Hi! FAQ's and ftp sites?
Michael K Stoddard
link to this news group. So, as a new entry, I would like to know:
1. Where is the FAQ (or is there one) for this group?
2. Are there any ftp sites for articles on autism?
Thanks!
Mike Stoddard
John M. Wobus
A FAQ Memo is stored on syr.edu. Here it is.
John Wobus
Syracuse University Computing Services
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Autism Frequently Asked Questions Memo, July 29, 1994
Edited by John Wobus, Syracuse University Computing Services
Please send corrections to jmw...@syr.edu
[Note: there are always blanks to fill in; comments such as these are
interspersed throughout the document with suggests as to what people
might contribute -ed]
Acknowledgements: thankyou to all contributers. Some of them:
From: "Lynda W. Huggins" <HUG...@MERLIN.NLU.EDU>
From: Stephen Drake <SND...@SUVM.SYR.EDU>
From: Jim Sinclair <GO...@UKANVM.BITNET>
From: James Bordner <jobg...@uxa.cso.uiuc.edu>
From: Elaine Adams <ECZ...@UCLAMVS.BITNET>
From: Altan Yazici <AX...@ALBNYDH2.BITNET>
From: JA Badner <jba...@WORLD.STD.COM>
From: Mel Gilson <auti...@delphi.com>
From: Christine Frank <fr...@LIB.RPSLMC.EDU>
From: Bob Zenhausern <D...@SJUVM.STJOHNS.EDU>
From: Ronald J Kallen <rjka...@MIDWAY.UCHICAGO.EDU>
From: Curtis Maurand <CMAU...@PORTLAND.BITNET>
From: hugh rutledge <hrut...@LYNX.DAC.NEU.EDU>
From: Carol Hansen <Denni...@aol.com>
From: anne.ma...@canrem.com (Anne Maclellan)
From: Andrew and Lesley Black <bl...@BACH.DEMON.CO.UK>
From: "Terry Poot" <t...@jdt.com>
From: Amy Diller <GRODEN...@ids.net>
Contents
1) Mailing List, Archives & FAQ Memo
2) Definition of Autism
3) Characteristic Behavior
4) Similar Conditions
5) Theories/Causes
6) Facts
7) Treatment
8) Educational Methods
9) Controversies
10) Coping
11) History
12) Glossary of terms and acronyms
13) Popular Attitudes/Entertainment
14) Well-known Autistic People
15) Well-known Researchers
16) Organizations & Services
17) Initiatives
18) Bibliography
1) Mailing List, Archives & FAQ Memo
AUT...@SJUVM.BITNET - a LISTSERV-based electronic-mail mailing list
about Autism.
Mailing list archives - listing of all mail exchanged through the
AUTISM mailing list, retrievable by e-mail from
LIST...@SJUVM.BITNET.
Frequently Asked Questions Memo (this memo) - a short introduction to
autism to answer questions that people frequently have about it. If
people ask about it, it belongs here.
2) Definition of Autism
The following is from DSM IV: [what is DSM IV? -ed]
AGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER"
A) A total of six (or more) items from (1), (2), and (3), with at
least two from (1), and one each from (2) and (3)
(1) qualitative impairment in social interaction, as manifested by
at least two of the following:
a) marked impairments in the use of multiple nonverbal behavoirs
such as eye-to-eye gaze, facial expression, body posture, and
gestures to regulate social interaction
b) failure to develop peer relationships appropriate to
developmental level
c) a lack of spontaneous seeking to share enjoyment, interest or
achievements with other people, (eg. by a lack of showing,
bringing, or pointing out objects of interest)
d) lack of social or emotional reciprocity ( note: in the
description, it gives the following as examples: not actively
participating in simple social play or games, preferring solitary
activities, or involving others in activities only as tools or
"mechanical" aids )
2) qualitative impairments in communication as manifested by at
least one of the following:
(a) delay in, or total lack of, the development of spoken language
(not accompanied by an attempt to compensate through alternative
modes of communication such as gesture or mime)
(b) in individuals with adequate speech, marked impairment in the
ability to initate or sustain a conversation with others
(c) stereotyped and repetitive use of language or idosyncratic
language
(d) lack of varied, spontaneous, make-believe play or social
imitative play appropriate to developmental level
(3) restricted repetive & stereotyped patterns of behavoir,
interests and activities, as manifested by at least two of the
following:
(a) encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in
intensity or focus
(b) apparently inflexible adherance to specific, nonfunctional
routines or rituals
(c) stereotyped and repetive motor mannerisms (e.g hand or finger
flapping or twisting, or complex whole-body movements)
(d) persistent preoccupation with parts of objects
B. Delays or abnormal functioning in at least one of the following
areas, with onset proir to age 3 years; (1)
C. The disturbance is not better accounted for by Rett's Disorder
or Childhood Disintegrative Disorder"
The following definition is put forth by the Autism Society of
America:
AUTISM is a severely incapacitating lifelong developmental
disability that typically appears during the first three years of
life. It occurs in approximately fifteen out of every 10,000
births and is four times more common in boys than girls. It has
been found throughout the world in families of all racial, ethnic
and social backgrounds. No known factors in the psychological
environment of a child have been shown to cause autism.
The symptoms are caused by physical disorders of the brain. They
include:
(1) Disturbances in the rate of appearance of physical, social and
language skills.
(2) Abnormal responses to sensations. Any one or a combination of
senses or responses are affected: sight, hearing, touch, pain,
balance, smell, taste, and the way a child holds his body.
(3) Speech and language are absent or delayed while specific
thinking capabilities might be present.
(4) Abnormal ways of relating to people, objects and events.
Autism occurs by itself or in association with other disorders which
affect the function of the brain such as viral infections,
metabolic disturbances, and epilepsy. It is important to
distinguish autism from retardation or mental disorders since
diagnostic confusion may result in referral to inappropriate and
ineffective treatment techniques. The severe form of the syndrome
may include extreme self-injurious, repetitive, highly unusual and
aggressive behavior. Special educational programs using behavioral
methods have proven to be the most helpful treatment.
AUTISM IS TREATABLE -- Early diagnosis and intervention are vital
to the future development of the child.
Note: an example of a dictionary-definition of autism is: "absorption
in fantasy as escape from reality". Obviously there is a big
difference between these definitions. The reason stems from changes
in word usage: in the 30s and 40s, psychologists first observed a
number of children with the above symptoms and called it "early
infantile autism", borrowing the word "autism" which had already been
applied by psychologists to describe people who try to escape from
reality. Today, most discussion of autism (at least in the USA)
centers on children diagnosed as having "early infantile autism" and
everyone refers to it simply as "autism". But occasionally there is
confusion when someone who means "early infantile autism" talks to
someone who is thinking of the original definition. In this
document, we will use the term "autism" in the sense of "early
infantile autism" and refer explicitly to "early infantile autism"
only when discussing both senses of the word.
