Autism

= **AUTISM SPECTRUM DISORDERS ** **﻿media type="custom" key="6869481" ** media type="youtube" key="kvKUY64sIoA?fs=1" height="385" width="640" = **Developmental Disorder (PDD) ** - is used as a non-specific, generic term referring to a group of related disorders which share certain essential features: qualitative impairments in both verbal and non-verbal communication, difficulty with reciprocal social interaction and a restricted stereotypic pattern of behaviours. The most well known example of PDD is autism. (Autism Society of Prince Edward Island) Autism is a complex developmental disorder that typically affects a person's ability to communicate, form relationships, and respond appropriately to the environment. Autism results from a neurological disorder that impedes normal brain development in the areas of social interaction, behaviour and communication skills. (Autism Society of Prince Edward Island) Autism is not defined by or confined to any one race, socio economic status or ethnicity but it is more prevalent in boys than girls with a 4:1 ratio. According to the Center of Disease Control the incidence of autism is now 1 in every 150 births, making autism more common than Down syndrome, childhood cancer and juvenile diabetes.

However the prevalence of this disorder is not always as apparent as something like Down syndrome because while people with Down syndrome have a set of common physical characteristic, people with autism do not. Autism is often referred to as a "spectrum disorder," the symptoms and characteristics of autism can present themselves in a variety of combinations, with varying degrees of severity, from mild to severe, high functioning to low functioning etc.

**Triad of impairments ** Social interaction Communication Imagination- Now called theory of mind (some children with autism with have vivid imaginations that can be expressed in various ways, theory of mind refers to empathy)

People with autism process and respond to information in unique ways. Common traits of autism include: • Resistance to change • Repetitive motions • Preference for being alone • Aversion to cuddling • Avoidance of eye contact • Inappropriate attachments to objects • Hyper-activity or under-activity • Over- or under-active sensory responsiveness • Uneven gross/fine motor skills, such as difficulty grasping objects, or dressing themselves • Repeating words or monologues • Laughing, crying, or showing distress for unapparent reasons • Unresponsive to verbal cues • Tantrums, and possible aggressive and/or self-injurious behaviours <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 14pt;"> Like all individuals, people with autism have unique personalities they also have different combinations of autistic characteristics. Many children and adults with autism have or develop the ability to make eye contact, show affection, smile, laugh, and build verbal or non-verbal language skills, but generally in different ways than individuals without autism.

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 14pt;">Since autism was first described more than 60 years ago, the body of related knowledge has grown substantially. However, a vast majority of the public, including many medical and educational professionals, is still unaware of how autism affects people and how to effectively support and interact with individual who have autism.

<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Currently there is no known cause of autism but it is generally believed that genetic factors could play a part. It is definitely not caused by poor parenting as was once believed

= <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Impacts on Person, Family, Peers and Acquaintances = === <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; font-weight: normal;">The family of a child with an Autism Spectrum Disorder is forced to be impacted on a daily basis due to change in routine or communication issues. The National Autistic Society of the United Kingdom has outlined on their website the following affects a child with Autism can have on the family unit: ===

· <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Parents of children with Autism appear to be at greater risk of depression, anxiety, social isolation, fatigue and frustration when trying to obtain a diagnosis and subsequently support and treatment. This is comparable to other disabilities. · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Children with Autism often engage in disruptive behaviours such as aggression, anger and the need to stick to a rigid routine, this also places more stress/pressure on parents of an Autistic child · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">The ability for the carer of an Autistic child to continue in the common work situation declines as providing care after a diagnosis of Autism often does not allow a parent/carer to work full time · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Siblings of a child with Autism may notice their brother/sister is not “normal” and question what is wrong. They are also observant and notice the reactions to others of their brother/sister · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Siblings may become resentful to their brother/sister as the parents are spending a lot of time trying to find a diagnosis and support (National Autistic Society, 2010) <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">For a family with a child diagnosed with a Autism Spectrum Disorder many adaptations may be required so that the child is safe and can be included in family activities. These could include things such as pictures to assist communication between family members and the affected child, change s in routine to support the Autistic child e.g: getting out of bed earlier so that the morning routine can be completed and assistance given if required and spending time with siblings, other family members, friends and educating them on what certain actions mean if communication is affected and also how the family members can be of assistance. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">At school a child with an Autism Spectrum Disorder may come across to their peers as solitary, aloof and as if they are happy being by themselves. This may not be the case and it is important that the Autistic child is included in classroom activities with other children. An Autistic child may have difficulties in understanding classroom instruction and directions which could be interpreted as disruptive/challenging behaviours to their peers and teacher. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Strategies which could assist an Autistic child at school include the use of visual aides such as instructional cards to assist with lunchtime or being quiet during class, structure and routine so that the child can be aware of what is going to happen and not become upset or anxious, introducing working in pairs to assist an Autistic child with their communication and social interaction and the use of teacher’s aide to assist in day to day activities. (Morris, 2008)

