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Books on the topic 'High functioning autism spectrum disorders'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Sansosti, Frank J. High-functioning autism/Asperger syndrome in schools: Assessment and intervention. Guilford Press, 2010.

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2

A, Powell-Smith Kelly, and Cowan Richard J, eds. High-functioning autism/Asperger syndrome in schools: Assessment and intervention. Guilford Press, 2010.

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3

Aspy, Ruth. Designing comprehensive interventions for individuals with high-functioning autism and asperger syndrome: The Ziggurat model. 2nd ed. AAPC Pub., 2012.

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4

Penney, Owens, and Myles Brenda Smith, eds. Successful problem-solving for high-functioning students with autism spectrum disorders: Evidence-based strategy - antecedent-based intervention. AAPC Pub., 2013.

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5

author, Grossman Barry G., ed. The Ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger syndrome. Autism Asperger Publishing Co., 2008.

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6

Facing your fears facilitator's manual: Group therapy for managing anxiety in children with high-functioning autism spectrum disorders. Paul H. Brookes, 2011.

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7

Annellise, Kolar, ed. The hidden curriculum and other everyday challenges for elementary-age children with high-functioning autism. 2nd ed. AAPC Publishing, 2013.

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8

Moyer, Sherry A. The ECLIPSE model: Teaching self-regulation, executive function, attribution, and sensory awareness to students with Asperger syndrome, high-functioning autism, and related disorders. Autism Asperger Pub. Co., 2009.

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9

Zachary, Pullen, ed. Life & spectrum: A revealing look at high functioning autism and Asperger's syndrome. Creative Combinations, 2013.

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10

Smith, Myles Brenda, and Myles Brenda Smith, eds. Asperger syndrome and higher functioning autism spectrum disorders: A guide for effective practice. 3rd ed. PRO-ED, 2011.

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11

author, Denti Lou, and Weber-Olsen Marcia author, eds. Educating students with autism spectrum disorder: A model for high-quality coaching. Plural Publishing, 2016.

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12

Myles, Brenda Smith, Shirley Cohen, and Lauren Hough. The ASD nest model: A framework for inclusive education for higher functioning children with autism spectrum disorders. AAPC Publishing, 2013.

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13

Culp, Susan. A buffet of sensory interventions: Solutions for middle and high school students with autism spectrum disorders. AAPC Pub., 2011.

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14

Living well on the spectrum: How to use your strengths to meet the challenges of Asperger syndrome/high-functioning autism. Guilford Press, 2011.

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15

When babies read: A practical guide to helping young children with hyperlexia, asperger syndrome and high-functioning autism. Jessica Kingsley Publishers, 2005.

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16

Mesibov, Gary B. Understanding Asperger Syndrome And High Functioning Autism (Autism Spectrum Disorders Library). Plenum Press, 2001.

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17

School Success for Kids with High Functioning Autism. Prufrock Press, 2014.

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18

Shea, Victoria, Lynn W. Adams, and Gary B. Mesibov. Understanding Asperger Syndrome and High Functioning Autism (The Autism Spectrum Disorders Library, Volume 1) (Autism Spectrum Disorders Library). Springer, 2001.

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19

Volkmar, Fred R., James C. McPartland, and Ami Klin. Asperger syndrome: Assessing and treating high-functioning autism spectrum disorders. 2014.

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20

Harris, Larry, Michelle Dunn, and Julia Dunn. Prosody Intervention for High-Functioning Adolescents and Adults with Autism Spectrum Disorder. Kingsley Publishers, Jessica, 2016.

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21

CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders. The Guilford Press, 2016.

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22

White, Susan Williams, Angela Scarpa, and Tony Attwood. CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders. Guilford Publications, 2013.

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23

Evans, Craig R. Ask Dr. Tony: Answers from the world's leading authority on asperger's syndrome / high-functioning autism. 2018.

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24

Social and Academic Abilities in Children with High-Functioning Autism Spectrum Disorders. Guilford, 2013.

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25

Adreon, Diane, and Brenda Smith Myles. Special Considerations for Students with High-Functioning Autism Spectrum Disorder: A Guide for School Administrators. AAPC Publishing, 2017.

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26

Sally, Ozonoff, Dawson Geraldine author, and McPartland James C. author, eds. A parent's guide to high-functioning autism spectrum disorder: How to meet the challenges and help your child thrive. 2015.

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27

Brugha, Traolach S. The Psychiatry of Adult Autism and Asperger Syndrome. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.001.0001.