The definition listed above is oriented to children, but note that
such children do not outgrow their autism. Much of the literature on
autism deals with children because educating them is such a big issue
that more research, education, and writing on autism is about
children than adults.
3) Characteristic Behavior
Autistic children display unusual behavior. A typical autistic
child's behavior is likely to include some of the following:
-no speech
-non-speech vocalizations
-delayed development of speech
-echolalia: speech consisting of literally repeating something heard
-delayed echolalia: repeating something heard at an earlier time
-confusion between the pronouns "I" and "You"
-lack of interaction with other children
-lack of eye contact
-lack of response to people
-treating other people as if they were inanimate objects
-when picked up, offering no "help" ("feels like lifting a sack
of potatoes")
-preoccupation with hands
-flapping hands
-spinning
-balancing, e.g. standing on a fence
-walking on tiptoes
-extreme dislike of certain sounds
-extreme dislike of touching certain textures
-either extremely passive behavior or extremely nervous, active
behavior
-lack of interest in toys
-desire to follow set patterns of behavior/interaction
-desire to keep objects in a certain physical pattern
-repetitive behavior
-self-injurious behavior
[others -ed]
-"islets of competence", areas where the child has normal or even
advanced competence. Typical examples:
-drawing skill
-musical skill
-arithmetic
-calendar arithmetic
-memory skills
[others -ed]
There are other conditions which sometimes coincide with autism:
-synesthesia(an unexpected sensation arises when a particular sense
modality is stimulated)
-Cerebellar abnormalities revealed by MRI scans
-raised levels of serotonin in the brain
4) Similar Conditions
There are a number of diseases which cause children to display some
of the symptoms of autism. Also, on occasion, brain injury has
caused people to display some of the symptoms of autism. Some
diseases:
Deafness. Some children who exhibit symptoms similar to autism have
been discovered to be deaf. A child should always have his hearing
checked before being identified as autistic.
Galactosemia. Inborn error in carbohydrate metabolism.
[Note: is this the same as the inability to matabolize gluten? -ed]
Heller's Disease. Normal development to age 3 or 4, then abrupt
onset of fretfullness, negativisim and anxiety. Regression of
mental development and gradual loss of speech.
LKS (Landau-Kleffner Syndrome/Acquired Childhood Epileptic Aphasia).
Very rare disorder. Typical profile: normal development and age
appropriate language first 3-7 years; Loss of receptive language
while retaining some expressive language; "Telegraphic" speech--few
verbs; Suspicion of deafness; Child frustrated, puzzled by change
in himself; Autistic-like behaviors; normal or above normal
non-verbal IQ score; abnormal EEG, with or without seizures.
PKU (Phenylketonuria). A genetic disorder of the metabolism which
will result in brain-damage during the first years of life unless
special dietary measures are taken. Inadequate enzyme production
resulting in the ability to convert the amino acid, phenylalanine
into tryosine. The extra phenylaline converts to several chemicals
that damage the brain. Symptoms include mental retardation as well
as some of the symptoms of autism. PKU has been eliminated by
screening all children immediately after birth so proper dietary
measures can be taken.
Rett's Syndrome - a neurological disorder that occurs only in girls.
Unlike autism, girls initially show normal development, then
revert. The initial symptoms include some that are associated
with autism. From DSM IV:
"DIAGNOSTIC CRITERIA FOR 299.80 RETT'S DISORDER (females only)
A. All of the following:
(1) apparently normal prenatal and postnatal development (2)
apparently normal psychomotor develop (3) normal head circumference
at birth
B. Onset of all of the following after a period of normal
development:
(1) deceleration of head growth between ages 5 and 48 months (2)
loss of previously acquired purposeful hand skills between ages 5
and 30 months with subsequent development of stereotyped hand
movements (e.g. hand wringing or hand washing) (3) loss of social
engagment early in the course (although social interaction often
develops later) (4) apperance of poorly coordinated gait or trunk
movements (5) severely impaired expressive and receptive language
development with severe pyschomotor retardation"
Childhood Disintegrative Disorder - much rarer than autism.
"DIAGNOSTIC CRITERIA FOR 299.10 CHILDHOOD DISINTEGRATIVE DISORDER
A. Apparently normal development for at least the first 2 years
after birth as manifested by the presence of age appropriate verbal
and nonverbal comunication, social relationships, play and adaptive
behavoir.
B. Clinically significant loss of previously acquired skills
(before age 10 years in at least two of the followingf areas:
(1) expressive or receptive language (2) social skills or adaptive
behavoir (3) bowel or bladder control (4) play (5) motor skills
C. Abnormalities of functioning in at least two of the following
areas:
(1) qualitative impairment in social interaction (e.g. impairment
in nonverbal behavoirs, failure to develop peer relationships, lack
of social or emotional reciprocity)
2) qualitative impairments in communication (eg. delay or lack of
the development of spoken language, inability to initate or sustain
a conversation, stereotyped and repetitive use of language, lack of
verbal make-believe play)
(3) Restricted repetitive & stereotyped patterns of behavoir,
interests and activities, including motor stereotypies and
mannerisms.
D. The disturbance is not better accounted for by another specific
Pervasive Developmental Disorder or by Schizophrenia."
Tourette's Syndrome - a condition thought to be genetic that causes
uncontrollable motor and/or vocal tics.
Obsessive-compulsive disorder -
Cocktail party speech syndrome - a syndrome comprising the following
characteristics: (1) A perseveration of response, either echoing the
examiner, or repetition of an earlier statement made by the child.
(2) An excessive use of social phrases in conversation. (3) An
over-familiarity in manner, unusual for one's age. (4) A habit of
introducing personal experience into the conversation in irrelevant
and inappropriate contexts. (5) Fluent and normally well
articulated speech.
Asperger's Syndrome - similar to Autism except that speech is
normal. In some people's minds, the same thing as high-functioning
Autism. From DSM IV:
"DIAGNOSTIC CRITERIA FOR 299.80 ASPERGER'S DISORDER
A) Qualitative impairment in social interaction, as manifested by
at least two of the following:
(1) marked impairments in the use of multiple nonverbal behavoirs
such as eye-to-eye gaze, facial expression, body posture, and
gestures to regulate social interaction
(2) failure to develop peer relationships appropriate to
developmental level
(3) a lack of spontaneous seeking to share enjoyment, interest or
achievements with other people, (eg. by a lack of showing,
bringing, or pointing out objects of interest to other people)
d) lack of social or emotional reciprocity
B. Restricted repetive & stereotyped patterns of behavoir,
interests and activities, as manifested by at least one of the
following:
(1) encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in
intensity or focus
(2) apparently inflexible adherance to specific, nonfunctional
routines or rituals
(3) stereotyped and repetive motor mannerisms (e.g hand or finger
flapping or twisting, or complex whole-body movements)
(4) persistent preoccupation with parts of objects
C. The disturbance causes clinically significant impairments in
social, occupationals, or other important areas of functioning.
