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Usually diagnosed in childhood, Asperger syndrome is a lifelong social disorder characterized by a lack of empathy, little ability to form friendships, one-sided conversations, clumsy movements, and intense absorption in special interests. While Asperger syndrome has received increasing attention from researchers, clinicians, educators, and parents in recent years, numerous central questions about the disorder remain unanswered. This groundbreaking volume brings together preeminent scholars and practitioners to offer a definitive statement of what is currently known about Asperger syndrome and to highlight promising leads in research and clinical practice. Diagnostic and conceptual issues are explored in depth, and the disorder's assessment, treatment, and neurobiology are thoroughly reviewed. The book examines the effects of Asperger syndrome on an individual's social, communication, and behavioral development, and identifies the challenges that individuals with AS face at home, in school and the workplace, and in other settings. The volume concludes with several parent essays that exemplify the trials and tribulationsas well as the joys and the victoriesof life with a child with Asperger syndrome.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||First Edition|
|Product dimensions:||6.12(w) x 9.25(h) x (d)|
About the Author
Ami Klin, PhD, is the Harris Associate Professor of Child Psychology and Psychiatry at Yale University's Child Study Center. Dr. Klin is the author of more than 60 articles and chapters in the field of autism and related disorders, and has coordinated a series of federally funded research studies focused on Asperger syndrome. His main research interests involve the neuropsychology and social cognition of disorders of socialization.
Fred R. Volkmar, MD, is Professor of Child Psychiatry, Psychology, and Pediatrics at Yale University's Child Study Center. Dr. Volkmar is the author of more than 150 articles, chapters, and books in the field of autism and related disorders. He is an editor of the second edition of the Handbook of Autism, chair of the American Academy of Child and Adolescent Psychiatry's committee on autism, and an associate editor of the Journal of Autism and Developmental Disorders and the Journal of Child Psychology and Psychiatry.
Sara S. Sparrow, PhD, is Professor of Psychology and Chief Psychologist at Yale University's Child Study Center. Dr. Sparrow is the author of more than 100 articles and chapters in the fields of psychological assessment and developmental disabilities, and the senior author of one of the most widely used psychological instruments, the Vineland Adaptive Behavior Scales. Her main research interests involve the assessment of adaptive behavior, child neuropsychology, and developmental disabilities.
Table of Contents
Introduction, Ami Klin, Fred R. Volkmar, and Sara S. Sparrow
I. Behavioral Aspects
1. Diagnostic Issues in Asperger Syndrome, Fred R. Volkmar and Ami Klin
2. Neuropsychological Function and the External Validity of Asperger Syndrome, Sally Ozonoff and Elizabeth McMahon Griffith
3. Motor Functioning in Asperger Syndrome, Isabel M. Smith
4. Social Language Use in Asperger Syndrome and High-Functioning Autism, Rebecca Landa
II. Family Genetics and Neurobiological Aspects
5. Does Asperger Syndrome Aggregate in Families?, Susan E. Folstein and Susan L. Santangelo
6. Neurofunctional Models of Autistic Disorder and Asperger Syndrome: Clues from Neuroimaging, Robert T. Schultz, Lizabeth M. Romanski, and Katherine D. Tsatsanis
7. Psychopharmacological Treatment of Higher-Functioning Pervasive Developmental Disorders, Andres Martin, David K. Patzer, and Fred R. Volkmar
III. Related Diagnostic Constructs
8. Nonverbal Learning Disabilities and Asperger Syndrome, Byron P. Rourke and Katherine D. Tsatsanis
9. What's So Special about Asperger Syndrome?: The Need for Further Exploration of the Borderlands of Autism, Dorothy V. M. Bishop
10. Schizoid Personality in Childhood and Asperger Syndrome, Sula Wolff
IV. Assessment, Treatment and Intervention, and Adulthood
11. Assessment Issues in Children and Adolescents with Asperger Syndrome, Ami Klin, Sara S. Sparrow, Wendy D. Marans, Alice Carter, and Fred R. Volkmar
12. Treatment and Intervention Guidelines for Individuals with Asperger Syndrome, Ami Klin and Fred R. Volkmar
13. Adolescence and Adulthood of Individuals with Asperger Syndrome, Digby Tantam
V. Perspectives on Research and Clinical Practice, and Parent Essays
14. Perspectives on the Classification of Asperger Syndrome, Peter Szatmari
15. Past and Future of Research on Asperger Syndrome, Lorna Wing
16. Parent Essays
Walter, Jeanne Wallace
A View from Inside, Lori S. Shery
How Did We Get Here?, Linda Rietschel
First Advocates, DeAnn Hyatt-Foley and Matthew G. Foley
What People are Saying About This
This is clearly the most comprehensive, thorough, and up-to-date text of its kind. Written by an international team of experts, the book demonstrates a deep understanding of people with Asperger syndrome and the situation in which they often find themselves: too bright and articulate to qualify easily for supportive services, too impaired to function well without support. Clinicians, researchers, and graduate students in child clinical psychology, child and adult psychiatry, and speech and language pathology, among others, will appreciate the volume's clinical depth and scientific breadth. Adults with AS and parents of children with AS will find it a veritable encyclopedia. The knowledge provided here can help to maximize the resources and supports available to people with AS, enabling them to fulfill their potentials and lead more satisfying, productive lives. (Sally J. Rogers, PhD, Department of Psychiatry, University of Colorado Health Sciences Center, Denver, CO)
This is an exemplary text on an uncharted but highly prevalent disorder. Leading researchers in the field present solid data garnered from behavioral, neuropsychological, and neurobiological perspectives. Beyond its significance to clinicians and researchers working in the area of Asperger syndrome, the book also poses provocative and important questions for those who are interested in the social and emotional development of individuals with learning disabilities. This book fills a void in training programs that recognize the importance of social competence in the lives of vulnerable children. (Audrey McMahon, GSE, Professional Advisory Board, Learning Disabilities Association of America (LDAA))
Clinical and school psychologists; psychiatrists; clinical social workers; speech/language pathologists; pediatricians; teachers, school administrators, and learning specialists; students of mental health and special education; parents and advocacy groups. Serves as a text in graduate-level courses.