Carolline Turnbull BESC Bookshelf Applied Behavior Analysis 9781849059800 5750256 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 3‐5 Years: A Step‐by‐Step Treatment Manual Including ... Skills (A Journey of Development Using ABA) Julie Knapp and Carolline Turnbull BESC Bookshelf Applied Behavior Analysis 1849059799 5750257 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 3‐5 Years: A Step‐by‐Step Treatment Manual Including ... Skills (A Journey of Development Using ABA) Julie Knapp and Carolline Turnbull BESC Bookshelf Applied Behavior Analysis 9781849059794 5750258 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 7 Years Up to Young Adulthood: A Step‐by‐Step Treatment ... Skills (A Journey of Development Using ABA) Julie Knapp BESC Bookshelf Applied Behavior Analysis 9781849059817 5750259 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 7 Years Up to Young Adulthood: A Step‐by‐Step Treatment ... Skills (A Journey of Development Using ABA) Julie Knapp BESC Bookshelf Applied Behavior Analysis 9781849059817 5750260 Title Creator Location Type UPC/ISBN ID/Barcode A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 7 Years Up to Young Adulthood: A Step‐by‐Step Treatment ... Skills (A Journey of Development Using ABA) Julie Knapp BESC Bookshelf Applied Behavior Analysis 9781849059817 5750261 Bringing ABA to Home, School, and Play for Young Children with Autism Spectrum Disorders and Other Disabilities Debra Leach "Ed.D. BCBA" BESC Bookshelf Applied Behavior Analysis 9781598572407 5750262 Bringing ABA to Home, School, and Play for Young Children with Autism Spectrum Disorders and Other Disabilities Debra Leach "Ed.D. BCBA" BESC Bookshelf Applied Behavior Analysis 9781598572407 5750263 Glen Dunlap Ph.D., Rose Iovannone Ph.D., Donald Kincaid Ed.D., Kelly Wilson, Kathy Prevent‐Teach‐Reinforce: The School‐Based Model of Individualized Positive Christiansen Ph.D., Phillip S. Strain Ph.D., and Behavior Support Carie English "Ph.D. BCBA" BESC Bookshelf Applied Behavior Analysis 9781598570151 5750264 Glen Dunlap Ph.D., Rose Iovannone Ph.D., Donald Kincaid Ed.D., Kelly Wilson, Kathy Prevent‐Teach‐Reinforce: The School‐Based Model of Individualized Positive Christiansen Ph.D., Phillip S. Strain Ph.D., and Behavior Support Carie English "Ph.D. BCBA" BESC Bookshelf Applied Behavior Analysis 9781598570151 5750265 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750266 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750267 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750268 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750269 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750270 The Pyramid Approach to Education, 2nd Edition (A Guide to Functional ABA) Ph.D Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598206 5750271 Pyramid Approach to Education Lesson Plans for Young Children Ph.D. Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598060 6615415 Pyramid Approach to Education Lesson Plans for Young Children Ph.D. Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598060 6615416 Pyramid Approach to Education Lesson Plans for Young Children Ph.D. Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598060 6615414 Pyramid Approach to Education Lesson Plans for Young Children Ph.D. Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598060 6615413 Pyramid Approach to Education Lesson Plans for Young Children Ph.D. Andy Bondy BESC Bookshelf Applied Behavior Analysis 9781928598060 6615412 Executive Functioning Everyday Classroom Strategies and Practices for Supporting Children With Jamie D. Bleiweiss PhD, Shirley Cohen PhD, and Autism Spectrum Disorders Lauren Hough MsEd BESC Bookshelf Executive Functioning 9781937473815 5750277 Everyday Classroom Strategies and Practices for Supporting Children With Jamie D. Bleiweiss PhD, Shirley Cohen PhD, and Autism Spectrum Disorders Lauren Hough MsEd BESC Bookshelf Executive Functioning 9781937473815 