<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">The impact an Autistic child could have on their peers could be quite minimal if the correct support is in place and the teacher/s are aware of the child’s needs. The biggest impact on the peers would be disruption in a classroom, if a child with Autism is displaying what is deemed as disruptive behaviour then the teacher would become agitated. It is imperative that in school setting the teacher/s are educated in Autism Spectrum Disorders and are able to adapt to the individual child’s needs. An Autistic child in school situation will already be anxious and having the opportunities to be included like every other child will assist in both the affected child and their peers. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Acquaintances of children with an Autism Spectrum Disorder may misinterpret the child’s behaviour, communication and social interactions as negative and ab-normal. It is down to lack of awareness amongst the population that these perceptions exist. A child with an Autism Spectrum Disorder will often be sensitive to sound or busy environments which may result in the child becoming agitated and upset. This again reiterates the perceptions of disabilities in the wider community as an individual who knows the child but not their diagnosis will have a negative view point. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">The impact Autism Spectrum Disorder has on acquaintances and bystanders is primarily negative as they do not fully understand the impairments and the consequences.

= **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Practical implication for teachers and schools that have students with autism **  =

<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Implication for teachers and schools alike are determines by the individual students. As was previously mentioned, students with autism are all different and therefore the implication will be as well. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Westwood outlines four main approaches teaching students with autism. These are: <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: 81.0pt; text-indent: -18pt;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">relationship based intervention (which we will discuss in further detail in our activities) <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: 81.0pt; text-indent: -18pt;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Skills based intervention- this is important for the child to perform basic functions that they will require in their life <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: 81.0pt; text-indent: -18pt;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Physiological-orientated intervention- medication, controlled diet, sensory training and relaxation therapy eg music therapy (bear hunt) <span style="display: block; margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; tab-stops: 81.0pt; text-indent: -18pt;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Multidimensional approach- this includes all of the above approaches and also includes family counselling, parent training etc. <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Westwood also suggests using alternative methods of communication can assist non-verbal children to communicate their thoughts, feelings and needs. One such example of this is cue cards. = **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Activities used in tutorial ** = <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">media type="custom" key="6869507" width="140" height="140" <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;"> = References = Autism Society of Prince Edward Island. (n.d.). //A part of our world; not a world apart//. Retrieved September 2, 2010, from Autism Society: http://www.autismsociety.pe.ca/Home Lovetoknow Corp. (2006). //Social Skills Activities for Kids with Autism//. Retrieved August 25, 2010, from lovetoknow: http://autism.lovetoknow.com/Social_Skills_Activities_for_Kids_with_Autism Mercadente, M. T., Van der Gaag, R. J., & Schwartzman, J. S. (2006, May). //Non-autistic pervasive developmental disorders://. Retrieved September 3, 2010, from Revista Brasileira de Psiquiatria: http://www.scielo.br/scielo.php?pid=S1516-44462006000500003&script=sci_arttext&tlng=en Morris, B. (2008). //EDUCATION & AUTISM SPECTRUM DISORDERS//. Retrieved August 26, 2010, from A Better Future for People with Autism, Aspergers Syndrome and Related Developmental Disorders: http://www.autism-help.org/index.htm National Autistic Society. (2010). //Families: the impact of autism//. Retrieved August 29, 2010, from The National Autistic Society: http://www.autism.org.uk/about-autism/research/information-for-pupils-and-students/families-the-impact-of-autism.aspx Shore, S. M. (2008). //Introductory Information on Autism and Asperger Syndrome//. Retrieved September 6, 2010, from Autism Aspergers: http://www.autismasperger.net/intro.htm Smith, M., & Segal, J. (2007, December). //Autistic Spectrum Symptoms and Behavior//. Retrieved August 24, 2010, from Autism Spectrum Disorders: http://helpguide.org/mental/autism_spectrum.htm Staum, M. J. (2010). //Education: Music Therapy and Language//. Retrieved August 27, 2010, from Autism for Educators: Research and Support: http://www.autism.com/edu_music_therapy.asp