D. There is no clinically significant general delay in language
(e.G. single words used by age 2 years, communicative phrases used
by age 3 years)
E. There is no clinically significant delay in cognitive
development or in the development of age-approrpiate self help
skills, adaptive behavoir (other than in social interaction) and
curiosity about the enviroment in childhood.
F. Criteria are not met for another specific Pervasive
Developmental Disorder or Schizophrenia."
Nonverbal learning disabilities
Semantic-pragmatic speech disorder
Schizophrenia - a mental illness which can result in behavior similar
to autism. Unlike autism, schzophrenia usually starts in
adolescence or early adulthood, and involves delusions or
hallucinations.
PDD - Pervasive Development Disorder (Not Otherwise Specified). PDD
therefore becomes a term for individuals who do not fully meet the
medical criteria for autism, but it is a very loose term. From
DSM IV:
299.80 PERVASIVE DEVELOPMETAL DISORDER
NOT OTHER SPECIFIED (inclding Atypical Autism)
This category should be used when there is a severe and pervasive
impairment the development of reciprocal social interaction, or
verbal and noverbal communication skills, or when the stereotyped
behavoir, interest and activities are present, but the criteria are
not met by a specific Pervasive Developmental Disorder,
Schizophrenia, Schizotype Personality Disorder or Avoidant
Personality Disorder. For example, this category includes "atypical
autism" - presentations that do not meet the criteria for Autistic
Disorder because of late age at onset, atypical symptomatelogy, or
subthreshold symptomology (note; fewer than 6 items), or all
three."
5) Theories/Causes
There is no theory of the cause of autism which everyone has found
convincing. Thus we will review some of the proposed causes.
[need to add list & short descriptions of current theories -ed]
Most researchers are absolutely convinced that the cause is
biological rather than psychological. Bernard Rimland in his book
"Infantile Autism" cites the following evidence for a biological
genesis and against the idea that parents cause their children
to be autistic:
1. Some clearly autistic children are born to parents who do not fit
the autistic parent personality pattern.
2. Parents who do fit the description of the supposedly pathogenic
parent almost invariably have normal, non-autistic children.
3. With very few exceptions, the siblings of autistic children are
normal.
4. Autistic children are behaviorally unusual "from the moment of
birth."
5. There is a consistent ratio of three or four boys to one girl.
6. Virtually all cases of twins reported in the literature have
been identical, with both twins afflicted.
7. Autism can occur or be closely simulated in children with
known organic brain damage.
8. The symptomatology is highly unique and specific.
9. There is an absence of gradations of infantile autism which
would create "blends" from normal to severely afflicted.
A French team recently published (as of 3/24/93) the results of a
comparative study showing evidence of significant differences in the
genetic material between autistic people and other control people.
The research points to anomalies located on chromosome 11. Wait
and see.
6) Facts
Aside from the controversy surrounding the theories of autism, there
are a number of well-established facts.
-X-rays, cat-scans, and other medical tests reveal no physical
symptoms that coincide with autism. There have been few
autopsies done.
-Autistic children have not "reverted" into an autistic state, i.e.,
these are not children who had speech and lost it, etc. The
symptoms emerge as the child develops to the point where the deficit
comes clear.
-Autistic children are often not identified as autistic as early as
one might expect: it ranges from perhaps 6 months to 4 years, and
in some cases identification isn't made until much later.
-Removing the children from their residence and putting them in
the care of different care-providers has no affect.
-Autistic children generally don't make eye contact and even try
to avoid it. It is easy to teach autistic children to make eye
contact, but doing so never affects any other aspect of their
behavior.
-A majority of autistics are also apparently mentally retarded. I
say *apparently* because some now say this is just appearance.
Indeed it is difficult to assess someone who may ignore the usual
tests of mental capacity.
-Though there have been stories of cured autistic children, none of
the methods credited with achieving these cures have produced any
further cures.
-A minority of autistics lead nearly normal lives though they never
marry or show interest in the opposite sex and they lack
initiative. Others need care their whole lives.
[more incontrovertable facts? -ed]
7) Treatment
There is no standard, universally accepted treatment of autism.
Vitamin B6 - some have attributed some success in reducing the
characteristic symptoms of autistics through the ingestion of large
amounts of Vitamin B6. Bernard Rimland pursued this line of
investigation.
dimethylglycine (DMG) - Bernard Rimland pursued this line of
investigation.
Fenfluramine - a drug that decreases blood seratonin concentrations.
Some autistics have abnormally high blood seratonin concentrations
so experiments were carried out to see if this drug affected the
behavior of such autistics (or other autistics). Some success was
reported. Dr. Edward R. Ritvo pursued this line of research.
Audio Integration Therapy - a method of changing a person's
sensitivity to sound at different frequencies. It was originally
developed to combat the onset of some kinds of deafness, but was
tried on an autistic child and cured her. Since then it has not
produced any cures, but has been credited with success in reducing
some of the symptoms of some children. In particular, some
autistic children show a strong aversion to some sounds, and with
Audio Integration Therapy have lost their aversion and exhibited
other reductions in the symptoms of autism.
Sensory Integration Therapy - a method of helping people who
are her oversensitive to the 5 senses by overwhelming them
with sensory experiences, e.g. swing them, roll them, get them
jumping and spinning.
Holding Therapy - [description? -ed]
Lovaas method - a particular "behaviour modification" method of
teaching young autistic children to respond.
Irlean Lenses -
[more? -ed]
8) Educational Methods
There are a number of methods & techniques used in the education
of autistic children.
Whole Language Therapy -
Occupational Therapy
Motor Planning Therapy -
Sensory Integration Therapy -
Teacher MOdelling -
Mainstreaming - teaching autistic children without the benefit of a
specially-trained teacher and classroom tailored for such teaching
was first attempted as a matter of necessity in small school
systems with too few autistics to make it practical to set up
specialized facilities. It was soon observed that autistics in
such situations in general did better than autistics in tailored
classrooms, and the policy of "mainstreaming" was born. Theory has
it that separating autistics from a normal environment just
exacerbates their problem. US law says that children with special
needs must be educated with as little restriction as necessary and
school systems have responded by placing autistics (and other
children with special needs) in normal classrooms as much as
practical.
Sign - some schools teach autistic children sign language if they are
not developing speech. There is evidence that sign is easier than
speech: children of deaf parents who learn sign through normal
interaction usually start using it a bit earlier than other
children start using speech. Also, some autistic children seem to
pay attention to hands more than they do other people's faces.
Facilitated Communication - another person (the "facilitator") holds
the autistic's hand and guides his finger down to a keyboard,
allowing the autistic to decide which key to press. The technique
was developed for people with severe physical handicaps, but was
discovered to work with autistics and is now part of the education
of many autistic children. It has met with a lot of success under
the caveat that when you watch someone communicating this way, it
is impossible to tell if it is the child who is communicating or if
it is the facilitator. Critics suggest either that facilitators
are faking it (but there are far too many otherwise credible
educators who are successful facilitators to give this much credit)
or that somehow the autistic person picks up the facilitators
unconscious desires from minute hand movements. Tests have
sometimes proved that facilitation resulted in real communication
and sometimes that it did not.
