Learning to live with high functioning autism :: a parent's guide for professionals /
It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a h...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London ; Philadelphia :
J. Kingsley Publishers,
2000.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a hugely enjoyable and rewarding read. Mike's knowledge of autism plus his personal experience has given him an excellent basis for the content of the book. His ideas are stimulating, his style accessible, his dedication and humour inspiring. The book is a motivation to me, as a professional, to always question my own practice. Ultimately, the book is a 'must read' for parents and professionals alike.' - Luke Beardon, Regional Development Officer, National Autistic Society 'That the subject of diagnosis and support for those with an autistic spectrum disorder (ASD) is an emotive one for Mike Stanton is obvious. Stanton highlights the costs to his family from a 'system' that understands little of ASD. Stanton, rightly, advocates for professionals to allow parents a bigger part in the whole process. Professionals, inexperienced in this specialist area would benefit from reading of the agonies families encounter in such situations. Stanton believed that with a diagnosis a 'support system' would open up - that it didn't, is of no surprise to those who are already involved with ASD. LEA officers would do well to read his suggestions on flexibility within the educational set-up. The issues raised by Stanton must be addressed by the services as a matter of urgency, if those with ASD are not to be discriminated against and have their needs adequately addressed in this age of inclusion.' - Rosalyn Lord, Parent, Secretary of Action for ASD When his son, Matthew, was finally diagnosed with autism at 12 years old, Mike Stanton thought the diagnosis marked the end of their troubles. In fact, despite the increase in reported levels of autism, appropriate support and clear information were hard to find. Mike had to teach himself and then attempt to pass on his knowledge and understanding to those who worked with his son. But because Matthew has high functioning autism his obvious abilities helped to disguise his more fundamental autistic spectrum disorder. As a consequence, Mike found that his efforts were not always appreciated. Like many parents, who ought to be a valuable source of information and help to busy professionals, he was sometimes made to feel as though it was him and not his son's autism that was the problem. So he wrote this accessible, informative book which provides a clear explanation of the autistic spectrum and dissects and dispels some of the myths about autistic behaviour and the various types of autism. Intended for the professionals who work with autistic people and their families and friends, Learning to Live with High Functioning Autism draws on the Stanton family's experiences, and compares it with the experiences of others, to offer an honest portrayal of what living with autism is actually like for all of those involved. It offers an insight into the world of autistic children and the problems that they and their families face. It will provide support and encouragement for families of children with autism, as well as being an invaluable source of information and advice for professionals working with autistic children and their families. Most important of all, it argues convinclingly that learning to live with autism is a two-way process. We have to reject all models of intervention based upon coercion and compliance in order to work in partnership with young people with autism. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1417553898 9781417553891 128053804X 9781280538049 1846421993 9781846421990 9786610538041 6610538042 |
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| 100 | 1 | |a Stanton, Mike, |d 1952- |1 https://id.oclc.org/worldcat/entity/E39PBJgRR9ptFKtfxhFBdmCqQq |0 http://id.loc.gov/authorities/names/n00094861 | |
| 245 | 1 | 0 | |a Learning to live with high functioning autism : |b a parent's guide for professionals / |c Mike Stanton. |
| 260 | |a London ; |a Philadelphia : |b J. Kingsley Publishers, |c 2000. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 347 | |a data file | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a hugely enjoyable and rewarding read. Mike's knowledge of autism plus his personal experience has given him an excellent basis for the content of the book. His ideas are stimulating, his style accessible, his dedication and humour inspiring. The book is a motivation to me, as a professional, to always question my own practice. Ultimately, the book is a 'must read' for parents and professionals alike.' - Luke Beardon, Regional Development Officer, National Autistic Society 'That the subject of diagnosis and support for those with an autistic spectrum disorder (ASD) is an emotive one for Mike Stanton is obvious. Stanton highlights