<span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Resources ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Websites **

media type="youtube" key="5DrP3jHXi-A?fs=1" height="385" width="640"

<span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism ACT ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 126.75pt;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism Victoria ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism Spectrum Australia ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism SA ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism QLD ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism WA ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Teaching Children with Autism- Resources ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Illinois State University ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Positive Partnerships ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Autism Awareness ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">A4 ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">FAHCSIA ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1;">**<span style="font-family: 'Arial','sans-serif'; font-size: 24pt;">FOR PARENTS ** <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Early Days ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">autism||S|p|516144281**<span style="color: #9d2a7f; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[|10793|autism||S|p|5161442817&gclid=CMyDmey-56MCFQUwbgodpCGg3w] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">﻿Baby Bumble Bee ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Raising Children Network ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1;">**<span style="font-family: 'Arial','sans-serif'; font-size: 24pt;">Teacher Tube Resources ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Reaching Ricky ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Understanding Autism ** <span style="display: block; line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">[] **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 115%;">Resources suggested by Autism Society PEI []

**<span style="font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 115%;">BOOKS ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: William Shaw Ph.D. Book Number #20 This book is a summary of current research and medical therapies in use for the treatment of autism and PDD. The authors have written this book to serve as a guide to therapies and as a reference source for both professional. and non professional.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Biological Treatments for Autism and PDD **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Kari Dunn Buron and Mitzi Curtis Book Number#100 The objective of this book is to illustrate how to utilize a simple 5-point scale to support a program for teaching understanding.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: The Incredible 5-Point Scale **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Michelle Garcia Winner Book Number # This book introduces a framework of how to more specifically understand the deficits of persons with social cognitive disabilities, e.g. with Asperger Syndrome, High-Functioning Autism, Pervasive Developmental Disorders-Not Otherwise Specified and Non-verbal Learning 'disabilities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Inside Out: What Makes a Person with Social Cognitive Deficits Tick? **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Siegfried Engelmann, Phyllis Haddox, Elaine Bruner Book Number #94 Twenty minutes a day is all you need and within 100 teaching days your child will be reading in a solid second-grade reading level. It's a sensible, Easy-to-follow, and enjoyable way to help your child fain the essential skills of reading.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TEACH YOUR CHILD TO READ IN 100 EASY LESSONS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: ROBERT PERSKE Book Number # 26 In this warm, sensitive collection, Rober and Martha Perske offer true stories and issues to ponder, concerning Circles of Friends- friend-ships between people with disabilities and so-called normals. They show how the circles cut across age groups, generations, and races, and how the hearts and worldviews of everyone can be enriched. The emphasis here is on pure and simple friendship.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: CIRCLES OF FRIENDS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Susanne Phillips Keeley Book Number # This book is devoted to rehabilitation practice, it assumes basic knowledge of neuroanatomy, neurophysiology, neurological disease' impairment and the mechanisms of brain injury
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE SOURCE FOR EXECUTIVE FUNCTION DISORDERS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Jenison Public Schools, Jenison, Michigan Book Number # Social stories provide individuals with autism with accurate information regarding situations they encounter. For some students with autism, this type of written information appears to have a positive impact on their responses to social situations.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE NEW SOCIAL STORY BOOK **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: O. lvar Lovaas Book Number #90 Individuals are evaluated on many dimensions, including emotional development, social skills, educational achievements and language3 skills. Within behavioural psychology, the branch of psychology that forms the foundation of this teaching manual, such dimensions are referred to as behaviors.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Teaching Individuals with Developmental Delays **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pamela j. Wolfberg Book Number #68 This is the book for: The how-to manual on creating play groups to teach children with autism interactive play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PEER PLAY AND THE AUTISM SPECTRUM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Dr. Margaret Anne Carter and Josie Santomauro Book Number # This is a preschool-to-third -grade social understanding program based on a pirate theme. The content focuses on social understanding and social interaction skills, relevant for children across the early years.