One result of the use of Facilitated Communication is the use of it
to elicit accusations of abuse. In cases where the only evidence
of abuse is Facilitated Communication, the law and the courts have
been forced to evaluate its effectiveness in individual cases.
This has encouraged, even forced practicioners to start doing more
rigorous testing of individuals to assure that they actually are
saying what they appear to be saying.
Daily Life Therapy - a method developed in Japan and imported
into the USA. It includes elements normally found in the
education of autistics, but places unusual attention to
physical exercise. It has been said to have achieved
"unprecedented results". The first school to use this method
was opened in Tokyo in 1964, and a school following the same
principles was opened in Boston in 1987.
[more methods/techniques -ed]
[I'm not sure if this outline has a place for things like horseback
riding, and dolphins; probably here -ed]
9) Controversies
10) Coping
Where Autistics generally live:
-Institutions [need descriptions -ed]
-Parent's homes
-Their own homes/appartments (high-functioning adult autistics)
-Group Homes
Social Signal Dogs [description?]
11) History
Discovery (see reference to Kanner paper below). Leo Kanner,
published his first paper identifying autistic children in 1943,
talking about having noticed such children since 1938. Before
Kanner noticed and recorded a pattern of symptoms, such children
would be classified as emotionally disturbed or mentally retarded.
Kanner observed that these children often demonstrated capabilities
that showed that they were not merely slow learners, yet they didn't
fit the patterns of emotionally disturbed children. Thus he
invented a new category.
Older Theories/Origin. Parents were observed to treat their autistic
children without the warmth and affection which is normally observed
between parent and child. Freudian psychology had a ready-made
theory waiting for autism: that if certain basic psychological bonds
between parent and child fail to form that the child will fail to
progress. A Freudian theory of autism remained in vogue in the 50s
and early 60s. Though the theory fit Freudian psychology
hand-in-glove, it remained a possibility that that parents' observed
stilted interaction with the child was a natural result of the way
the child was acting instead of the parent.
Older Treatments. Based upon psychological theories of the basis of
autism, some children were removed to their parents home and put in
foster care to see if they would recover. When this proved
insufficient to cure them, some attempts were made to bring children
through psychological states which they missed out on by virtue of
being in a dysfunctional family. Some success has been reported,
but no clear-cut success that would lead to universal, long-term
adoption of the methods.
Changes in meaning of "autism". Above and beyond the distinction
between the dictionary-definition of autism and the syndrome that is
the subject of this document, the syndrome has been broadened
somewhat since Kanner first published his paper. Kanner reported a
rate of occurrence of 1 in 10000 whereas the ASA states the rate as
15 in 10000. Kanner first identified people who were clearly not
mentally retarded (since this was the unexplained group of people at
the time). Since then, it has been observed that some mentally
retarded people have autistic symptoms whereas others don't so it is
thought that the conditions overlap. This explains a lot of the
difference in the reported rates of occurrence.
Politics. The parents of autistic children are naturally less-than-
objective about their own roles in the cause of their childrens'
conditions. In the 60s, this was fueled by a widespread belief that
the condition was caused by the way the parents treated their
children--when evidence to the contrary was exposed, parents had to
act as their own advocates. Parents still sometimes find themselves
in this position since the general public's information on autism is
often dated or wrong.
Past Articles/Books.
Bruno Bettelheim. "Joey: A 'mechanical boy.'" *Scientific
American*, 200, 116-127.
Bruno Bettelheim. *The Empty Fortress: Infantile autism and the
birth of the self* (Collier-MacMillan, 1967).
12) Glossary of terms and acronyms
This glossary is not very complete--if the term/acronym you are
looking for isn't listed here, you might scan the following
sections: 4 - Similar Conditions; 7 - Treatment; 8 - Educational
Methods; 16 - Organizations & Services; 17 - Initiatives.
ASA "Autistic Society of America" (see organizations)
ASL "American Sign Language"
Aversives - ?
BRI - ?
CHAT "Checklist for Autism in Toddlers" a checklist to by used
by General Practicioners at 18 months to see if a child has
Autism. Described in Baron-Cohen S; Allen J; Gillberg C. "Can
autism be detected at 18 months? The needle, the haystack, and the
CHAT." *British Journal of Psychiatry*, 1992 Dec, 161:839-43. (UI:
93130306)
DSM-IV "Diagnostic and Statistical Manual" (see books)
Echolalia - repeating back something said to you. Delayed
Echolalia is repeating it later. Both behaviors are found
in many autistics.
HFA "High-functioning Autistic"
LFA "Low-functioning Autistic"
FC "Facilitated Communication" (see educational methods)
stim - short for "self-stimulation", a term for behaviors whose
sole purpose appears to be to stimulate ones own senses. An
example is rocking ones body.
13) Popular Attitudes/Entertainment
Autism has caught the popular fancy since it was identified. Given
how rare it occurs, it gets a lot of attention because people find it
fascinating. There are a number of popular books written by
autistic's parents etc. Also, there have been a number of movies and
TV shows that portray autism.
Given the changes in views on autism as well as the fact that a lot
of non-experts like to state their opinions on it, as well as the
fascination of the subject, a large percentage of the general public
has faulty and/or dated views of autism, its causes and cures. Some
recent accurate portrayals in popular entertainment such as *Rainman*
have helped this situation.
There are accounts & stories of autistics being cured. One must
remember is a very rare occurrence at best and it is not always clear
that the person cured was originally autistic. Also there are
accounts of people who are not autistic in the sense of "early
infantile autism" but are either described in the account or in some
reviews as "autistic", perhaps in reference to the more general,
dictionary-definition of autism meaning "absorption in fantasy".
Such accounts may be true-to-life and/or inspiring, but are
portraying something else.
Given the relative rarity of autism, it gets a lot of attention.
Often a lot of attention is given to the education of autistics
perhaps because they show signs of potential if it could only be
unlocked, and perhaps because the syndrome is naturally fascinating
to people. In fact, there have been parents who tried to get their
children classified as autistic specifically because the services
provided by their school district are better for autistic children
than for mentally retarted children. Given the relative rarity of
autistic children, on the order of one in 1000, the fact that one in
three children basically doesn't succeed in high school (either fails
out, drops out, graduates without really achieving high-school-level
learning, sometimes going into a life of unemployment, crime, etc),
though autistic children deserve attention, it seems like society in
general is ignoring the big and boring problem in favor of the small
but interesting one.
[brief accounts/reviews of the books/movies/TV shows below would be
welcome -ed]
Accounts:
Charles Amenta, III. *Russell is Extra Special* (1992). A sensitive
portrayal of an autistic boy written by his father. A physician,
Amenta skillfully weaves relevant factual information about autism
into his narrative using clear language that children will easily
follow. A wonderful book for children.
