Teaching Children with Autism to Mind-Read

Zusatztext

This workbook expands upon the authors?<i>Teaching Children with Autism to Mind-Read: A Practical Guide</i> to present the most effective approaches, strategies, and practical guidelines to help alleviate social and communication problems in individuals with Autism Spectrum Disorders (ASD).<ul><li>Complements the best-selling<i>Teaching Children with Autism to Mind-Read: A Practical Guide</i> for use in practical settings</li><li>Answers the need for more training of professionals in early interventions for children assessed with ASD called for by the National Plan for Autism</li><li>Written by a team of experts in the field</li><li>Covers issues such as how to interpret facial expressions; how to recognize feelings of anger, sadness, fear and happiness; how to perceive how feelings are affected by what happens and what is expected to happen; how to see things from another person?s perspective; and how to understand another person?s knowledge and beliefs</li></ul>

Autorenportrait

<b>Julie Hadwin</b> is Lecturer in Developmental Psychology at Southampton University, UK.<p><b>Patricia Howlin</b> is Professor of Clinical Child Psychology at the Institue of Psychiatry, Kings College, London. She is the author of numerous books and articles on intervention in autism, including<i>Children with Autism and Asperger Syndrome</i> (1998).</p><p><b>Simon Baron-Cohen</b> is Professor of Developmental Psychopathology and Director of the Autism Research Centre at Cambridge University, UK, and one of the co-discoverers of the 'theory of mind' deficit in autism. His books include<i>Mindblindness</i> (1995),<i>The Essential Difference</i> (2003) and<i>Autism and Asperger Syndrome: The Facts</i> (2009).</p>

Weitere Details