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PIRATES **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Kathleen Ann Quill Book Number #87 This valuable book describes teaching strategies and instructional adaptations which promote communication and socialization in children with autism. These strategies capitalize on the individual strengths and learning styles of the autistic child.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TEACHING CHILDREN WITH AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Book Number # This project is funded by the Government of Canada's Social Development Partnerships Program. "The opinions and interpretations in this publication are those of the author and do not necessarily reflect those of the government of Canada."
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TRANSITIONS FROM SCHOOL TO COMMUNITY FOR STUDENTS WITH SPECIAL NEEDS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: PEI Association for Community Living Inc. Book Number # This booklet has been written with the understanding that you are a parent of a son or daughter who has a developmental, physical or intellectual disability attending ( that will be attending) their neighborhood school. We want to provide the necessary information so that you become knowledgeable of Inclusive education and be a successful advocate for your son/daughter.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: INCLUSIVE EDUCATION IN PRINCE EDWARD ISLAND **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Weitzman and Grenberg Book Number #59 This book, provides a step-by -step approach to promoting children's social, language, and literacy development in child care preschool, and other early childhood settings.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title:EARNING LANGUAGE AND LOVING IT **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Michelle Garcia Winner, Editor Book Number # Social Behavior Mapping is powerful! It gives our kids the necessary framework to transform a challenging behavior into a teachable moment. I've sued it often over the past few years and have witnessed many of my students experience a life-changing "aha" moment. That is what teaching is all about
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: SOCIAL BEHAVIOR MAPPING **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: DAN! Conference Proceeding spring 2005 Book Number #
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: AUTISM IS TREATABLE! **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Catherin Maurice, Gina Green, Richard M. Foxx Book Number #64 This work is an attempt to build upon and expand the work of Behavioral Intervention for Young children with Autism: A Manual for Parents and Professionals.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: MAKING A DIFFERENCE **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pam Britton Reese, Nena C. Challenner Book Number # 08 The lessons are grouped into five separate books: school, home, community, getting along, behavior. In each book, we have included two types of lessons: instructional and behavioral.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title:AUTISM AND PDD **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Susan Rose Simms Book Number # 38 This book is a collection of 60 pragmatic social skills lessons that your preschool and elementary school students can use to be successful in the classroom
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: "Say and Do"Early Social Scenes for School **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Stephen M. Shore, EdD Book Number # This reassuring guide explains the symptoms of autism, how it's diagnosed, and the current options for treatment. You'll get helpful information on the latest in genetic and biomedical research, as well as coverage of special-needs financial planning, legal rights for education and handling issues unique to adults with autism.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: UNDERSTANDING AUTISM FOR DUMMIES **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Patricia Howlin Book Number # This easy -to follow graded teaching guide is of particular relevance to special needs teacher, educational and clinical psychologists, speech and language therapists, and careers of children with autism spectrum conditions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TEACHING CHILDREN WITH AUTISM TO MIND-READ **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Robert L. Koegel and Lynn Kern Koegel Book Number An innovative, state-of -the -art treatment for autism, Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in young children with autism, leading to widespread positive affects on communication, behavior, and social skills.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PIVOTAL RESPONSE TREATMENTS FOR AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Fern Sussman Book Number #65 In this book, the author presents a step-by-step guide for parents of preschool children with Autism Spectrum Disorder and other social communication difficulties.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: MORE THAN WORDS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Kim Gill and Joanne DeNinno Book Number #46 A companion book to the super duper fun dech series
