Review
"...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
––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
Review
‘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
Henry Wellman, Harold W. Stevenson Collegiate Professor of Psychology, University of Michigan
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.
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.
From the Back Cover
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.
∗ 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.