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Within general psychiatry, awareness of autism spectrum disorder (ASD) and the use of the terms ‘autism’, ‘autistic disorder’, ‘Asperger syndrome’, the ‘autism spectrum’, and ‘high functioning autism’ (HFA) are growing. However, autism has yet to become part of the accepted mainstream, core curriculum of general psychiatry. Psychiatrists are now expected to be able to recognize autism and consider its effects on their adult patients, particularly those showing signs of comorbid mental disorder, for example, schizophrenia, personality disorder, mood disorder, or attention-deficit/hyperactivity disorder (ADHD). From childhood through to adulthood and old age there is a failure in autism to develop skills in reciprocal social interaction, understanding, and flexibility. This can profoundly affect behaviour in the community, personal independence, employability, and social relationships, including marriage and parenting. Most cases of autism in adults are unrecognized and undiagnosed, both within the general population and in adults using psychiatric services. This book gives a comprehensive introduction to autism and Asperger syndrome written to fit the adult clinician’s perspective. It will assist with autism recognition and diagnosis in adulthood. It is designed to enhance the clinician’s role in treating patients with co-morbid mental disorder, while understanding and taking account of the autism component. It will also help in signposting patients with autism to appropriate care and support, as family involvement diminishes, or ceases in adulthood and old age, and in the psychiatrist’s role in providing advice to the courts and in the context of detention in accordance with mental health law.

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28

South, Mikle, John D. Herrington, and Sarah J. Paterson. Neuroimaging in Autism Spectrum Disorders. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199744312.003.0003.

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This chapter reviews several major themes in the neuroimaging of ASDs to date (see summary of representative themes in Table 3.1), including substantial and essential contributions from the modular framework. The chapter begins, however, with a discussion of several challenges related to the diversity of ASDs in terms of factors such as age, level of functioning, and symptom presentation. Progress in the ability to identify more homogenous subgroups, based on targeted phenotypic measures, opens the door to link neuroimaging with genetics findings and also with treatment outcome data. This should lead to better understanding of both the causes of ASDs and the best approaches to intervention. The chapter is divided according to two broad, related themes related to social information processing and cognitive factors in ASDs. Within these themes, the chapter considers evidence from both structural and functional imaging studies as well as relatively newer approaches to connectivity, including diffusion tensor imaging. The primary focus of this chapter is on research utilizing functional magnetic resonance imaging (fMRI) and electroencephalography (EEG). Although several early neuroimaging studies utilized positron emission tomography scanning, these studies are rare now and are not addressed in depth. New techniques such as near-infrared spectroscopy suggest tremendous promise for noninvasive imaging of expanded age groups and severity levels of ASDs; however, these studies are also few in number and are touched on only briefly.

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29

Peñagarikano, Olga, and Daniel H. Geschwind. CNTNAP2 and Autism Spectrum Disorders. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199744312.003.0016.

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Although autism was described in the early 1940s as a disorder of affective contact (Kanner, 1943), it was not classified as a neurodevelopmental disorder with a biological basis until the early 1980s, when studies reported its high heritability (Folstein & Rutter, 1977; Ritvo et al., 1985) and co-occurrence with chromosomal abnormalities (Gillberg & Wahlstrom, 1985; Wahlström et al., 1986). Today, autism is considered a heterogeneous neurodevelopmental syndrome and therefore termed autism spectrum disorder (ASD), characterized by variable deficits in social behavior and language, restrictive interests, and repetitive behaviors. Autism spectrum disorder has an estimated prevalence of 1:150–1:200 (Centers for Disease Control and Prevention, 2007), being one of the most common childhood disorders. In addition to the core domains necessary for diagnosis, a number of other behavioral abnormalities are frequently associated with ASD, including epilepsy, sensory abnormalities, hyperactivity, motor abnormalities, sleep disturbances, and gastrointestinal symptoms (Geschwind, 2009).

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30

Asperger's teens: Understanding high school for students on the autism spectrum. American Psychological Association, 2015.

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31

Bölte, Sven, Luise Poustka, and Hilde M. Geurts. Autism spectrum disorder. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0024.

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Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revealed a high clinical impact of the combined symptomatology on individual outcomes. This chapter provides a selective overview of behavioural, cognitive, and biological findings as well as intervention strategies in combined ADHD/ASD phenotypes.

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32

Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders. Future Horizons, 2001.

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33

Wagner, Sheila. Inclusive Programming for High School Students with Autism or Aspergers Syndrome: A Guide for Parents and Teachers. Future Horizons, 2008.

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34

S.O.S. Social Skills in Our Schools: A Social Skills Program for Children with Pervasive Developmentaly Disorders, Including High-Functioning Autism and Asperger Syndrome, and Their Typical Peers. Autism Asperger Publishing Company, 2005.

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35

Stafstrom, Carl E. Dietary Therapy for Neurological Disorders. Edited by Jong M. Rho. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190497996.003.0018.

