Maureen Aarons - Autism: A Social Skills Approach for Children and Adolescents
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Autism: A Social Skills Approach for Children and Adolescents
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All rights reserved. The whole or part of this work including all text and illustrations is protected by copyright. No part of it may be copied, altered, adapted or otherwise exploited in any way without express prior permission, unless it is in accordance with the provisions of the Copyright Designs and Patents Act 1988 or in order to photocopy or make duplicating masters of those pages so indicated, without alteration and including copyright notices, for the express purposes of instruction and examination. No parts of this work may otherwise be loaded, stored, manipulated, reproduced, or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system without prior written permission from the publisher, on behalf of the copyright owner.
002-3088/Printed in the United Kingdom/1030
British Library Cataloguing in Publication Data
Aarons, Maureen
Autism: A social skills approach for children and adolescents
1. Autism 2. Autistic children 3. Autistic youth
I. Title II. Gittens, Tessa
618.9'2'8982
ISBN 0 86388 202 1
Page v
Contents
Preface
vii
Introduction
1
Chapter 1 Assessment
7
Chapter 2 Setting the scene for intervention
17
Chapter 3 Pre-school intervention
21
Chapter 4 Infant-level intervention
37
Chapter 5 Junior-level intervention
45
Chapter 6 Intervention with older children & adolescents
55
Chapter 7 Further practicalities of running social skills groups
63
Final words
67
Appendix I Forms & handouts
69
Appendix II Useful addresses, sources & resources
87
Bibliography
93
Index
96
Page vi
Acknowledgements
We are indebted to the adults with autism who have shared their experiences so openly with us, especially Therese Jolliffe, and to the children who have participated in our groups and given us insights and understanding as well as much enjoyment.
Page vii
Preface
Although we use the term parents, we wish to make it clear that the term includes single parents, carers or, indeed, anyone who is acting in loco parentis.
Please note that, for consistency of style, the pronoun he is generally used throughout the book when referring to the child with autism. The choice of the masculine pronoun was influenced by the higher incidence of autism in males.
Inevitably, some of the organizations and procedures referred to in the text may not be available or practised outside the United Kingdom. It is not possible to provide information about facilities and legislation in other countries, and we have to assume that readers will be able to locate for themselves what is relevant to the needs of particular children. Similarly, we refer to songs and rhymes that are part of British culture. Again, we assume that readers can substitute their own choices and preferences as necessary.
MAUREEN AARONS
TESSA GITTENS
Page 1
Introduction
Autism is now known to be a cognitive disorder, with neurobiological associations, affecting all aspects of social development. As speech and language therapists, working in both the community and educational settings, over a considerable period of time, we are in a position to relate our everyday experiences to the research findings that have burgeoned in recent years. These findings underpin our approach to remediation, which is that a disorder affecting social functioning should be remediated through approaches which focus on social functioning. Since social disability is the essence of autism, it would seem misguided to focus on peripheral deficits which exist in many individuals with autism, but are not by any means central to the disorder. This is why programmes such as auditory integration training, sensory integration therapy and behaviour modification techniques, as well as some of the well publicized alternative approaches, will not be effective in the long term. Although many of these procedures may have an immediate appeal because they seem to have something very tangible to offer in the here and now, they do not address the underlying disability. We would argue that progress may be made, however, in the natural history of the disorder; some progress takes place anyway! It must be accepted that there are no short cuts to remediation. It is a slow, painstaking process, but much can be achieved when children with autism have access to a social skills programme, preferably within an appropriate educational setting.
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