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    Teaching Children with Autism to Mind-read (Paperback) By (author) Patricia Howlin, By (author) Simon Baron-Cohen, By (author) Julie A. Hadwin

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    DescriptionThe difficulties experienced by children with autism and related conditions in inferring the thoughts, beliefs, desires and intentions of others are well documented in numerous studies. It now seems that these deficits underlie many of the social and communication problems that are characteristic of autism. Teaching Children with Autism to Mind-Read explores the relationship of "theory of mind" deficits to other areas of children's functioning and describes existing experimental work that has attempted to enhance the skills associated with understanding others' minds. Drawing on their own intervention programme, and providing detailed information about the teaching materials and strategies they use, the authors provide practical guidelines for helping children with autism spectrum conditions to improve their understanding of beliefs, emotions and pretence. The authors tackle specific problematic issues including: how to interpret facial expressions how to recognise feelings of anger, sadness, fear and happiness how feelings are affected by what happens and what is expected to happen how to see things from another person's perspective how to understand another person's knowledge and beliefs This easy-to-follow graded teaching guide is of particular relevance to special needs teachers, educational and clinical psychologists, speech and language therapists, and carers of children with autism spectrum conditions.


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    Title
    Teaching Children with Autism to Mind-read
    Authors and contributors
    By (author) Patricia Howlin, By (author) Simon Baron-Cohen, By (author) Julie A. Hadwin
    Physical properties
    Format: Paperback
    Number of pages: 302
    Width: 188 mm
    Height: 244 mm
    Thickness: 14 mm
    Weight: 658 g
    Language
    English
    ISBN
    ISBN 13: 9780471976233
    ISBN 10: 0471976237
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 16960
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Modifier: Subject Development: 20
    B&T Modifier: Region of Publication: 03
    Ingram Subject Code: PS
    Libri: I-PS
    B&T Modifier: Subject Development: 23
    B&T General Subject: 670
    B&T Modifier: Text Format: 03
    B&T Merchandise Category: MAJ
    B&T Modifier: Academic Level: 03
    LC subject heading: ,
    BISAC V2.8: MED102000
    BIC subject category V2: JNSL
    BISAC V2.8: EDU026000, PSY022000
    LC subject heading: ,
    BISAC V2.8: PSY007000
    B&T Approval Code: A67263400
    LC subject heading:
    BISAC V2.8: MED007000
    DC22: 371.94
    DC21: 371.94
    LC subject heading: ,
    BISAC V2.8: MED105010
    LC subject heading: ,
    B&T Approval Code: A37704600
    LC classification: LC4717.5.T, LC4717.5 .H69 1999
    Thema V1.0: JNS, MKL, MKM, MKZL, MJPD, MKD, MBPK
    Illustrations note
    forms
    Publisher
    John Wiley and Sons Ltd
    Imprint name
    John Wiley & Sons Ltd
    Publication date
    02 February 1999
    Publication City/Country
    Chichester
    Review quote
    "...is highly recommended for teachers, speech and language clinicians, psychologists and others who work with more able children with autism" --Child Psychology Psychiatry, Vol 41/8, 2000 "...a valuable book for anyone working with children and even adults on the autistic spectrum." --RCSLT Bulletin, 2000
    Back cover copy
    The difficulties experienced by children with autism and related conditions in inferring the thoughts, beliefs, desires and intentions of others are well documented in numerous studies. It now seems that these deficits underlie many of the social and communication problems that are characteristic of autism. Teaching Children with Autism to Mind-Read explores the relationship of "theory of mind" deficits to other areas of children's functioning and describes existing experimental work that has attempted to enhance the skills associated with understanding others' minds. Drawing on their own intervention programme, and providing detailed information about the teaching materials and strategies they use, the authors provide practical guidelines for helping children with autism spectrum conditions to improve their understanding of beliefs, emotions and pretence. The authors tackle specific problematic issues including * how to interpret facial expressions * how to recognise feelings of anger, sadness, fear and happiness * how feelings are affected by what happens and what is expected to happen * how to see things from another person's perspective * how to understand another person's knowledge and beliefs This easy-to-follow graded teaching guide is of particular relevance to special needs teachers, educational and clinical psychologists, speech and language therapists, and carers of children with autism spectrum conditions.
    Table of contents
    Teaching About Emotions. Teaching About Informational States. Developing Pretend Play. Future Directions.