Titlebook: Learning and Cognition in Autism; Eric Schopler,Gary B. Mesibov Book 1995 Springer Science+Business Media New York 1995 assessment.autism.

inhibit

Executive Functions in Autismlity to recognize and diagnose the disorder and our understanding of the impairments underlying it. Identification of so-called “primary deficits” is critical for the eventual understanding of the neural substrate of the disorder. It will also likely have implications for early diagnosis, treatment, and educational remediation (Frith, 1988).

Melanoma

Facilitating Social Inclusiong run than those that are direct manifestations of more basic biological abnormalities in development. To the degree that we can modify experience, we may be able to make changes in the social motivation and behaviors of autistic children and adolescents.

有危險

Motivating Communication in Children with Autismehavior. Other behaviors that may be apparent are flattened, excessive, or otherwise inappropriate affect, self-injurious behavior, a preference for sameness in the environment, and isolated areas of exceptional performance (also termed .).

Gorilla

mitral-valve

Conflagration

Structured Teaching in the TEACCH Systemscher and Glanville (1970), Halpern (1970), and Graziano (1970) examined the use of structured teaching. Although the studies differed in methodology, diagnosis of children, and composition of educational program, the usefulness of structured teaching persisted.

HARP

Relationship between Autism and Learning Disabilitiesl problems are now recognized, and genetic research (Folstein & Rutter, 1987) has established another connection. In this chapter we explore these similarities by reviewing the history of each diagnostic category and describing overlaps in concepts, learning difficulties, and behaviors.

generic

avarice

全部逛商店

Introduction to Learning and Cognition in Autismten related to the discrepancy scores between performance and verbal subtests of the Wechsler Intelligence Scale for Children (WISC). The next revision, DSM-III-R (1987), identified 16 criteria for autism, resulting in a more complex diagnostic decision process. The greater complexity was helpful in