the costs to his family from a 'system' that understands little of ASD. Stanton, rightly, advocates for professionals to allow parents a bigger part in the whole process. Professionals, inexperienced in this specialist area would benefit from reading of the agonies families encounter in such situations. Stanton believed that with a diagnosis a 'support system' would open up - that it didn't, is of no surprise to those who are already involved with ASD. LEA officers would do well to read his suggestions on flexibility within the educational set-up. The issues raised by Stanton must be addressed by the services as a matter of urgency, if those with ASD are not to be discriminated against and have their needs adequately addressed in this age of inclusion.' - Rosalyn Lord, Parent, Secretary of Action for ASD When his son, Matthew, was finally diagnosed with autism at 12 years old, Mike Stanton thought the diagnosis marked the end of their troubles. In fact, despite the increase in reported levels of autism, appropriate support and clear information were hard to find. Mike had to teach himself and then attempt to pass on his knowledge and understanding to those who worked with his son. But because Matthew has high functioning autism his obvious abilities helped to disguise his more fundamental autistic spectrum disorder. As a consequence, Mike found that his efforts were not always appreciated. Like many parents, who ought to be a valuable source of information and help to busy professionals, he was sometimes made to feel as though it was him and not his son's autism that was the problem. So he wrote this accessible, informative book which provides a clear explanation of the autistic spectrum and dissects and dispels some of the myths about autistic behaviour and the various types of autism. Intended for the professionals who work with autistic people and their families and friends, Learning to Live with High Functioning Autism draws on the Stanton family's experiences, and compares it with the experiences of others, to offer an honest portrayal of what living with autism is actually like for all of those involved. It offers an insight into the world of autistic children and the problems that they and their families face. It will provide support and encouragement for families of children with autism, as well as being an invaluable source of information and advice for professionals working with autistic children and their families. Most important of all, it argues convinclingly that learning to live with autism is a two-way process. We have to reject all models of intervention based upon coercion and compliance in order to work in partnership with young people with autism. | ||
| 505 | 0 | |a COVER -- Learning to Live with High Functioning Autism: A Parent's Guide for Professionals -- Contents -- Acknowledgements -- Author's Note -- 1 Introduction -- 2 A Parent's Tale -- 3 Understanding Autism -- The nature of autism -- The range of autistic spectrum disorders -- Definitions and diagnoses -- 4 Diagnosis -- Difficulties with diagnosis -- A signpost not a label -- Our experiences -- 5 Conflict and Partnership -- Parental responses -- the worrier -- Parental responses -- the warrior -- Breakdown and conflict -- Partnership -- 6 Brothers and Sisters -- 7 Early Years -- Miracle cures. | |
| 505 | 8 | |a Missing diagnoses -- Early intervention -- 8 Childhood -- 9 Adolescence -- Peer group changes -- Changes to themselves -- Adults change -- 10 Adult Life -- Autism is for life -- Avoiding unfortunate situations -- Investing in autism -- 11 Myths and Insights -- I cannot tell a lie -- People with autism are self-absorbed -- Bursting the autistic bubble -- 'That's not autism. All kids do that' -- Aint misbehavin' -- Beam me up, Scottie! -- Thinking like a human -- Mild autism? -- 12 Challenging Behaviour -- Asperger syndrome, temper tantrums and panic attacks -- what it is like -- Meltdown. | |
| 505 | 8 | |a Responding to challenging behaviour -- 13 Mind Your Language -- They may not realize you are talking to them -- They may miss out on non verbal clues to meaning -- Too much stress can overload the system -- Hearing is not always reliable -- Problems with meaning -- Taking things literally -- Being pedantic -- Alternatives -- 14 Difficulties at School -- The need for partnership -- The difficulties schools face -- Remedial versus prosthetic models of support -- Study skills -- Problems with writing -- Bullying -- Too clever by half? -- 15 The Way Forward -- Recipe for success. | |
| 505 | 8 | |a Integration and inclusion -- the least restrictive environment -- Getting it right -- Friendship circles and buddy systems -- Transition to secondary school -- Diversity and choice -- Flexi-schooling -- The range of available interventions -- 16 Conclusion -- References and Resources. | |
| 546 | |a English. | ||
| 650 | 0 | |a Asperger's syndrome. |0 http://id.loc.gov/authorities/subjects/sh91001353 | |