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: FUN DECK AND SAY **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author:Margaret Warner Book Number # 55 This book helps teach preschool students all about spatial concepts, attributes, quantity concepts, and temporal concepts with basic, yet fun tasks.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: JUST FOR ME **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Deena E. Mahler Book Number #44 It is a collection of little books which present everyday social situations found at school, at home, and in the community.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: 204 FOLD AND SAY SOCIAL SKILLS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Susan Boegler, Debbie Abruzzini Book Number #75 Interactive activities for practicing basic concepts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: SCISSORS, GLUE, AND CONCEPTS, TOO! **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Jan Z. Oisen, OTR Book Number #48 Handwriting Without Tears is a simple, developmentally based curriculum.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: HANDWRITING WITHOUT TEARS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Jan Z. Oisen, OTR Book Number # 72 PRINTING POWER is the advanced student workbook for printing
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PRINTING POWER **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Carol Gray Book Number #47 This special edition contains all three articles, and the corrsponding workbook, as they first appeared.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: GRAY'S GUIDE TO BULLYING ( JENISON AUTISM JOURNAL) **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Ellen Mcginnis, Arnold P. Goldstein Book Number #78 Skillstreaming is a way to learn how to handle these and many other kinds of problems. It will teach you to deal with problems in ways that are helpful to other people, like your parents, teachers, and friends.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: SKILLSTREAMING THE ELEMENTARY SCHOOL CHILD, STUDENT MANUAL **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Ellen Mcginnis, Arnold P. Goldstein Book Number #79
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: SKILLSTREAMING THE ELEMENTARY SCHOOL CHILD, PROGRAM FORMS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Dinana Luckevich, PH.D. Book Number # Verbal Behavior Targets is a vital resource for teaching language to children with autism, PDD, Down syndrome, or other language delays.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: VERBAL BEHAVIOR TARGETS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Marlene Breitenbach M. S. Ed., BCBA Book Number # 16 The Basic Skills Checklists were created over many years in the classroom and have proven useful in identifying and prioritizing objectives.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: BASIC SKILLS CHECKLIST,BUILDING SKILS FOR SPECIAL CHIDREN **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pam Britton Reese Book Number #10 The lessons are grouped into five separate books: school, home, community, getting along, behavior. In each book, we have included two types of lessons: instructional and behavioral.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: AUTISM & PDD, Social Skills Lessons **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Jed baker, Ph.D. Book Number # Dr. Baker offers an easy-to-follow, 4-step model that will improve your everyday relationships with his children in your life.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Positive strategies for managing and preventing out- of -control behavior NO MORE MELTDOWNS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Beth A. Glasberg, Ph.D., BCBA Book Number # This book describes how to develop behavior intervention plans to stop or diminish typical problem behaviors such as noncompliance, aggression, and repetitive actions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: STOP THAT SEEMINGLY SENSELESS BEHAVIOR **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Alex J. Packer, Ph.D. Book Number #51 This book keeps you laughing as you learn the basics of polite behavior in all kinds of situations- at home, at school, in public, with friends, with stranger, at the mall, at the movies, on the phone, on line in conversations, at job interviews, in restaurants, on elevators, in cars, on skate, at parties, at formal diners, on the bus, and any where you go.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: HOW RUDE! The teenager' guide to good manner, proper behavior, and not grossing people out. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Darlene Mannix Book Number #62 For all educators of special learners, here are 145 ready-to -use lessons and reproducible line master worksheets that help children acquire the basic skills necessary to achieve independence and success in everyday living.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: LIFE SKILLS ACTIVITIES for special children **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pam Britton Reese, Nena C. Challenner Book Number #07 Parents and educators familiar with our social skills lessons began to discuss particular safety issues they had encountered with their children. The book is the result of their input and requests for help.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: AUTISM AND PDD Safety **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Stephanie Marohn Book Number # 101 The grim prognoses conventional medicine gives autism, evidence presented in the book convincingly shows that when you identify and remove these triggers using natural medicine therapies, many of the symptoms of autism often disappear and a normal life is suddenly possible for the child.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: The Natural Medicine Guide to AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Kenneth H. Rubin, Ph.D. Book Number #97 Based on twenty-five years of research on friendship, Dr. Kenneth H.Rubin reveals the importance of healthy social development to a child's emotional and intellectual growth. In the friendship factor he uses vivid case studies to highlight normal social development, potential problems, and real distress, exploring.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE FRIENDSHIP FACTOR **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Stephanie cave, M.D., F.A.A.F.P., Devorah mitchell Book Number #106 Here is a vital, down-to-earth guide that will tell you which vaccines may be risky and what to consider to help safely vaccinate your children.