V. M. Axline. *Dibs in Search of Self* (Balantine, 1964).
Judy Barron & Sean Barron *There's a boy in here* (Simon & Schuster,
1992). Sean Barron and his mother, Judy Barron report on their
experiences with autism. Sean has autism. His is one of very few
autobiographical accounts. And it gives unusual, exceptionally
clear insights into the disability and its many manifestations.
There is much in this book that supports what has been seen through
facilitated communication.
Dorothy Beavers. *Autism: Nightmare Without End*.
Carolyn Betts. *A Special Kind of Normal*.
Carolyn Betts. *Label me Jeff* (NSAC, 1979).
William and Barbara Christopher. *Mixed Blessings* (1989). TV's
Father Mulcahy of M*A*S*H and his real-life family share the story
of raising son, Ned, who has autism.
James Copeland. *For the Love of Anne* (1973) ISBN 00909071207.
Based on the diary of Anne's father, Jack Hodges outlines how they
helped Anne break free of her autisitic world and join their
world. People who object to aversives will not like the methods
employed.
Margaret Eastman, edited by Anne Grice. *Silent Words* (1992).
D. Eastham. *Understand* (Oliver Pate, 1985). Not exactly an
account: a book of poetry developed by a student labeled autistic
who uses facilitated communication to express his ideas. His poetry
gives insight into the experiences of people labeled autistic.
R. Wayne Gilpin. *Laughing & Loving with Autism* (1993). 126 pages
of short vignettes about persons with autism.
Temple Grandin & M. M. Scariano. *Emergence: Labeled Autistic* (Arena
Press, 1986). This is an autobiographical book by Temple Grandin,
with Margaret Scariano. It offers insight into the frustrations
that people labeled autistic have during the time they are trying
to develop an ability to communicate. This is considered a rare
autobiographical account in as much as the majority of the people
with autism have not developed such sophisticated communication
abilities.
Josh Greenfield. *A Child Called Noah* (Holt, Reinhart, & Winston,
1972). Also 1979 printing by Pocket Books.
Josh Greenfield. *A Place for Noah* (Hold, Reinhart, & Winston, 1978).
Charles Hart. *Without Reason: A family copes with Two Generations
of Autism* (Harper & Row, 1989).
Barry Neil Kaufman. *Son-Rise* (Warner, 1976). A father's account.
Barry Neil Kaufman. *A miracle to believe in* (Doubleday, 1981).
I haven't seen this and don't know if it is about autism or not.
Barry Neil Kaufman. *Son-Rise: The Miracle Continues* (?, 1994?).
Florence Milnes Kozak. *Autistic Children: A Working Diary*.
Phyllis Haywood Lambert. *Turning Every Stone* (1990).
Ann Lovell. *In A Summer Garment: The Experience of an Autistic
Child*.
Catherine Maurice. *Let Me Hear Your Voice*. Mother's account
of using the Lovaas's Behavior Mod method with her children.
M. McCracken. *A Circle of Children* (Lippincott, 1973).
Jane McDonnell. *News from the Border, A Mother's Memoir of Her
Autistic Son* (1993).
Thomas A. McKean. *Soon Will Come The Light* (Future Education, 1994).
David Miedzianik. *My Autobiography* (Child Development Research Unit,
University of Nottingham).
Clara Clairborne Park. *The Siege* (Little & Brown, 1967). The
first eight years of an autistic child, a mother's account.
Clara Clairborne Park. *The Siege: The First Eight Years of an
Autistic Child with an Epilogue, Fifteen Years Later* (1982).
Craig B. Schulze, *When Snow Turns to Rain: One Family's Struggle to
Solve the Riddle of Autism* (1993).
Annabel Stehli. *The Sound of a Miracle, A Child's Triumph Over
Autism* (1991). Account of author's daughter Georgiana's
astonishing recovery from autism after receiving Audio Integration
Therapy from Dr. Guy Berard, a physician in Annecy, France.
Susan Stanhope Wexler. *The story of Sandy* (Bobbs-Merrill, 1955).
I haven't seen this and don't know if it is about autism or not.
Donna Williams. *Nobody Nowhere: The Extraordinary Autobiography of
an Autistic* (Random, 1992). LCCN: 92-053669, ISBN: 0-8129-2042-2.
The autobiography of an autistic woman; bestseller in early 1993.
Donna Williams. *Somebody Somewhere: Breaking Free from the World
of Autism* (?, 1993). ISBN #0-8129-228705. Donna explores the
four years since her diagnosis and her attempts to leave her
'world under glass' and live normally.
L. Wilson. *This Stranger, My Son; A Mother's Story* (Putnam, 1968).
I haven't seen this and don't know if it is about autism or not.
Stephen Wiltshire. *Drawings* (J. M. Dent & Sons, 1987). Pictures
by an autistic.
Stephen Wiltshire. *Cities* (J. M. Dent & Sons, 1989). Pictures by
an autistic.
Stephen Wiltshire. *Floating Cities* (?). Pictures by an autistic.
? *Readers Digest*. Article on girl who was cured of autism by
Audio Integration Therapy.
*Let Me Hear Your Voice: :A Family's Triumph Over Autism*, LC 92-2471,
ISBN 0-679-40863-0, Child psychology/Family life, 384 pages, $24
FPT (Canada: $30). Due in June 93.
*Silent Words*. Book about (and possibly by) David Eastham on
his use of Facilitated Communication.
Movies:
*Rainman*, Dustin Hoffman plays an adult autistic. Generally
considered to be a realistic portrayal, but some professionals who do
not give much credit to large institutions did not like the ending
that showed that that was where the autistic belonged.
*The Boy Who Could Fly* 1986. Includes as a character a boy who
won't speak to anyone and just sits on the top of his roof and
pretends he is flying.
*The Stone Boy* 1984. I include this because I have seen the phrase
"autistic boy" in a newspaper account of the movie. It is the story
of a boy who accidentally shoots his brother, then as a result of
the shock loses touch with reality. As such, any use of the word
"autism" with respect to this movie is in the general sense of
"retreat into fantasy" rather than as a portrayal of early infantile
autism syndrome.
*House of Cards* 1993. It is about a mother with a daughter that
takes on "autism-like" symptoms after the death of the girl's
father.
TV:
*St. Elsewhere*. One doctor's son was autistic. I saw only a little
of it.
*Key West*. In premier show, there was a rich, sleazy character who
hated his wife because she gave him an autistic child. The child is
portrayed as living in an upstairs room with a keeper, wearing
boxing gloves. In the show, the child is taken to a dolphin
research institute and benefits from interacting with a dolphin.
*Life Goes On*. Not about autism, but with a major character with
Down's Syndrome, the show brings up lot of issues relevant to
children with special needs in general.
*Family Pictures*. An ABC television program to air Sunday, March 21,
1993. Anjelica Houston stars in the story of a family that must
pull together when they are forced to deal with the needs of an
autistic child.