5750278 Lynn Cannon M.Ed., Lauren Kenworthy Ph.D., Unstuck and On Target!: An Executive Function Curriculum to Improve Katie Alexander "M.S. OTR", Monica Werner Flexibility for Children with Autism Spectrum Disorders, Research Edition M.A., and Laura Anthony Ph.D. BESC Bookshelf Executive Functioning 9781598572032 5750279 Lynn Cannon M.Ed., Lauren Kenworthy Ph.D., Unstuck and On Target!: An Executive Function Curriculum to Improve Katie Alexander "M.S. OTR", Monica Werner Flexibility for Children with Autism Spectrum Disorders, Research Edition M.A., and Laura Anthony Ph.D. BESC Bookshelf Executive Functioning 9781598572032 5750280 Title Creator Location Type UPC/ISBN ID/Barcode Lynn Cannon M.Ed., Lauren Kenworthy Ph.D., Unstuck and On Target!: An Executive Function Curriculum to Improve Katie Alexander "M.S. OTR", Monica Werner Flexibility for Children with Autism Spectrum Disorders, Research Edition M.A., and Laura Anthony Ph.D. BESC Bookshelf Executive Functioning 9781598572032 5750281 Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention (The Guilford Practical Intervention in the Schools Series) Peg Dawson and Richard Guare BESC Bookshelf Executive Functioning 9781606235713 5750282 Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention (The Guilford Practical Intervention in the Schools Series) Peg Dawson and Richard Guare BESC Bookshelf Executive Functioning 9781606235713 5750283 The Executive Functioning Workbook for Teens: Help for Unprepared, Late, and Scattered Teens (Instant Help Solutions) Sharon A. Hansen MSE NBCT BESC Bookshelf Executive Functioning 9781608826568 5750284 The Executive Functioning Workbook for Teens: Help for Unprepared, Late, and Scattered Teens (Instant Help Solutions) Sharon A. Hansen MSE NBCT BESC Bookshelf Executive Functioning 9781608826568 5750285 Pathways for Learnin: Visual Organizers to Heighten Academic Success Dana Gooden‐Schroeder & Sheila Hansen BESC Bookshelf Executive Functioning 9780966733501 5750286 Smart but Scattered Teens: The "Executive Skills" Program for Helping Teens Richard Guare PhD, Peg Dawson EdD, and Colin Reach Their Potential Guare BESC Bookshelf Executive Functioning 9781462506996 5750287 Smart but Scattered Teens: The "Executive Skills" Program for Helping Teens Richard Guare PhD, Peg Dawson EdD, and Colin Reach Their Potential Guare BESC Bookshelf Executive Functioning 9781462506996 5750288 Pathways for Learning II: Visual Organizers to Heighten Academic Success Sheila Hansen & Dana
Recommended publications
  • VOLUME 1 an INVESTIGATION INTO the USE of the TRANSPORTERS DVD to ENHANCE EMOTION RECOGNITION in CHILDREN with an AUTISTIC SPECTRUM CONDITION By
    VOLUME 1 AN INVESTIGATION INTO THE USE OF THE TRANSPORTERS DVD TO ENHANCE EMOTION RECOGNITION IN CHILDREN WITH AN AUTISTIC SPECTRUM CONDITION by Heather Ball A thesis submitted to The University of Birmingham in part fulfilment for the degree of Postgraduate Professional Training Programme in Educational Psychology School of Education The University of Birmingham June 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT Baron-Cohen (2002) developed an intervention for children with a diagnosis of Autistic Spectrum Conditions (ASC) which utilises a DVD called the Transporters. The Transporters is a make- believe world of imaginary characters where vehicles have feelings and contains a combination of systematic elements such as trains and trams with human faces. The development of the Transporters is based on the ‘empathizing-systemizing’ theory. That is, in contrast to difficulties with emotion recognition, individuals with ASC have been shown to have an enhanced ability in ‘systemizing’ compared to typically developing children (Baron- Cohen, 2002). An experimental design with multiple baselines was used to assess the impact of the Transporters DVD intervention on the emotion recognition of children with Highly Functioning Autism (HFA).