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: WHAT YOUR DOCTOR MAY NOT TELL YOU ABOUT CHILDREN'S VACCINATIONS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Catherine Maurce Book Number #61,60 The book is a mother's illuminating account of how one family triumphed over autism.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: LET ME HEAR YOUR VOICE **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Marlene Targ Brill, M.Ed. Book Number # 56 Here's help for parents who must cope with the details of raising children in the often-demanding contemporary environment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: KEYS TO PARENTING THE CHILD WITH AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Andy Bondy, Ph.D., & Lori Frost, M.S., CCC/SLP Book Number # 04 This easy-to-understand guide presents in detail the picture exchange communication system--pictures used by a child to express his needs and desires without a prompt from another person--as will as an overview of other augmentative and alternative communication systems.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: A PICTURE'S WORTH PECS AND OTHER VISUAL COMMUNICATION STRATEGIES IN AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Lara Delmolino, Ph.D.& Sandra L. Harris, Ph.D. Book Number # This guide provides parents and professionals with invaluable tools to help them with the often-challenging task of motivating children and adults with autism spectrum disorders.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: INCENTIVES FOR CHANGE **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Carolyn Thorwarth Bruey, Psy.D. Book Number # 32 This invaluable guide for lay readers-parents, educators, and caregivers-describes the five developmental disorders that fall under the ASD umbrella, speaks out the distinctions among them, demystifies the technical jargon, and provides an overview of treatment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: DEMYSTIFYING AUTISM SPECTRUM DISORDERS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Mary Lynch Barbera Book Number # In this book Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst, and also as a parent of a child with autism to explain VB and how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE VERBAL BEHAVIOR APPROACH **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: S.K. Freeman, Ph.D. Book Number # Dr. Freeman gives her scientific evaluation of most of the major and minor autism treatments available today, and them personalizes the analysis by telling the reader whether of not she would use the treatment on her own child
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE COMPLETE GUIDE TO AUTISM TREATMENTS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Lynn M. Hamilton Book Number #43 Children with autism do have the possibility to improve greatly, and some even overcome the effects of autism, if appropriate therapies are begun early enough. Discover the steps you can take today to begin the fight for your child's future in Facing Autism.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: FACING AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Richard Ferber, M.D. Book Number #82 Practical and easy to understand, Solve Your Child's Sleep Problems tells you how to handle these situations in children aged one to six
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: SOLVE YOUR CHILD'S SLEEP PROBLEMS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Temple Grandin Book Number # In this unprecedented book, Grandin delivers a report from the country of autism. Writing from the dual perspectives of a scientist and as an autistic person, she tells us how that country is experienced by its inhabitants and how she managed to breach its boundaries to function in the outside world.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THINKING IN PICTURES **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Lisa bendall Book Number # The Complete Canadian Guide is a comprehensive and friendly guide for those families .Disability expert Lisa Bendall offers parents an essential lifeline.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: RAISING A KID WITH SPECIAL NEEDS the complete Canadian guide **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Clinical Psychologists Book Number#50 This book, and the research that supports its finding a, represents the rare blending of important new scientific insights with practical applications. It bring us new ways of helping children learn a new language, rich in emotional meaning, and necessary for healthy interpersonal relationships.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: HELPING THE CHILD who doesn't fit in **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Ayala Manolson Book Number#54 A book about how real people and real children make the connections that lead to communication, learning, and positive relationships.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: IT TAKES TWO TO TALK **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Margret Winzer Book Number# This widely used Canadian textbook has proved to be a valuable resource for those involved in the study of children with exceptionalities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: CHILDREN WITH EXCEPTIONALITIES IN CANADIAN CLASSROOMS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Paula Kluth, Ph.D. Book Number#110 Brought to life with powerful first-hand stories and creative strategies that really work, "you're going to love this kid! " is your practical guide to understanding students with autism and including them fully in the classroom.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: YOU'RE GOING TO LOVE THIS KID! **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Elaine Gottschall Book Number# 21 The relationships between food and disorders such as Crohn's disease, ulcerative colitis, autism, celiac disease, cystic fibrosis of the pancreas, and other forms of chronic diarrhea.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: BREAKING THE VICIOUS CYCLE intestinal health through diet **