*David's Story*. A CBS TV Movie aired April 10, 1994. Kristie Allie
stars as the mother of an autistic son who becomes obsessive.
*Circle of Children*. See book listed above.
Novels & Stories:
Sue Miller. *Family Pictures* (1990). An engrossing novel spanning
forty years in the life of a large family that is deeply bonded by
the stranger in their midst - an autistic child. The story
simulates the mind, catches the imagination and touches the heart
on virtually every page. By Sue Miller, author of New York Times
bestseller, *The Good Mother*.
Illana Katz and Edward Ritvo, M.D. *Joey and Sam* (1993). A
beautifully illustrated storybook for children. It focuses on a
family with two sons, one of which suffers from autism. The book
addresses their similarities and differences, as it follows them
through daily interactions witheach other, parents, and friends.
Ann M. Martin. *Kristy and the Secret of Susan* (1990). Another
book in the popular Baby-Sitters Club series of books. The book is
about Kristy and her newest baby-sitting charge, Susan. Susan is
not like most kids. She can't talk, but can play the piano and sing
beautifully. Susan has autism.
Ann M. Martin. *Inside Out* (1984). Children's book, one of the
Baby Sitter's Club series.
14) Well-known Autistic People
This list contains only people or parents who have published accounts
of their autism. Some autistics have become well-known writing
autobiographies--for example Donna Williams whose account hit the
best-seller lists (see section 13 above: Popular
Attitudes/Entertainment).
Sylvester Stallone's son.
William Christopher's son (William Christopher played Father Mulcahy
on the TV show M*A*S*H).
Beverly Sills' son.
Dan Marino's son.
15) Well-known Researchers
Leo Kanner - psychologist credited with identifying early infantile
autism in the 30s and 40s.
Bernard Rimland - a researcher and parent who reportedly undertook
to study the causes of autism, expecting to find a psychological
cause, but came to the conclusion that the cause is biological.
He wrote a book in 1964 on the subject which, over the long run
has been very influential.
Bruno Bettelheim - Freudian psychiatrist who has written on
a number of topics including autism. Works from the point of
view that it is a psychiatric condition. See section on
"History" above.
Eric Schopler - associated with the TEACCH project in North
Carolina.
Ivar Lovaas - proponent of behavior modification techniques?
Michael Rutter
Temple Grandin - researcher who is herself autistic.
[more, what criteria to use is not clear; probably the developer and
main promoter of each educational method or theory should be included
-ed]
Rosemary Crossley - first tried facilitated communications with
autistic children.
Douglas Biklen - introduced facilitated communications in USA based
upon work of Rosemary Crossley.
Guy Berard - physician in Annecy, France who developed the Audiokinetron,
one of the possible devices used in Audio Integration Therapy.
16) Organizations & Services
Autism Society of America
7910 Woodmont Ave.
Suite 650
Bethesda. MD 20814-3015
Tel: (301) 657-0881
FAX: (301) 657-0869
Info referral telephone number: 1-800-3-AUTISM
email: VERONIC...@gtees.sprint.com
Older names of this organization:
National Society for Children and Adults with Autism
National Society for Autistic Children (NSAC)
Autism Society Canada
129 Yorkville Ave #202
Toronto, Ontario
M5R 1C4
Canada
(416) 922-0302
FAX: (416) 922-1032
Society for Auditory Integration Training (SAIT) - an organization
which hopes to provide parents information on people who offer AIT
(to prevent just anyone from hanging out a sign and claiming to
know what they are doing without meeting some type of
qualifications).
Society for Auditory Integration Training
c/o Center for the Study of Autism
9725 SW Beaverton-Hillsdale Hwy.
Beaverton, OR 97005
(503) 643-4121
Autism National Committee
11499 Sanderling Drive
West Palm Beach, FL 33414
Also known as AUTCOM
Autism Network Internation (ANI) - the only autistic-run self-help
and advocacy organization for autistic people. Publishes
newsletter, runs computer bulletin board, arranges pen pals, as
well as other advocacy activities.
Autism Network International
P.O. Box 1545
Lawrence, KS 66044
Adriana Foundation - an organization dedicated to the deployment
of Facilitated Communication.
2001 Beacon Street - Room 214
Brookline, Massachusetts 02146
(617) 232-8550 232-8634
fax: (617) 232-8628
Georgiana Foundataion - an organization dedicated to the deployment
of Audio Integration Therapy. They maintain a list of AIT
practitioners who use the Audiokinetron device developed by Dr.
Guy Berard.
P.O. Box 2607
Westport, CT 06880
(203) 454-1221
fax: (203) 454-3788
Autism Research Institute - ?
4182 Adams Avenue
San Diego, CA 92116
(619) 281-7165
Center for the Study of Autism - ?
9725 SW Beaverton-Hillsdale Hwy.
Beaverton, OR 97005
(503) 643-4121
The National Autistic Society
276 Willesden Lane
London NW2 5RB, U.K.
National Autism Research Foundataion - ?
17) Initiatives
National Autism Hotline, (304) 523-8269, provided by the Autism
Services Center, 101 Richmond Street, Huntington, WV 25702.
Annual Autism Conference by Autism Society of America, July
of each year. Intended for parents, researchers, psychologists,
and educators.
TEACCH (Treatment and Education of Autistic and Related
Communication Handicapped Children) program in North Carolina.
DEAL (Dignity through Education and Language Communication
Center) Melbourne, Australia. Pioneered facilitated communications.
[others]
FC Institute [more? -ed]
Sibling Information Network - an organization for siblings of children
in special education. They publish a newsletter and coordinate pen pals.
Not specifically for autism.
Sibling Information Network
The A.J. Pappanikou Center on Special Education & Rehabilitation
991 Main Street
East Hartford, CT 06108
(203) 282-7050
Autism Research Institute
Autism Directory Service; 19 Mark Vincent Drive, Poughkeepsie, NY 12603.
May Institute/The May Center
Irlen Institute
18) Bibliography
[I may end up rearranging things so that the books listed above
that are accounts of autistic children are listed with the
other books in this bibliography]
Since autism has held the popular interest, there is a wide variety
of literature about autism aimed at different audiences:
-general public
-parents
-educators
-psychologists
-researchers
Journals & periodicals dedicated to Autism
*Journal of Autism and Developmental Disorders* (formerly
*Journal of Autism and Childhood Schizophrenia*) (Plenum, 1971-).
*Advocate-Autism Society of America* (formerly *NSAC Newsletter*)
[right? -ed]
*Communications* (newsletter of NAS in UK) [similar to Advocate?]
*Australia Autism Review* 1981-?.
*Our Voice* Newsletter of ANI (see above).
*Autism Research Review International* (Autism Research Institute)
*The Facilitator* (Autism Directory Service)
*M.A.A.P.* (newsletter for More Advanced Autistic People, P.O. Box
524, Crown Point, IN 46307).