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Dietary and metabolic therapies such as the high-fat, low-carbohydrate ketogenic diet (KD) are best known for the treatment of intractable epilepsy. Yet, dietary and metabolic approaches have also found some efficacy in a wide variety of other neurological diseases, including autism spectrum disorder, brain trauma, Alzheimer’s disease, sleep disorders, brain tumors, pain, and multiple sclerosis, as discussed in other chapters of this volume. This chapter provides an overview of clinical and experimental studies using the KD in an array of other neurologic disorders: amyotrophic lateral sclerosis, Parkinson’s disease, mood disorders, and migraine. Despite the wide spectrum of pathophysiological mechanisms underlying these disorders, it is possible that one or more final common metabolic pathways might be influenced by dietary intervention. There is compelling albeit preliminary evidence that correction of aberrant energy metabolism through dietary manipulation could favorably influence diverse neurological diseases.

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36

Raising Cubby A Father And Sons Adventures With Aspergers Trains Tractors And High Explosives. Crown Publishing Group (NY), 2013.

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37

Prasad, Supritha, and Edwin H. Cook. Novel Approaches for Treating Pediatric Psychiatric Disorders. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0067.

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Multifactorial mechanisms, including varying degrees of polygenic risk, contribute to most child onset psychiatric disorders. Methods to better understand the biological impact of inherited low-risk variation are emerging, and these studies may be useful to develop novel treatments for childhood onset psychiatric disorders. In some neurodevelopmental disorders, specifically autism spectrum disorder (ASD) and intellectual disability (ID), recurrent spontaneously mutated genes have been identified. This leads to the current focus on individual, high-risk targets (e.g., SHANK3, FMR1, MECP2, CHD8) for development of novel treatments. This chapter summarizes and begins to compare neurobiological data from several distinct single gene disorders as a means to guide further therapeutic development based on overlapping pathways of interest.

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38

Barrett, Catherine E., and Larry J. Young. Molecular Neurobiology of Social Bonding. Edited by Turhan Canli. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199753888.013.001.

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Many psychiatric illnesses, including autism spectrum disorders (ASD), schizophrenia, and depression, are characterized by impaired social cognition and a compromised ability to form social relationships. Although drugs are currently available to treat other symptoms of these disorders, none specifically target the social deficits. In order to develop pharmacotherapies to enhance social functioning, particularly for ASD where social impairment is a core symptom, we must first understand the basic neurobiology underlying complex social behaviors. The socially monogamous prairie vole (Microtus ochrogaster) has been a remarkably useful animal model for exploring the neural systems regulating complex social behaviors, including social bonding. Prairie voles form enduring social bonds between mated partners, or pair bonds, and display a biparental familial structure that is arguably very similar to that of humans. Here we discuss the neural systems underlying social bonding in prairie voles, including the neuropeptides oxytocin and vasopressin, opioids, dopaminergic reward and reinforcement, and stress-related circuitry, as well as the susceptibility of social functioning to early life experiences. We highlight some of the remarkable parallels that have been discovered in humans, and discuss how research in prairie voles has already led to novel therapies to enhance social functioning in ASD.

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39

Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.

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40

Lin, Jaime. Talentos e Aptidões: Um olhar sobre o Autismo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-554-5.

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Autism is a medical term that encompasses a broad spectrum of neurodevelopmental disorders characterized by impaired reciprocal socialization and communication, often accompanied by restricted or repetitive patterns of behavior and interests. Due to the enlargement in the clinical diagnostic boundaries and the increased awareness of autism spectrum disorder (ASD), the world has seen a dramatic increase in its prevalence during the last two decades. ASD is currently considered one of the most common neurodevelopmental disorders worldwide. Frequently reported in terms of comorbidities, disabilities, burden and economic costs, the talents, gifts and abilities of people within the autistic spectrum only reaches the media when it amazes the audience. In this review, we want show that the high clinical heterogeneity found in autism can also be applied to the gifts and abilities, and that it must be nurtured with appropriate developmental, educational environment and above all, support and hope.

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41

Bhaumik, Sabyasachi, and Regi Alexander, eds. Oxford Textbook of the Psychiatry of Intellectual Disability. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.001.0001.

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Intellectual Disability (ID), a lifelong condition characterized by an impairment of intellectual functioning and deficits in adaptive skills is part of a spectrum of developmental disorders which also includes other conditions like autism and ADHD. While psychiatric problems are three to four times more common in those with ID, diagnosing it can be fraught with difficulties due to associated communication problems, atypical presentations, overlap with physical conditions, and experience of marginalization and abuse. In addition, treatment approaches may be different and the potential for treatment-related side effects greater. With a range of international experts authoring its chapters and providing the up-to-date evidence base in assessment, diagnosis, and treatment of mental health problems in people with ID, this book will be useful not just for the trainee doctor in psychiatry, but also for those in allied professions like general practice, nursing, psychology, speech and language therapy, social work, and occupational therapy as well as family members and carers and all those involved in any way with organizing or delivering care and treatment for people with intellectual disability and mental health problems. Throughout, the book addresses issues that are of relevance to those on the frontline and hence most chapters offer examples of clinical issues that come up in day to day practice. There are also a number of single response multiple choice questions that will serve as an aid to learning.

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