Author: Jaquelyn McCandless, MD Book Number# 23.24 This is the first book written by an experienced clinician that gives a step-by-step treatment guide for parents and doctors based on the understanding that ASD is a complex biomedical illness resulting in significant brain malnutrition.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: CHILDREN WITH STARVING BRAINS a medical treatment guide for autism **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> spectrum disorder

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Harriet S. Mosatche, Ph.D.,and Karen Unger, M.A. Book Number# 108 Answers all your questions, with advice from experts and high school students who've been there, done that -and lived to tell about it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: WHERE SHOULD I SIT AT LUNCH? **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Lynn Kern Koegel, Robert L. Koegel, and Glen Dunlap Book Number#71 This person-and family-centered book features compelling case studies, research-based strategies, and thoughtful discussion pieces written by leaders in behavioral intervention.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: POSITIVE BEHAVIORAL SUPPORT **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Rebekah Heinerchs Book Number#69 A guide to effectively interviewing students with AS to assess the specific bullying problems they are facing. This is a MUST READ for all parents & professionals serving individuals with Asperger Syndrome.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PERFECT TARGETS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Shirley Cohen Book Number#85 Targeting Autism reaches out to everyone who lives with, cares about, or is trying to understand and help a young child who has or may have autism.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TARGETING AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Bill Davis and Wendy Goldband Schunick Book Number# 30 This book explains what to look for and how to successfully handle such encounters. It shows how both professionals and parents can work to avoid serious situations when a person with autism is involved.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Dangerous Encounters **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Marshall P. Duke, Ph. D., Stephen Nowicki, Jr., Ph.D., and Elisabeth A. Martin, M.Ed. Book Number#93 In this book, clinical psychologists, the authors, describe and explain the methods and rules of nonverbal communication.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title:Teaching Your Child the language of Social Success **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Richard Lathe Book Number#12 This groundbreaking text provides a closely-argued scientific case for the implication of both environmental and physiological factors in autism.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: AUTISM, BRAIN, AND ENVIRONMENT **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Book Number# 42, 40 This book explores the heated controversy over what many parents Physicians, public officials, and educators have called an "epidemic" of afflicted children. An important and troubling book, Evidence of Harm reveals both the public and unsung obstacles faced by desperate families who have been opposed by the combined power of the federal government.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: EVIDENCE OF HARM **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Mercury in Vaccines and the Autism Epidemic: A Medical Controversy **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Kathy Labosh Book Number#
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: The Child with Autism GOES TO TOWN **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Book Number#22
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Changing lives... Changing Communities: Reflections on Inclusion **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Book Number# 33
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Developing Inclusive Communities **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Book Number#
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Transitions from school to community, TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: KARI DUNN BURON Book Number#107 This book is intended to help children with ASD understand that sometimes their autism does get too big and that they are not alone in this challenge.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: WHEN MYAUTISM GETS TOO BIG! **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Jon B. Pangborn, Ph.D. and Sidney M. Baker, M.D. Book Number #18
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Biomedical Assessment Options for Children with Autism and Related Problems **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pamela Espeland & Elizabeth Verdick Book Number # 37
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Dude, That's RUDE! **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Stephen C. Luce, Ph.D. and Walter P. Christian, Ph.D. Book Number # 014 This manual provides information on the reduction of behavior through the use of mild but effective behavior management procedures.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: How to Reduce Autistic and Severely Maladaptive Behaviors **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Autism society Ontario Book Number #99
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: THE IMPORTANCE OF EARLY DIAGNOSIS IN AUTISM **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Janice I. Adams Book Number #14
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">AUTISM-P.D.D. More Creative Ideas From Age Eight to Early Adulthood **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Janice I. Adams Book Number #28, 29