*Focus on Autistic Behavior* (Pro-Ed, Inc., 8700 Shaol Creek,
Austin, TX 78758)
Journals that often carry articles on Autism
[to be added]
Articles
[there are so many, it is hard to say what criteria to use to list
them]
Douglas Biklen. "Communication Unbound: Autism and Praxis", *Harvard
Educational Review* (1990): v60n3, 291-314. This article describes
Biklen's research on facilitated communication at the Deal
Communication Centre in Melbourne, Australia. Biklen observed 21
people classified as autistic using facilitated communication. The
article includes a description of the metholodogy, a literature
review on autism and communication with a special focus on how
facilitated communication fits in the context of this literature,
and a careful description of students' communication through
facilitation.
Leo Kanner. "Autistic Disturbances of Affective Contact", *Nervous
Child 2* (1943): 217-250. Reprinted in *Childhood Psychosis:
Initial Studies and New Insights*, ed. Leo Kanner (Washington,
D.C.: V. H. Winston, 1973). Also reprinted in *Classic Readings
in Autism*, ed. Anne M. Donnellan (New York: Teacher's College
Press, 1985). The original paper describing what we now call
autism. Describes a number of children that Leo Kanner had seen in
the course of his practice, among whom he detected a pattern. It
still serves as a very reasonable and instructive overview of the
symptoms.
Bibliographies
[I know of no published bibliographies dedicated solely to autism.
If there are some, let me know; but also let me know what books
or articles or more general bibliographies include extensive
bibliographies on autism]
Barbara Baskin. *Beat of a Different Drummer* [or possibly *Sound
of a Different Drummer*]. Annotated bibliography of books on
various disabilities.
Proceedings
Autism - Cure Tomorrow - Care Today, proceedings of a conference
on the Autistic Child, S. Australia 16-18 Aug. 1967.
Books (see also section above: "Popular Attitudes")
[note: It seems like it might be possible to list every book
whose primary subject is autism; it might be useful to post
reviews that point out which ones are dated. I have a number
of books that have bibliographies and will attempt to add every
book I find reference to -ed]
Janice Adams. *Autism-P.D.D. : Creative Ideas During the School
Years* (Adams Publications).
Janice Adams. *Autism-P.D.D. : Strategies for parents and
professionals by Janice Adams* (Adams Publications).
Juliette Alvin. *Music therapy for the autistic child* (Oxford
University Press, 1978).
American Psychiatric Association. *DSM-III: Diagnostic and
statistical manual of mental disorders (3rd edition)*
(1980). Replaced by DSM-IV.
? *DSM III-R* ?
? *DSM IV: Diagnostic and statistical manual of mental disorders
(4th edition)* (American Psychiatric Press, Washington, 199?).
This book is not about autism but is an important reference in
psychological practice. Telephone number of publisher:
1-800-368-5777.
Autism Society of North Carolina. *Autism Primer: Twenty Questions
and Answers* (1993). Written in cooperation with Division TEACCH.
Jean Ayres. *Sensory Integration and the Child* (Western
Psychnological Services, 1983).
Jean Ayres. *Sensory Integration and Learning Disorders* (Western
Psychnological Services, 1972).
Ann W. Bachrach, Ada R. Mosley, Faye L. Swindle & Mary M. Wood.
*Developmental therapy for young children with autistic
characteristics* (University Park Press, 1978). 185 pages.
Dianne Berkell, ed. *Autism: Identification, Education and
Treatment* (1992).
Agatha H. Bowley. *The young handicapped child: educational
guidance for the young cerebral palsied, deaf, blind, and
autistic child* (E & S Livingstone, 1969).
J. Budde, ed. *Advocacy and autism* (University of Kansas Press,
1977).
Mitchell R. Burkowsky, ed. *Parents and Teachers Guide to the
Care of Autistic Children* (Systems Educators, Inc. Syracuse, NY,
1970).
Joan B. Chase. *Retrolental fibroplasia and autistic symptomatology*
(American foundation for the blind, 1972).
Hubert S. Coffey. *Group treatment of autistic children*
(Prentice-Hall, 1967).
D. J. Cohen & B. K. Caparulo. *Childhood autism. Children today*
(1975).
D. J. Cohen & Anne M. Donnellan. *Handbook of autism and disorders
of atypical development. (Wiley, 1985?).
Mary Coleman, ed. *The autistic syndromes* (North Holland, 1976).
D. W. Churchill. *Language of autistic children* (V. H. Winston
& Sons, 1978).
Nancy J. Dalrymple. *Sex Education: Issues for the Person with
Autism* (1991).
Nancy J. Dalrymple. *Some Interpersonal Social Skill Objectives and
Teaching Strategies for People with Autism* (1992).
Nancy J. Dalrymple. *Helping People With Autism Manage Their
Behavior* (Indiana Resource Center, 1991).
Geraldine Dawson, ed. *Autism: Nature, Diagnosis, and Treatment*
(Guilford Press, 1989?). A textbook.
Carl H. Delacato. *The Ultimate stranger; the autistic child*
(Doubleday, 1974). Delacato's thesis is that autism is neuro-genic
and not psycho-genic in origin.
Marian K. DeMyer. *Parents and children in autism* (Wiley, 1979).
A small encyclopedia of information on children, parents, and
families. Follows 155 autistic children and their families.
A. M. DesLauriers & C. F. Carlson. *Your child is asleep: Early
infantile autism etiology, treatment and parental influences*
(Dorsey Press, 1969).
Anne M. Donnellan. *Classic Readings in Autism* (Teachers College
Press, 1985). A collection of research papers on autism, many of
which are otherwise hard to find. Includes the original paper.
M. Everard, ed. *An approach to teaching autistic children*
(Pergamon Press, 1976). 158 pages.
Warren. H. Fay & A. L. Scholer. *Emerging Language in Autistic
children* (University Park Press, 1980).
Richard M. Foxx. *Decreasing behaviors of severely retarded
and autistic persons* (Research press, 1982).
Uta Frith. *Autism : explaining the enigma*, (Oxford, UK ;
Cambridge, MA : Basil Blackwell, 1989).
Uta Frith, ed. *Autism and Asberger Syndrom* (Cambridge University
Press).
Barbara Furneaux & Brian Robers, eds. *Autistic Children:
teaching, community and research approaches* (Routledge & Kegan
Paul, 1977). 193 pages.
Elizabeth K. Gerlach. *Autism Treatment Guide*, (Portland, Oregon:
Four Leaf Press). $7.
Christopher Gillberg & Mary Coleman. *The Biology of the Autistic
Syndromes*, (Keith, London 1993; US Distributor: Cambridge
University Press, NY). 317pp.
James E. Gilliam. *Autism, diagnosis, instruction, management, and
research* (Thomas, 1981).
Phyllis Teri Gold. *Please Don't Say Hello* (1976). A book on
autism, written for children. The book was very popular in the
past before being re-released due to interest. A good resource for
kids at junior high level.
W. Goldfarb. *Childhood schizophrenia* (Harvard University Press,
1961). I don't know if this has anything to do with autism or
not.
