Assessment of Autism Spectrum Disorders by Sam Goldstein

By Sam Goldstein

Significant development has been made in assessing youngsters with autism spectrum issues, however the box has lacked a unmarried, accomplished source that assembles present top practices inside of a unified evaluate framework. This authoritative ebook demonstrates the right way to craft an entire, scientifically grounded, and clinically worthwhile portrait of a kid's strengths and problems in social habit, language and verbal exchange, highbrow functioning, motor abilities, and different key components of impairment and comorbidity. top specialists illustrate ways that tuition and scientific practitioners can combine information from quite a few assets to enhance the accuracy of prognosis and tell the improvement of individualized interventions.

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Only a few of the youngest residents had previously been diagnosed as having autism. It is not possible to make any calculation of population prevalence rates from these results, but they do show that many adults with undiagnosed autistic conditions were to be found in mental retardation institutions in the United Kingdom. , 2002). , 1991) was due partly to better detection of autism among children with severe mental retardation as well as among those with intelligence in the average or high range.

Kardash, A. (1989). A comparison of DSM-III and DSM-III-R criteria for autism. Journal of Autism and Developmental Disorders, 19, 637–640. , & Waterhouse, L. (1986). Towards a neuropsychological model of infantile autism: Are the social deficits primary? Journal of the American Academy of Child Psychiatry, 25, 198–212. Historical Perspective and Overview 15 Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell. Frith, U. (1991). Asperger and his syndrome. In U.  1–36). Cambridge, UK: Cambridge University Press.

Issues related to comorbidity are explored by Deprey and Ozonoff in Chapter 10. Susan Thirteen-year-old Susan had a history of slow overall development. As a preschooler, she had exhibited delayed language skills and had received speech–­language services. She still particularly struggled with pragmatics. Susan had also been diagnosed in the past with the combined type of ADHD. During her educational career, a number of educators had raised questions as to whether Susan’s problems reflected a PDD.

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