    [Show full text]
  • Autism, Asperger's & Theory of Mind a Literature Review
    Autism, Asperger©s & Theory of Mind A Literature Review Abstract: This literature review examines the history and pertinent research on Autism, a brain development disorder characterized by social impairment, communication difficulties and ritualistic behavior, and Theory of Mind, the ability for one to impute mental states to the self and to others. An introduction to these topics is followed by an investigation of whether Theory of Mind is missing in cases of autism, whether it is truly a core deficit of the disorder and what the ramifications are if this is the case. Also examined is whether this deficit is also present in cases of Asperger©s syndrome, where language is not delayed and IQs are usually high, as there has been controversy in this area. Possible biological connections are examined, including the Mirror Neuron system. A look at the world of treatment and adaptive technology solutions for the deficit is also undertaken. Lars Sorensen Cognition and Children©s Thinking Seminar : 295:590 Spring 2009 1 Introduction Theory of mind (ToM), the ability to impute mental states to the self and others and make reasoned decisions based on this information, is a cognitive skill usually found in typical children by the age of four or five years old. It is now believed to be a core deficit in cases of autism, a neurological disorder characterized by social and communication impairment, repetitive behavior and delayed speech. A great deal of research has been done in the last thirty years that focuses on this area. Do autistic children
    [Show full text]
  • Girls on the Autism Spectrum
    GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg.
    [Show full text]
  • Enhancing Emotion Recognition in Children with Autism: an Evaluation of the ‘Transporters’ Intervention, Implemented in an Educational Establishment
    Page 1 of 28 Can systemising facilitate empathising? Enhancing emotion recognition in children with autism: an evaluation of the ‘Transporters’ intervention, implemented in an educational establishment Carole Lewis Supervised by: David Morley May 2010 Page 2 of 28 Can systemising facilitate empathising? Enhancing emotion recognition in children with autism: an evaluation of the ‘Transporters’ intervention, implemented in an educational establishment ABSTRACT AIMS: The current research aims to establish whether a purpose made, animated TV series with dynamic human faces (The ‘Transporters’, Golan et al., 2010) can enhance emotion recognition in children with autism. METHOD: Three groups of participants aged 7-11 years (autistic experimental n=9, autistic control n=8 and a typically developing (TD) control n=8) were given indirect assessments to establish their ability to define and recognise 16 emotions. The assessment used novel dynamic video clips. The autistic experimental group watched the ‘Transporters’ (Golan et al., 2010) at an educational establishment, 5 days a week for 4 weeks whilst both control groups received no intervention. The vocabulary definition and emotion recognition assessments were repeated using novel dynamic stimuli. Scores from time1 and time2 were analysed using a 3x2 mixed ANOVA. RESULTS: The interaction effect revealed significant improvement in vocabulary understanding for the autistic experimental group and the TD control group (F[2,22]=5.27 p<.05). The results also revealed a selective significant improvement in emotion recognition for the experimental group (F[2,22]=28.40 p<.001), which suggests that autistic children can be taught emotion recognition which reflects cognitive empathy and effectively generalise to novel human faces.
    [Show full text]
  • Video Self-Modeling Technique That Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking
    International Education Studies; Vol. 9, No. 11; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Video Self-Modeling Technique that Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking Ülker ŞEN1 1 Gazi Education Faculty, Gazi University, Ankara, Turkey Correspondence: Ülker ŞEN, Department of Social Science and Turkish Education, Gazi Education Faculty, Gazi University, Ankara, Turkey. E-mail: [email protected] Received: September 1, 2016 Accepted: October 3, 2016 Online Published: October 26, 2016 doi:10.5539/ies.v9n11p66 URL: http://dx.doi.org/10.5539/ies.v9n11p66 Abstract The use of technology in the field of education makes the educational process more efficient and motivating. Technological tools are used for developing the communication skills of students and teachers in the learning process increasing the participation, supporting the peer, the realization of collaborative learning. The use of technology is increasingly widespread in the language teaching as well as in all areas of the education. The use of technology in the classroom language teaching activities allows students to be more active in the learning process than other techniques, learn at their own pace and give them a chance to repeat the activities they want to do. Computers, videos, tablets and other technological products such as mobile phones are increasingly feel the importance in language teaching and learning in recent years. In fact teaching methods and techniques built on the use of technology have been developed. Video self-modeling is one of these methods. Video self-modeling is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape.