| 650 | 0 | |a Infants. |0 http://id.loc.gov/authorities/subjects/sh85066022 | |
| 650 | 0 | |a Children. |0 http://id.loc.gov/authorities/subjects/sh85023418 | |
| 650 | 1 | 2 | |a Autistic Disorder |
| 650 | 1 | 2 | |a Asperger Syndrome |
| 650 | 2 | 2 | |a Infant |
| 650 | 2 | 2 | |a Child |
| 650 | 6 | |a Syndrome d'Asperger. | |
| 650 | 6 | |a Nourrissons. | |
| 650 | 6 | |a Enfants. | |
| 650 | 7 | |a infants. |2 aat | |
| 650 | 7 | |a children (people by age group) |2 aat | |
| 650 | 7 | |a Teaching Of Students With Specific Learning Difficulties |x Needs. |2 bicssc | |
| 650 | 7 | |a Child & Developmental Psychology. |2 bicssc | |
| 650 | 7 | |a PSYCHOLOGY |x Psychopathology |x Schizophrenia. |2 bisacsh | |
| 650 | 7 | |a Infants |2 fast | |
| 650 | 7 | |a Children |2 fast | |
| 650 | 7 | |a Asperger's syndrome |2 fast | |
| 758 | |i has work: |a Learning to live with high functioning autism (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGtJgmWBwQXChkYxgwjxKq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Stanton, Mike, 1952- |t Learning to live with high functioning autism. |d London ; Philadelphia : J. Kingsley Publishers, 2000 |w (DLC) 00030443 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=117551 |3 Volltext |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL3015851 | ||
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocm49964118 |
|---|---|
| _version_ | 1816881599931744256 |
| adam_text | |
| any_adam_object | |
| author | Stanton, Mike, 1952- |
| author_GND | http://id.loc.gov/authorities/names/n00094861 |
| author_facet | Stanton, Mike, 1952- |
| author_role | |
| author_sort | Stanton, Mike, 1952- |
| author_variant | m s ms |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | R - Medicine |
| callnumber-label | RC553 |
| callnumber-raw | RC553.A88 S83 2000eb |
| callnumber-search | RC553.A88 S83 2000eb |
| callnumber-sort | RC 3553 A88 S83 42000EB |
| callnumber-subject | RC - Internal Medicine |
| collection | ZDB-4-EBA |
| contents | COVER -- Learning to Live with High Functioning Autism: A Parent's Guide for Professionals -- Contents -- Acknowledgements -- Author's Note -- 1 Introduction -- 2 A Parent's Tale -- 3 Understanding Autism -- The nature of autism -- The range of autistic spectrum disorders -- Definitions and diagnoses -- 4 Diagnosis -- Difficulties with diagnosis -- A signpost not a label -- Our experiences -- 5 Conflict and Partnership -- Parental responses -- the worrier -- Parental responses -- the warrior -- Breakdown and conflict -- Partnership -- 6 Brothers and Sisters -- 7 Early Years -- Miracle cures. Missing diagnoses -- Early intervention -- 8 Childhood -- 9 Adolescence -- Peer group changes -- Changes to themselves -- Adults change -- 10 Adult Life -- Autism is for life -- Avoiding unfortunate situations -- Investing in autism -- 11 Myths and Insights -- I cannot tell a lie -- People with autism are self-absorbed -- Bursting the autistic bubble -- 'That's not autism. All kids do that' -- Aint misbehavin' -- Beam me up, Scottie! -- Thinking like a human -- Mild autism? -- 12 Challenging Behaviour -- Asperger syndrome, temper tantrums and panic attacks -- what it is like -- Meltdown. Responding to challenging behaviour -- 13 Mind Your Language -- They may not realize you are talking to them -- They may miss out on non verbal clues to meaning -- Too much stress can overload the system -- Hearing is not always reliable -- Problems with meaning -- Taking things literally -- Being pedantic -- Alternatives -- 14 Difficulties at School -- The need for partnership -- The difficulties schools face -- Remedial versus prosthetic models of support -- Study skills -- Problems with writing -- Bullying -- Too clever by half? -- 15 The Way Forward -- Recipe for success. Integration and inclusion -- the least restrictive environment -- Getting it right -- Friendship circles and buddy systems -- Transition to secondary school -- Diversity and choice -- Flexi-schooling -- The range of available interventions -- 16 Conclusion -- References and Resources. |
| ctrlnum | (OCoLC)49964118 |
| dewey-full | 616.8982 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 616 - Diseases |
| dewey-raw | 616.8982 |
| dewey-search | 616.8982 |
| dewey-sort | 3616.8982 |
| dewey-tens | 610 - Medicine and health |
| discipline | Medizin |
| format | Electronic eBook |
