{"product_id":"teaching-children-with-autism-to-mind-read-isbn-9780471976233","title":"Teaching Children with Autism to Mind-Read","description":"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.\u003cbr\u003e 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:\u003cbr\u003e * how to interpret facial expressions\u003cbr\u003e * how to recognise feelings of anger, sadness, fear and happiness\u003cbr\u003e * how feelings are affected by what happens and what is expected to happen\u003cbr\u003e * how to see things from another person's perspective\u003cbr\u003e * how to understand another person's knowledge and beliefs\u003cbr\u003e 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.Das erste praxisorientierte Buch über die Anwendung der \"Gedankentheorie\" bei Kindern mit Autismus. Der Schwerpunkt liegt auf der wirkungsvollen Behandlung sozialer und kommunikativer Abnormitäten bei Kindern mit Autismus mit Hilfe der Gedankentheorie (auch als \"Gedankenlesen\" bezeichnet). Hier geht es um die Fähigkeit, den Gemütszustand (Gedanken, Einstellungen, Wünsche, Absichten etc.) anderer zu erfassen und die Fähigkeit, mit dieser Information zu ergründen, was sie sagen wollen, ihr Verhalten sinnvoll zu deuten und vorauszusagen, was sie als nächstes tun werden. Ein unverzichtbares Buch für alle, die in diesem Bereich arbeiten. (01\/98) Teaching About Emotions.\u003cbr\u003e \u003cbr\u003e Teaching About Informational States.\u003cbr\u003e \u003cbr\u003e Developing Pretend Play.\u003cbr\u003e \u003cbr\u003e Future Directions.  \u003cp\u003e\"... is highly recommended for teachers, speech and language clinicians, psychologists and others who work with more able children with autism.\" (\u003cem\u003eChild Psychology Psychiatry,\u003c\/em\u003e Vol 41\/8, 2000) \u003c\/p\u003e\u003cp\u003e\"... a valuable book for anyone working with children and even adults on the autistic spectrum.\" (\u003cem\u003eRCSLT Bulletin,\u003c\/em\u003e 2000)  \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePatricia Howlin\u003c\/b\u003e is Principal Clinical Psychologist at the Maudsley Hospital, London, working mainly with autistic children and those suffering from pervasive developmental disorders. She is also Senior Lecturer in the Department of Child and Adolescent Psychiatry and Psychology at the Institute of Psychiatry, London. She has been involved in research and treatment with autistic children for many years. Her research interests include a follow-up study of autistic individuals, and a comparison of young autistic adults and a matched group of individuals with severe early language delays.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSimon Baron-Cohen\u003c\/b\u003e is Professor of Developmental Psychopathology and Director of the Autism Research Centre at Cambridge University, UK, and one of the co-discoverers of the 'theory of mind' deficit in autism. His books include \u003ci\u003eMindblindness\u003c\/i\u003e (1995); \u003ci\u003eThe Essential Difference\u003c\/i\u003e (2003); and \u003ci\u003eAutism and Asperger Syndrome: The Facts\u003c\/i\u003e (2009).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJulie A. Hadwin\u003c\/b\u003e is Senior Lecturer in Psychology at the University of Southampton. She has used cognitive models to study emotional disorders in childhood and has written several seminal papers to understand attention to threat in childhood anxiety. Her publications include \u003ci\u003eTeaching Children with Autism to Mind-Read\u003c\/i\u003e (with Patricia Howlin and Simon Baron-Cohen, Wiley, 1999).\u003c\/p\u003e 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\u003cbr\u003e * how to interpret facial expressions\u003cbr\u003e * how to recognise feelings of anger, sadness, fear and happiness\u003cbr\u003e * how feelings are affected by what happens and what is expected to happen\u003cbr\u003e * how to see things from another person's perspective\u003cbr\u003e * how to understand another person's knowledge and beliefs\u003cbr\u003e 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. 'This is a much-awaited revision of Howlin, Baron-Cohen, and Hadwin's 1998 volume Teaching Children with Autism to Mind-Read that includes expanded lessons and concepts to teach high-functioning children with autism about mental states. The approach is importantly developmental - based on prior research and progressive sequences of concepts and stages of instruction. It includes multiple foci, including teaching about differences in perspectives, about beliefs, about knowing, about emotions, and more. No one thinks that teaching mental-state understandings will address all the social-cognitive challenges faced by children with autism, but understanding the mental states of self and other is an acknowledged and crucial challenge for these children (and adults) and one that this workbook carefully and effectively addresses. It is a lively and practical book that will be a tremendous resource for parents as well as educators.'\u003cbr\u003e Henry Wellman, Harold W. Stevenson Collegiate Professor of Psychology, University of Michigan","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990136144101,"sku":"NP9780471976233","price":70.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780471976233.jpg?v=1761786643","url":"https:\/\/k12savings.com\/products\/teaching-children-with-autism-to-mind-read-isbn-9780471976233","provider":"K12savings","version":"1.0","type":"link"}