    [Show full text]
  • 2019 CATALOG Dear Friend
    Over 20 Years of Excellence in Autism Publishing 2019 CATALOG Dear Friend, Future Horizons was created to meet the needs of teachers, therapists, and family members who face the challenge of autism. Our books, videos, and conferences bring you the most current information possible to aid in that challenge. It is our strong belief that every child and adult with autism can improve and contribute to the lives of those who love them and, just as importantly, contribute to society. We at Future Horizons pride ourselves in bringing to the mission not only a strong sense of professionalism, but one that is based on personal relationships. All of us have family members or friends who are affected. Future Horizons would not exist today without two very special men. The first is my brother, Alex, whom I had the pleasure of growing up with as I watched him develop into FROM THE PUBLISHER THE FROM a fine young man. Alex was a light that lit up lives wherever he went. Whether working with TEACCH in North Carolina, speaking at conferences, attending Alex Gilpin family gatherings he enjoyed so much, or working in the jobs he held, his delightful sense of humor, courtesy, and caring improved the lives of all who knew him. You could not help but smile back at his infectious grin and I never heard him say an unkind word about anyone. Alex is the genesis for this company. My father, R. Wayne Gilpin, was the man who brought the company to life. After writing the book inspired by Alex, Laughing and Loving with Au- tism, he found other materials that needed a good publisher.
    [Show full text]
  • People with Autism Spectrum Disorder in the Workplace: an Expanding Legal Frontier
    \\jciprod01\productn\H\HLC\52-1\HLC105.txt unknown Seq: 1 23-JAN-17 10:48 People with Autism Spectrum Disorder in the Workplace: An Expanding Legal Frontier Wendy F. Hensel1 Over the past two decades, there has been a significant increase in the number of children diagnosed with autism spectrum disorder (ASD). Recent estimates suggest that ASD may affect as many as one out of every 68 children in the United States, an increase of over 78% since 2007. Although some of this increase can be attributed to the enhanced awareness and focus on early inter- vention resulting from public education campaigns, much of the cause remains unknown. Nearly half of all individuals diagnosed with ASD possess either average or above average intelligence, but only a small percentage are employed, regard- less of their level of educational attainment or individual qualifications. One study of adults with high functioning autism identified employment “as the single biggest issue or barrier facing them.” In the next eight years alone, experts predict a 230% increase in the num- ber of young people with ASD transitioning to adulthood. As these numbers grow, there inevitably will be pressure to change the status quo and expand employment opportunities for them. At the same time, as a result of the amend- ments to the Americans with Disabilities Act, litigants of all disabilities are in- creasingly successful in establishing coverage under the statute and increasing protection against disability discrimination in employment. Taken together, there is little doubt that increasing numbers of individuals with ASD will enter the labor pool over the next decade.
    [Show full text]
  • AN INTERACTIVE SYSTEM to ENHANCE SOCIAL and VERBAL COMMUNICATION SKILLS of CHILDREN with AUTISM SPECTRUM DISORDERS by Maria Jose Minan
    AN INTERACTIVE SYSTEM TO ENHANCE SOCIAL AND VERBAL COMMUNICATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS by Maria Jose Minan A Thesis Submitted to the Faculty of The College of Engineering and Computer Science in Partial Fulfillment of the Requirements for the Degree of Master of Science Florida Atlantic University Boca Raton, FL December 2014 Copyright 2014 by Maria Jose Minan ii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my thesis advisor, Dr. Shihong Huang for her guidance, constructive criticism, friendly advice, and support dur- ing my graduate and undergraduate studies. My deepest gratitude to Dr. Mirjana Pavlovic and Dr. Emmanuelle Tognolli for their insight regarding Autism Spectrum Disorder. Special thanks to Dr. Daniel Raviv and Dr. Maria Petrie for taking the time to review my thesis and provide constructive feedback. My completion of this project could not have been accomplished without the support of my managers and co-workers at Belcan Engineering. I would also like to thank my family for be- ing encouraging and supportive during my academic career. Special thanks to my mother and grandmother for teaching me the importance of education and for their unconditional support. Additional thanks to Becca Huy and Michelle Huang for their professional opinions. Thank you to the Software Engineering Lab at FAU, including Ante Bosnjak, Jose Hurtado, Sheryl Lafleur, Pedro Miranda, and James Mulcahy for their support. Finally, thank you to all my friends for always encouraging me to achieve my goals. iv ABSTRACT Author: Maria Jose Minan Title: An Interactive System To Enhance Social And Verbal Communication Skills Of Children With Autism Spectrum Disorders Institution: Florida Atlantic University Thesis Advisor: Dr.
