Autism: From Research to Individualized Practice by Dina E. Hill

Autism: From Research to Individualized Practice by Dina E. Hill

By Dina E. Hill

Regardless of a rise within the wisdom of autism, households and execs proceed to fight to discover remedies that may fulfil the person wishes in their baby. This paintings bridges the space among the newest examine findings and medical perform. It brings details jointly from either fields with a purpose to supply the reader most sensible perform ideas and hands-on options.

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Once the diagnosis of autism has been established, it is important for professionals to direct parents to useful resources, which imparts a feeling that there is ‘something to do’. Parents should be helped to understand the specific manifestations of their child’s autism, and encouraged to return to the professional who gave them the diagnosis with questions regarding the diagnosis. g. Grandin and Scariano 1986; Hart 1989; Stehli 1991), and to talk to other families who have a child with autism.

World Health Organization (WHO) (1992) International Classification of Diseases (ICD-10), 10th edn. Geneva: WHO. CHAPTER 3 Neuropsychology of Autism Research, Theory, and Practical Implications Dina E. Hill and Piyadasa Kodituwakku An understanding of brain–behavior relationships is crucial to the development of effective treatments and effective environmental accommodations. 7), or the study of brain–behavior relationships. Research in this field has taken two directions: clinical and research investigations using neuropsychological assessment, and the more direct study of the brain through the use of neuroimaging.

Cognitive testing is essential, as research indicates that approximately 70–75 per cent of children diagnosed with autism will also be diagnosed with mental retardation (Happé and Frith 1996). Research on intellectual profiles of children with autism indicates a mixed performance across the subtests of intelligence tests (Happé and Frith 1996). A common misperception is that children with autism tend to demonstrate a pattern of higher nonverbal skills than verbal skills. It is the case, however, that children with autism are likely to perform best on tests of visuospatial problem-solving (nonverbal subtest) and on measures of rote learning and memory (verbal subtest) than on measures of visually sequencing social stimuli (nonverbal subtest) and measures of verbal comprehension (verbal subtest).

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