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ind2="0"><subfield code="a">Learning to live with high functioning autism :</subfield><subfield code="b">a parent's guide for professionals /</subfield><subfield code="c">Mike Stanton.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">London ;</subfield><subfield code="a">Philadelphia :</subfield><subfield code="b">J. Kingsley Publishers,</subfield><subfield code="c">2000.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">data file</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a hugely enjoyable and rewarding read. Mike's knowledge of autism plus his personal experience has given him an excellent basis for the content of the book. His ideas are stimulating, his style accessible, his dedication and humour inspiring. The book is a motivation to me, as a professional, to always question my own practice. Ultimately, the book is a 'must read' for parents and professionals alike.' - Luke Beardon, Regional Development Officer, National Autistic Society 'That the subject of diagnosis and support for those with an autistic spectrum disorder (ASD) is an emotive one for Mike Stanton is obvious. Stanton highlights the costs to his family from a 'system' that understands little of ASD. Stanton, rightly, advocates for professionals to allow parents a bigger part in the whole process. Professionals, inexperienced in this specialist area would benefit from reading of the agonies families encounter in such situations. Stanton believed that with a diagnosis a 'support system' would open up - that it didn't, is of no surprise to those who are already involved with ASD. LEA officers would do well to read his suggestions on flexibility within the educational set-up. The issues raised by Stanton must be addressed by the services as a matter of urgency, if those with ASD are not to be discriminated against and have their needs adequately addressed in this age of inclusion.' - Rosalyn Lord, Parent, Secretary of Action for ASD When his son, Matthew, was finally diagnosed with autism at 12 years old, Mike Stanton thought the diagnosis marked the end of their troubles. In fact, despite the increase in reported levels of autism, appropriate support and clear information were hard to find. Mike had to teach himself and then attempt to pass on his knowledge and understanding to those who worked with his son. But because Matthew has high functioning autism his obvious abilities helped to disguise his more fundamental autistic spectrum disorder. As a consequence, Mike found that his efforts were not always appreciated. Like many parents, who ought to be a valuable source of information and help to busy professionals, he was sometimes made to feel as though it was him and not his son's autism that was the problem. So he wrote this accessible, informative book which provides a clear explanation of the autistic spectrum and dissects and dispels some of the myths about autistic behaviour and the various types of autism. Intended for the professionals who work with autistic people and their families and friends, Learning to Live with High Functioning Autism draws on the Stanton family's experiences, and compares it with the experiences of others, to offer an honest portrayal of what living with autism is actually like for all of those involved. It offers an insight into the world of autistic children and the problems that they and their families face. It will provide support and encouragement for families of children with autism, as well as being an invaluable source of information and advice for professionals working with autistic children and their families. Most important of all, it argues convinclingly that learning to live with autism is a two-way process. We have to reject all models of intervention based upon coercion and compliance in order to work in partnership with young people with autism.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">COVER -- Learning to Live with High Functioning Autism: A Parent's Guide for Professionals -- Contents -- Acknowledgements -- Author's Note -- 1 Introduction -- 2 A Parent's Tale -- 3 Understanding Autism -- The nature of autism -- The range of autistic spectrum disorders -- Definitions and diagnoses -- 4 Diagnosis -- Difficulties with diagnosis -- A signpost not a label -- Our experiences -- 5 Conflict and Partnership -- Parental responses -- the worrier -- Parental responses -- the warrior -- Breakdown and conflict -- Partnership -- 6 Brothers and Sisters -- 7 Early Years -- Miracle cures.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Missing diagnoses -- Early intervention -- 8 Childhood -- 9 Adolescence -- Peer group changes -- Changes to themselves -- Adults change -- 10 Adult Life -- Autism is for life -- Avoiding unfortunate situations -- Investing in autism -- 11 Myths and Insights -- I cannot tell a lie -- People with autism are self-absorbed -- Bursting the autistic bubble -- 'That's not autism. All kids do that' -- Aint misbehavin' -- Beam me up, Scottie! -- Thinking like a human -- Mild autism? -- 12 Challenging Behaviour -- Asperger syndrome, temper tantrums and panic attacks -- what it is like -- Meltdown.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Responding to challenging behaviour -- 13 Mind Your Language -- They may not realize you are talking to them -- They may miss out on non verbal clues to meaning -- Too much stress can overload the system -- Hearing is not always reliable -- Problems with meaning -- Taking things literally -- Being pedantic -- Alternatives -- 14 Difficulties at School -- The need for partnership -- The difficulties schools face -- Remedial versus prosthetic models of support -- Study skills -- Problems with writing -- Bullying -- Too clever by half? -- 15 The Way Forward -- Recipe for success.