    [Show full text]
  • Video Modeling for Social Communication in Adults with ASD
    Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Winter 12-11-2016 Video Modeling for Social Communication in Adults with ASD Haley Ann Altman Bowling Green State University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Speech Pathology and Audiology Commons Repository Citation Altman, Haley Ann, "Video Modeling for Social Communication in Adults with ASD" (2016). Honors Projects. 288. https://scholarworks.bgsu.edu/honorsprojects/288 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Running head: VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS 1 WITH ASD Video Modeling for Social Communication in Adults with ASD Haley Altman Honors Project Submitted to the Honors College at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors December 2016 Dr. Lynne Hewitt, Department of Communication Sciences and Disorders, Associate Professor, Department Chair, Advisor Dr. Brooks Vostal, School of Intervention Services, Advisor VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS WITH ASD 2 Abstract Individuals with autism spectrum disorder (ASD) can experience significant difficulty and psychosocial toll as a result of their impairments in social communication. Specifically for adults, this can have a negative effect on relationships and vocational stability. However, there is a lack of effective intervention for adults with ASD to assist in learning these social conventions. Video modeling is an intervention that has potential to help these individuals learn to be successful in social problem-solving situations.
    [Show full text]
  • Building Community Among Autistic Adults DISSERTATION Submitted In
    UNIVERSITY OF CALIFORNIA, IRVINE Voices of Belonging: Building Community Among Autistic Adults DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Anthropology by Heather Thomas Dissertation Committee: Associate Professor Keith M. Muprhy, Chair Professor Victoria Bernal Professor Tom Boellstorff 2018 © 2018 Heather Thomas DEDICATION To my mentors, loved ones, and colleagues "Everyone has his or her own way of learning things," he said to himself. "His way isn't the same as mine, nor mine as his. But we're both in search of our Personal Legends, and I respect him for that." Paulo Coelho, The Alchemist ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION ix INTRODUCTION 1 Research Problem 3 Background 4 Research Sites 17 Methods 23 CHAPTER 1: Autistic Narrative 28 What Autistic Narratives Do for Autistic Adults 33 Disability Narratives 36 The Spectrum 45 Narrative and Identity Making 50 Group Identification and Disidentification 64 Conclusion 70 CHAPTER 2: Rhetorical Characters of Autisticness 71 Characterizing Autisticness 79 Prospective Members' Goals 81 Diversifying the Autistic Cast 83 Creating an Intersectional Space 105 Conclusion 112 CHAPTER 3: Learning to Be Autistic 109 Autistic Teachers & Autistic Students 121 Lateral Engagements 149 Conclusion: Autistic Proof Spaces 164 CHAPTER 4: Disidentification 158 Labelling & the Reality of a "Disorder" 170 Risky Formerly-Autistic Subjects 179 Countering Certified Autism Experts 183 Anti-Psychiatry in Disidentifiers' Narrative Revisioning 186 Reclassified Neurodivergence 192 Conclusion 199 CONCLUSION 192 iii REFERENCES 199 APPENDIX A: Key Interlocutors & Their Groups 210 APPENDIX B: Glossary 212 iv ACKNOWLEDGMENTS I am deeply grateful for each member of my dissertation committee.
    [Show full text]
  • Name of Guide Library List
    NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching
    [Show full text]
  • TEACHING EMOTION RECOGNITION Running Head: TEACHING EMOTION RECOGNITION TEACHING EMOTION RECOGNITION to CHILDREN with AUTISM: E
    TEACHING EMOTION RECOGNITION Running head: TEACHING EMOTION RECOGNITION TEACHING EMOTION RECOGNITION TO CHILDREN WITH AUTISM: EFFECTS OF TWO COMPUTER DISPLAYED INTERVENTIONS by Janet Ruth MacFarlane B.A., (First Class Honors), Simon Fraser University, 2004 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS In the Faculty of Education © Janet Ruth MacFarlane 2010 SIMON FRASER UNIVERSITY Fall 2010 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for Fair Dealing. Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection (currently available to the public at the “Institutional Repository” link of the SFU Library website <www.lib.sfu.ca> at: <http://ir.lib.sfu.ca/handle/1892/112>) and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work.
    [Show full text]