The Passionate Mind: How People with Autism Learn
224
The Passionate Mind: How People with Autism Learn
224Paperback
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Overview
She shows that whereas neurotypical people can easily shift their attention from one interest to another, those on the autism spectrum tend to focus on a single theme at any one time. This leads to a deep, intense attention. Wendy describes practical outcomes for individuals, families, educators and employers. She shows that when this unique learning style is understood, valued and accommodated, individuals on the autism spectrum can be empowered to achieve their fullest potential.
This is an essential read for anyone with a personal or professional interest in autism, including individuals on the spectrum and their families, educators, clinical practitioners, researchers, occupational therapists, and other professionals.
Product Details
| ISBN-13: | 9781849051217 |
|---|---|
| Publisher: | Kingsley, Jessica Publishers |
| Publication date: | 09/15/2010 |
| Pages: | 224 |
| Product dimensions: | 6.00(w) x 8.90(h) x 0.70(d) |
About the Author
Table of Contents
Acknowledgements 9
Foreword Rita Jordan 11
1 Introduction 15
The reasons for writing this book 16
The power of words 17
Brain configuration 17
What to expect in the book 18
The role of attention and interest 20
2 The Autism Spectrum: Where we Are Now 29
Introduction 29
So what does the autism spectrum look like" 29
Gender 34
Autism spectrum strengths 34
Learning style 35
Sensory differences 36
Summary 38
3 cognitive Theories of the Autism Spectrum 39
Introduction 39
Cognition and cognitive theory 39
Considering theory in the autism spectrum 40
Attention and interest 42
Summary 43
4 Cognitive Theory: Theory of Mind 44
Introduction 44
Definition 44
Foundations for theory of mind 45
Components of theory of mind 46
Application to child development 48
Development of theory of mind 50
Difficulties with a rigid view of theory of mind development 52
The most noted test for theory of mind 55
Theory of mind research over time 56
Questions concerning theory of mind 57
Other potential questions 61
Summary 64
5 Cognitive Theory: Executive Functioning 65
Introduction 65
Definition 65
Foundations for executive functioning theory 66
Components of executive functioning theory 67
Application to child development 68
Research over time 70
Executive functioning and theory of mind 71
Questions concerning executive functioning and the autism spectrum 71
Other questions and limitations 74
Summary 75
6 Cognitive Theory: Weak Central Coherence 77
Introduction 77
Definition 77
Foundations for weak central coherence theory 78
Components of weak central coherence theory 81
Application in the neurotypical and autism spectrum populations 83
Research over time 84
Limitations of weak central coherence theory 85
Summary 90
7 Cognitive Theory: Enhanced Perceptual Functioning 91
Introduction 91
Definition 91
Foundations for enhanced perceptual functioning theory 92
Components of enhanced perceptual functioning theory 94
Application in the neurotypical and autism spectrum populations 96
Research over time 96
Comparison with other cognitive theories 97
Limitations of enhanced perceptual functioning theory 98
Summary 98
8 An Alternative Cognitive Theory: Single Attention and Associated Cognition in Autism 100
Introduction 100
Definitions 101
Monotropism as a foundation for SAACA 101
Attention 104
Attention and brain configuration 107
Monotropism and the sensory system 110
Monotropism and interest 112
Attention, motivation and interest 114
Triad of impairments or product of SAACA" 116
Processing style 117
Monotropism and learning styles 119
Complex cognitive skills coupled with interest and attention 120
The cognitive components of SAACA 123
Monotropism and literality 123
Monotropism and thinking in closed concepts 125
Monotropism: context and scale 128
Monotropism: timing, sequencing and predicting 129
Monotropism and non-social priorities 131
Summary 132
9 The Relevance of SAACA 133
Introduction 133
Everyday experiences for autism spectrum individuals 134
When things change 135
The concept of time 136
SAACA's explanation of why autism spectrum and neurotypical perceptions are different 137
Case studies 139
Autism spectrum comprehension 148
Problems with autism spectrum comprehension (if using a neurotypical lens) 150
What might it mean when an expectation is not fulfilled" 152
Problem-solving ideas using SAACA 153
Tom's story - An extended case study 155
Why does Tom have his difficulties" 160
Can we help Tom cope with change" 160
When and how do we execute an intervention for Tom" 160
What about generalising Tom's learning" 161
Reasoning behind using IT, visuals and structure 161
Neurotypical parenting 162
Summary 164
10 Looking to the Future 165
Introduction 165
A different learning style 165
Completing tasks 167
Normality 168
It's in everyone's interest 171
Experiments to refute or support SAACA 172
Limitations of SAACA 174
List Of Publications 175
References 177
Appendix A A Model Of Mind Presented As A Dynamical System Of Interests Competing For Attention 197
Appendix B Paraphrase Of Criteria For Autism Spectrum Disorder 201
Appendix C Non-Cognitive Theories Of Autism 204
Appendix D Paintings By An Autism Spectrum Adult 213
Appendix E Summary Of Communication 'Obstacles' 215
Subject Index 217
Author Index 222
List of Figures
Figure 4.1 The development of theory of mind according to Baron-Cohen (1997), as adapted by Stagnitti (2004) 51
Figure 6.1 An alternative explanation to weak central coherence 88
Figure 8.1 Monotropic attention in autistic spectrum (AS) individuals and polytropic attention in neurologically typical (NT) individuals 105
Figure 8.2 Expected neurotypical development: Multiple connections between senses and interest states. Resulting from the ability to divide attention allowing for multi-tasking and social connectivity 121
Figure 8 3 Single Attention and Associated Cognition in Autism (SAACA) 122