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Integration and inclusion -- the least restrictive environment -- Getting it right -- Friendship circles and buddy systems -- Transition to secondary school -- Diversity and choice -- Flexi-schooling -- The range of available interventions -- 16 Conclusion -- References and Resources.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Asperger's syndrome.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh91001353</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Infants.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85066022</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Children.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85023418</subfield></datafield><datafield tag="650" ind1="1" ind2="2"><subfield code="a">Autistic Disorder</subfield></datafield><datafield tag="650" ind1="1" ind2="2"><subfield code="a">Asperger Syndrome</subfield></datafield><datafield tag="650" ind1="2" ind2="2"><subfield code="a">Infant</subfield></datafield><datafield tag="650" ind1="2" ind2="2"><subfield code="a">Child</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Syndrome d'Asperger.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Nourrissons.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Enfants.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">infants.</subfield><subfield code="2">aat</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">children (people by age group)</subfield><subfield code="2">aat</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teaching Of Students With Specific Learning Difficulties</subfield><subfield code="x">Needs.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Child & Developmental Psychology.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">PSYCHOLOGY</subfield><subfield code="x">Psychopathology</subfield><subfield code="x">Schizophrenia.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Infants</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Children</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Asperger's syndrome</subfield><subfield code="2">fast</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Learning to live with high functioning autism (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGtJgmWBwQXChkYxgwjxKq</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Stanton, Mike, 1952-</subfield><subfield code="t">Learning to live with high functioning autism.</subfield><subfield code="d">London ; Philadelphia : J. 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| id | ZDB-4-EBA-ocm49964118 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:15:17Z |
| institution | BVB |
| isbn | 1417553898 9781417553891 128053804X 9781280538049 1846421993 9781846421990 9786610538041 6610538042 |
| language | English |
| oclc_num | 49964118 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2000 |
| publishDateSearch | 2000 |
| publishDateSort | 2000 |
| publisher | J. Kingsley Publishers, |
| record_format | marc |
| spelling | Stanton, Mike, 1952- https://id.oclc.org/worldcat/entity/E39PBJgRR9ptFKtfxhFBdmCqQq http://id.loc.gov/authorities/names/n00094861 Learning to live with high functioning autism : a parent's guide for professionals / Mike Stanton. London ; Philadelphia : J. Kingsley Publishers, 2000. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references and index. Print version record. It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a hugely enjoyable and rewarding read. Mike's knowledge of autism plus his personal experience has given him an excellent basis for the content of the book. His ideas are stimulating, his style accessible, his dedication and humour inspiring. The book is a motivation to me, as a professional, to always question my own practice. Ultimately, the book is a 'must read' for parents and professionals alike.' - Luke Beardon, Regional Development Officer, National Autistic Society 'That the subject of diagnosis and support for those with an autistic spectrum disorder (ASD) is an emotive one for Mike Stanton is obvious. Stanton highlights the costs to his family from a 'system' that understands little of ASD. Stanton, rightly, advocates for professionals to allow parents a bigger part in the whole process. Professionals, inexperienced in this specialist area would benefit from reading of the agonies families encounter in such situations. Stanton believed that with a diagnosis a 'support system' would open up - that it didn't, is of no surprise to those who are already involved with ASD. LEA officers would do well to read his suggestions on flexibility within the educational set-up. The issues raised by Stanton must be addressed by the services as a matter