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: AUTISM -P.D.D. Creative Ideas During the School Years **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: James W. Partington, Ph. D., BCBA Book Number #96, 95, 96', 95'
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: The Assessment of Basic Language and Learning Skills **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Vianne Timmons, PhD, and Marlene Breitenbach, MSEd, BCBA Book Number #53
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Inclusionary Practices for Children with Autism Spectrum Disorders **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Autism Ontario Book Number #63
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: LIVING WITH ASD **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Mark L. Sundberg, Ph.D. and James W. Partington, Ph.D. Book Number #91
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Teaching Language to Children with Autism or Other Developmental Disabilities **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Eric schopler, Margret Lansing, and Leslie Waters Book Number #86
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Teaching Activities for Autistic Children **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Lynn E. McClannahan, Ph.D. & Patricia J. Kranta, Ph.D. Book Number # 88 This is the first book to describe how scripts and script fading can provide a predictable and meaningful structure for children and adults with autism to engage in conversation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Teaching Conversation to Children with Autism **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: James W. Partington, Ph.D., BCBA Book Number # This book provides an analysis of motivational factors involved in both structured teaching provides an analysis of motivational factors involved in both structured teaching sessions and everyday activities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Capturing the Motivation of Children with Autism or Other Developmental Delays **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Pamela J. Wolfberg Book Number # 70 Based on award-winning research, this volume offers new hope for children with autism by shedding light on theory and practice. It goes beyond the usual autism literature by including what is known about play with typical populations.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Play & Imagination in children with Autism **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Ellen McGinnis & Arnold P. Goldstein Book Number # 80 Skill streaming began in isolated classrooms with small groups of students. To reflect this trend, throughout this edition the skill streaming trainer of instructor is referred to as the "teacher" and the participants are referred to as "students"
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Skill streaming the Elementary School Child **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number # Author: Gayle Grass A Children’s Book Dealing with Asperger’s Syndrome and Stigma
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: I can Fix It! A Tale from the Iris the Dragon Series **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number # Author: Gayle Grass A Children’s Book Dealing with the Topic of Anxiety Disorder
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: Hole in One: A Tale from the Iris the Dragon Series **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number # 138 Mrs. Kibbe and Mrs. Twigg co-founded Establi9shing Operations, Inc. in 2003. They have over 20 years of combined experience working with children with autism and other developmental disabilities utilizing the principles of applied behavior analysis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 115%;">DVD **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: TEACHING VERBAL BEHAVIOR IN THE NATURAL ENIRONMENT **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Robin D. Allen, Ph. D. Number # In this two-hour video, Behavior Specialist, Dr. Robin Allen, provides parents, professionals, and other caregivers with practical visual and behavioral strategies to enhance communication, prevent disruptive behaviors and increase their child's independence in performing daily life skills.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: USING VISUAL AND BEHAVIORAL CUES IN THE HOME **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number #25 Follow Jonathan through his school day and learn how to get along better with classmates and teachers. 13 lessons that will entertain children as they learn the skills needed to help them fit in.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: FITTING IN AND HAVING FUN, VOL.1 **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Interactive soft ware
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: No-Glamour Auditory processing **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number: Patricia Snair Koski It is an interactive soft ware.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: PICTURE STORIES LANGUAGE AND ACTIVITIES **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Carolyn LoGiudice Nancy McConnell Margaret Warner It is an interactive soft ware
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: NO-GLAMOUR social language / behavior **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Author: Catherine E. Chamberlain It is an interactive software
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: BASIC CONCEPT PICTURES **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Number # 129 A social skill training program
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Title: KNOW THE CODE **