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Teaching Children with Autism to Mind-Read : A Practical Guide for Teachers and Parents by Simon Baron-Cohen, Patricia Howlin and Julie A. Hadwin (1999, Trade Paperback)
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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 by Patricia Howlin, Simon Baron-Cohen, Julie A. Hadwin.
- Compralo SubitoTeaching Children with Autism to Mind-Read: A Practical Guide for Teachers and P
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Informazioni su questo prodotto
Product Identifiers
PublisherWiley & Sons, Incorporated, John
ISBN-100471976237
ISBN-139780471976233
eBay Product ID (ePID)799854
Product Key Features
Number of Pages304 Pages
Publication NameTeaching Children with Autism to Mind-Read : a Practical Guide for Teachers and Parents
LanguageEnglish
SubjectAutism Spectrum Disorders, Psychopathology / Autism Spectrum Disorders, Special Education / Learning Disabilities
Publication Year1999
TypeTextbook
Subject AreaFamily & Relationships, Education, Psychology
AuthorSimon Baron-Cohen, Patricia Howlin, Julie A. Hadwin
FormatTrade Paperback
Dimensions
Item Height0.7 in
Item Weight20.8 Oz
Item Length9.7 in
Item Width7.5 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN97-030106
Reviews"...is highly recommended for teachers, speech and language clinicians, psychologists and others who work with more able children with autism" --Child Psychology Psychiatry, Vol 41/8, 2000 "...a valuable book for anyone working with children and even adults on the autistic spectrum." --RCSLT Bulletin, 2000, "... is highly recommended for teachers, speech and language clinicians, psychologists and others who work with more able children with autism." (Child Psychology Psychiatry, Vol 41/8, 2000) "... a valuable book for anyone working with children and even adults on the autistic spectrum." (RCSLT Bulletin, 2000), 'This is a much-awaited revision of Howlin, Baron-Cohen, and Hadwin's 1998 volume Teaching Children with Autism to Mind-Read that includes expanded lessons and concepts to teach high-functioning children with autism about mental states. The approach is importantly developmental ? based on prior research and progressive sequences of concepts and stages of instruction. It includes multiple foci, including teaching about differences in perspectives, about beliefs, about knowing, about emotions, and more. No one thinks that teaching mental-state understandings will address all the social-cognitive challenges faced by children with autism, but understanding the mental states of self and other is an acknowledged and crucial challenge for these children (and adults) and one that this workbook carefully and effectively addresses. It is a lively and practical book that will be a tremendous resource for parents as well as educators.' Henry Wellman, Harold W. Stevenson Collegiate Professor of Psychology, University of Michigan
IllustratedYes
Table Of ContentTeaching About Emotions. Teaching About Informational States. Developing Pretend Play. Future Directions.
SynopsisThe 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., 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., Das erste praxisorientierte Buch über die Anwendung der "Gedankentheorie" bei Kindern mit Autismus. Der Schwerpunkt liegt auf der wirkungsvollen Behandlung sozialer und kommunikativer Abnormitäten bei Kindern mit Autismus mit Hilfe der Gedankentheorie (auch als "Gedankenlesen" bezeichnet). Hier geht es um die Fähigkeit, den Gemütszustand (Gedanken, Einstellungen, Wünsche, Absichten etc.) anderer zu erfassen und die Fähigkeit, mit dieser Information zu ergründen, was sie sagen wollen, ihr Verhalten sinnvoll zu deuten und vorauszusagen, was sie als nächstes tun werden. Ein unverzichtbares Buch für alle, die in diesem Bereich arbeiten. (01/98), 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.
LC Classification NumberLC4717.5.H69 1999
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