of urgency, if those with ASD are not to be discriminated against and have their needs adequately addressed in this age of inclusion.' - Rosalyn Lord, Parent, Secretary of Action for ASD When his son, Matthew, was finally diagnosed with autism at 12 years old, Mike Stanton thought the diagnosis marked the end of their troubles. In fact, despite the increase in reported levels of autism, appropriate support and clear information were hard to find. Mike had to teach himself and then attempt to pass on his knowledge and understanding to those who worked with his son. But because Matthew has high functioning autism his obvious abilities helped to disguise his more fundamental autistic spectrum disorder. As a consequence, Mike found that his efforts were not always appreciated. Like many parents, who ought to be a valuable source of information and help to busy professionals, he was sometimes made to feel as though it was him and not his son's autism that was the problem. So he wrote this accessible, informative book which provides a clear explanation of the autistic spectrum and dissects and dispels some of the myths about autistic behaviour and the various types of autism. Intended for the professionals who work with autistic people and their families and friends, Learning to Live with High Functioning Autism draws on the Stanton family's experiences, and compares it with the experiences of others, to offer an honest portrayal of what living with autism is actually like for all of those involved. It offers an insight into the world of autistic children and the problems that they and their families face. It will provide support and encouragement for families of children with autism, as well as being an invaluable source of information and advice for professionals working with autistic children and their families. Most important of all, it argues convinclingly that learning to live with autism is a two-way process. We have to reject all models of intervention based upon coercion and compliance in order to work in partnership with young people with autism. COVER -- Learning to Live with High Functioning Autism: A Parent's Guide for Professionals -- Contents -- Acknowledgements -- Author's Note -- 1 Introduction -- 2 A Parent's Tale -- 3 Understanding Autism -- The nature of autism -- The range of autistic spectrum disorders -- Definitions and diagnoses -- 4 Diagnosis -- Difficulties with diagnosis -- A signpost not a label -- Our experiences -- 5 Conflict and Partnership -- Parental responses -- the worrier -- Parental responses -- the warrior -- Breakdown and conflict -- Partnership -- 6 Brothers and Sisters -- 7 Early Years -- Miracle cures. Missing diagnoses -- Early intervention -- 8 Childhood -- 9 Adolescence -- Peer group changes -- Changes to themselves -- Adults change -- 10 Adult Life -- Autism is for life -- Avoiding unfortunate situations -- Investing in autism -- 11 Myths and Insights -- I cannot tell a lie -- People with autism are self-absorbed -- Bursting the autistic bubble -- 'That's not autism. All kids do that' -- Aint misbehavin' -- Beam me up, Scottie! -- Thinking like a human -- Mild autism? -- 12 Challenging Behaviour -- Asperger syndrome, temper tantrums and panic attacks -- what it is like -- Meltdown. Responding to challenging behaviour -- 13 Mind Your Language -- They may not realize you are talking to them -- They may miss out on non verbal clues to meaning -- Too much stress can overload the system -- Hearing is not always reliable -- Problems with meaning -- Taking things literally -- Being pedantic -- Alternatives -- 14 Difficulties at School -- The need for partnership -- The difficulties schools face -- Remedial versus prosthetic models of support -- Study skills -- Problems with writing -- Bullying -- Too clever by half? -- 15 The Way Forward -- Recipe for success. Integration and inclusion -- the least restrictive environment -- Getting it right -- Friendship circles and buddy systems -- Transition to secondary school -- Diversity and choice -- Flexi-schooling -- The range of available interventions -- 16 Conclusion -- References and Resources. English. Asperger's syndrome. http://id.loc.gov/authorities/subjects/sh91001353 Infants. http://id.loc.gov/authorities/subjects/sh85066022 Children. http://id.loc.gov/authorities/subjects/sh85023418 Autistic Disorder Asperger Syndrome Infant Child Syndrome d'Asperger. Nourrissons. Enfants. infants. aat children (people by age group) aat Teaching Of Students With Specific Learning Difficulties Needs. bicssc Child & Developmental Psychology. bicssc PSYCHOLOGY Psychopathology Schizophrenia. bisacsh Infants fast Children fast Asperger's syndrome fast has work: Learning to live with high functioning autism (Text) https://id.oclc.org/worldcat/entity/E39PCGtJgmWBwQXChkYxgwjxKq https://id.oclc.org/worldcat/ontology/hasWork Print version: Stanton, Mike, 1952- Learning to live with high functioning autism. London ; Philadelphia : J. Kingsley Publishers, 2000 (DLC) 00030443 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=117551 Volltext |