Francesca Happe. *Autism - an introduction to psychological theory*
(UCL Press). ISBN 1-85728-230-2.
Charles A. Hart. *A Parent's Guide to Autism* (Pocket Book
Publishers, 1993). ISBN 0671-75099-2.
B. Hermelin & N. O'Conner. *Psychological experiments with
autistic children* (Pergamon Press, 1970).
Paige Shaughnessy Hinerman. *Teaching autistic children to
communicate* (Aspen systems corp., 1983).
T. J. Haugen. *Autism: symptom or syndrome* (California
Remediation Associates, 1966).
Patricia Howlin & Michael Rutter. *Treatment of Autistic Children*
(Wiley, 1987).
Jean-Marc Gaspard Itard. *Wild Boy of Aveyron*
(Appleton-Century-Crofts. Meridith Pub. Co., Century-Psychology
Series, 1962).
Indiana University. *Infantile autism; Proceedings of the
Indiana University Colloquium* (Charles C. Thomas, 1971).
Indiana Resource Center for Autism. *Introduction to Autism: A Self
Instructional Model* (1992-revised).
Information and Research Utilization Center in Physical Education
and Recreation for the Handicapped. *Physical Education,
Recreation, and related programs for autistic and emotionally
disturbed children* (America Alliance for Health, Physical
Education, and Recreation, 1976).
Karen Kaplan-Fitzgerald. *Reach me, teach me: a public school
program for the autistic child. A handbook for teachers and
administrators* (Academic Therapy Publications, 1977). 80 pages.
Peter Knoblock, ed. *Teaching and mainstreaming autistic
children* (Love Publishing Company, 1982).
Robert L. Koegel, A. Rincover & A. Egel. *Educating and
understanding autistic children* (College Hill, 1982).
Mary Kostantareas, Edward G. Blackstone & Christopher Webster.
*Autism: A Primer* (Quebec Society for Autistic Children, 1981).
Martin A. Kozloff. *Reaching the autistic child: a parent training
program* (Research Press, 1973). An introduction to behavioral
methods.
D. Krug, J. Arick & P. Almond. *Autism screening instrument for
educational planning* (1978).
G. W. LaVigna & A. M. Donnellan, eds. *Educating persons with
autism* (California Department of Health/Telecommunications
service, 1977).
Ole Ivar Lovaas. *The autistic child: Language development through
behavior modification* (Irvington Publishers, Inc., 1977).
Stephen C. Luce & Walter P. Christian. *How to reduce autistic
and severely maladaptive behaviors* (H & H Enterprises, 1981).
37 pages.
Michigan Society for Autistic Children. *How They Grow*. A
handbook for parents of young children with autism.
Minneapolis Children's Medical Center. *Autism...A Family Affair*.
Susan Moreno. *High Functioning Individuals with Autism* (MAAP
Services). Advice and information for parents, etc.
Sam B. Morgan. *The Unreachable Child* (Memphis State University
Press, 1981). 197 pages; aimed at both parents and professionals.
National Society for Autistic Children. *How they grow: a handbook
for parents of young children with autism* (1981).
G. O'Gorman. *The nature of childhood autism* (Butterworths,
1970).
Rosalind C. Oppenheim. *Effective teaching methods for autistic
children* (Charles C. Thomas, 1974). 116 pages.
Maria J. Paluszny. *Autism: a practical guide for parents and
professionals* (Syracuse University Press, 1979).
Marge Penning. *A Language Program for the Severely Language
Impaired - Autistic* (Michigan Society for Autistic Citizens,
1986?).
Michael D. Powers, ed. *Children with Autism: A Parent's Guide*
(Woodbine House, 1989).
Bernard Rimland. *Infantile Autism; the syndrome and its
implications for a neural theory of behavior*
(Appleton-Century-Crofts, 1965). A book that has had far-reaching
impact.
E. R. Ritvo, ed. *Autism: Diagnosis, current research, and
management* (Spectrum, 1976).
Peter Rolands. *Fugitive mind; early development of an autistic
child* (Dent, 1972).
M. Rutter & Eric Schopler, etc. *Autism: A reappraisal of concepts
and treatment* (Plenum Press, 1978).
M. Rutter, ed. *Infantile autism: Concepts, characteristics, and
treatment* (Churchill Livingston, 1971).
M. Rutter. *Maternal deprivation reassessed* (Penguin, 1972).
I don't know if this is about autism.
Eric Schopler & Gary Mesibov, eds. *Behaviorial Issues in Autism*
(Plenum Press, 1994).
Eric Schopler & Gary Mesibov, eds. *The Effects of Autism on the
Family* (Plenum Press, 1984).
Eric Schopler & Gary Mesibov, eds. *Diagnosis and Assessment
in Autism* (Plenum Press, 1988).
Eric Schopler & Gary Mesibov, eds. *The autistic child through
adolesence* (Plenum Press, 1982). Surveys of what is known about
the later development of autistic children.
Eric Schopler & Gary Mesibov, eds. *Social behavior and autism*
(Plenum Press, ?).
Eric Schopler & Robert J. Reichler, eds. *Psychopathology and Child
Development Research and Development* (Plnum Press, 1976).
Eric Schopler, Robert J. Reichler, & M. Lansing. *Individualized
assessment and treatment for autistic and developmentally
disabled children* (University Park Press, 1980). Three volumes.
Eric Schopler. *Autism in adolescents and adults* (Plenum Press,
1983).
Eric Schopler & Gary Mesibov. *High-functioning individuals with
autism* (New York : Plenum Press, 1992) "Based on one of the TEACCH
conferences held in Chapel Hill each May"--Pref.
Lorna Selfe. *Nadia: a case of extraordinary drawing ability in an
autistic child* (Academic Press, 1977).
Marcia Datlow Smith. *Autism and Life in the Community*
(Paul H. Brookes Publishing Co., 1990).
Special Learning Corporation. *Readings in autism* (1978).
Beth Sposato, ed. *The A Book, a collection of writings from
ASA ADVOCATE, 1979-89* (Autism Society of NE, 7155 S. 75th,
Lincoln, NE 68516).
Joanne Suomi, Lisa Ruble, and Nancy Dalrymple. *Let Community
Employment be the Goal for Individuals with Autism* (1992).
John Steffen. *Autism and severe psychopathology*
(Lexingtonbooks, 1982).
Uwe Stuecher. *Tommy: a treatment study of an autistic child*
(Council for Exceptional Children, 1972).
Frances Tustin. *Autistic states in children* (Routledge & Paul,
1981).
George Victor. *The riddle of autism: a psychological analysis*
(Lexingtonbooks, 1983).
Linda R. Watson, Catherine Lord, Bruce Schaffer & Eric Schopler.
*Teaching Spontaneous Communication to Autistic and
Developmentally Handicapped Children*.
Christopher D. Webster. *Autism, new directions in research and
education* (Pergamon Press, 1980).
P. T. B. Weston, ed. *Some approaches to teaching autistic children*
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