| spellingShingle | Stanton, Mike, 1952- Learning to live with high functioning autism : a parent's guide for professionals / COVER -- Learning to Live with High Functioning Autism: A Parent's Guide for Professionals -- Contents -- Acknowledgements -- Author's Note -- 1 Introduction -- 2 A Parent's Tale -- 3 Understanding Autism -- The nature of autism -- The range of autistic spectrum disorders -- Definitions and diagnoses -- 4 Diagnosis -- Difficulties with diagnosis -- A signpost not a label -- Our experiences -- 5 Conflict and Partnership -- Parental responses -- the worrier -- Parental responses -- the warrior -- Breakdown and conflict -- Partnership -- 6 Brothers and Sisters -- 7 Early Years -- Miracle cures. Missing diagnoses -- Early intervention -- 8 Childhood -- 9 Adolescence -- Peer group changes -- Changes to themselves -- Adults change -- 10 Adult Life -- Autism is for life -- Avoiding unfortunate situations -- Investing in autism -- 11 Myths and Insights -- I cannot tell a lie -- People with autism are self-absorbed -- Bursting the autistic bubble -- 'That's not autism. All kids do that' -- Aint misbehavin' -- Beam me up, Scottie! -- Thinking like a human -- Mild autism? -- 12 Challenging Behaviour -- Asperger syndrome, temper tantrums and panic attacks -- what it is like -- Meltdown. Responding to challenging behaviour -- 13 Mind Your Language -- They may not realize you are talking to them -- They may miss out on non verbal clues to meaning -- Too much stress can overload the system -- Hearing is not always reliable -- Problems with meaning -- Taking things literally -- Being pedantic -- Alternatives -- 14 Difficulties at School -- The need for partnership -- The difficulties schools face -- Remedial versus prosthetic models of support -- Study skills -- Problems with writing -- Bullying -- Too clever by half? -- 15 The Way Forward -- Recipe for success. Integration and inclusion -- the least restrictive environment -- Getting it right -- Friendship circles and buddy systems -- Transition to secondary school -- Diversity and choice -- Flexi-schooling -- The range of available interventions -- 16 Conclusion -- References and Resources. Asperger's syndrome. http://id.loc.gov/authorities/subjects/sh91001353 Infants. http://id.loc.gov/authorities/subjects/sh85066022 Children. http://id.loc.gov/authorities/subjects/sh85023418 Autistic Disorder Asperger Syndrome Infant Child Syndrome d'Asperger. Nourrissons. Enfants. infants. aat children (people by age group) aat Teaching Of Students With Specific Learning Difficulties Needs. bicssc Child & Developmental Psychology. bicssc PSYCHOLOGY Psychopathology Schizophrenia. bisacsh Infants fast Children fast Asperger's syndrome fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh91001353 http://id.loc.gov/authorities/subjects/sh85066022 http://id.loc.gov/authorities/subjects/sh85023418 |
| title | Learning to live with high functioning autism : a parent's guide for professionals / |
| title_auth | Learning to live with high functioning autism : a parent's guide for professionals / |
| title_exact_search | Learning to live with high functioning autism : a parent's guide for professionals / |
| title_full | Learning to live with high functioning autism : a parent's guide for professionals / Mike Stanton. |
| title_fullStr | Learning to live with high functioning autism : a parent's guide for professionals / Mike Stanton. |
| title_full_unstemmed | Learning to live with high functioning autism : a parent's guide for professionals / Mike Stanton. |
| title_short | Learning to live with high functioning autism : |
| title_sort | learning to live with high functioning autism a parent s guide for professionals |
| title_sub | a parent's guide for professionals / |
| topic | Asperger's syndrome. http://id.loc.gov/authorities/subjects/sh91001353 Infants. http://id.loc.gov/authorities/subjects/sh85066022 Children. http://id.loc.gov/authorities/subjects/sh85023418 Autistic Disorder Asperger Syndrome Infant Child Syndrome d'Asperger. Nourrissons. Enfants. infants. aat children (people by age group) aat Teaching Of Students With Specific Learning Difficulties Needs. bicssc Child & Developmental Psychology. bicssc PSYCHOLOGY Psychopathology Schizophrenia. bisacsh Infants fast Children fast Asperger's syndrome fast |
| topic_facet | Asperger's syndrome. Infants. Children. Autistic Disorder Asperger Syndrome Infant Child Syndrome d'Asperger. Nourrissons. Enfants. infants. children (people by age group) Teaching Of Students With Specific Learning Difficulties Needs. Child & Developmental Psychology. PSYCHOLOGY Psychopathology Schizophrenia. Infants Children Asperger's syndrome |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=117551 |
| work_keys_str_mv | AT stantonmike learningtolivewithhighfunctioningautismaparentsguideforprofessionals |