Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents [Kindle Edition]

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Author: Patricia Howlin
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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.

• Product Details
• Table of Contents
• Reviews

• File Size: 8252 KB
• Print Length: 302 pages
• Publisher: Wiley (February 2, 1999)
• Sold by: Amazon Digital Services, Inc.
  
• Language: English
• ASIN: B001C4PHBU
• Text-to-Speech: Enabled
• X-Ray: Not Enabled
• Lending: Enabled
• Amazon Best Sellers Rank: #493,345 Paid in Kindle Store (See Top 100 Paid in Kindle Store)

I had serious questions about Patricia Howlin's realunderstanding of HFA/AS issues when I read her "Autism: Preparingfor Adulthood." Whatever doubts I had then have been resolved not in her favor with this most recent effort.

The book is written for training work with very young children. Parents using this material for any of our hyperlexic children over the age of four or five may be sadly disappointed with the results. The book appears written for and at a simplistic level of conversation that our bright older children simply may not tolerate. The cost of the book, no doubt, may have been in developing all of the artwork--the book is heavily line-drawing illustrated--with little thought to making it age-relevant to an older audience. In their first chapter, the authors suggest the book is for use for children from four to thirteen years old. I have my doubts about that. I'm no expert on these matters, but I can only guess this book should be so labeled: "For Children Five and Younger." The book's value lies in its repetitive presentation of different stages or levels of conceptual complexity. I do not take issue with what the authors say or do. I can only surmise that parents of older children would have to engage their own commercial artists to make the illustrations more age-appropriate, and also do a complete story-text re-write for the concepts to ring true with more mature children. Indeed, the authors suggest that is necessary. So why not place these thoughts on the cover and in the promotional material for the book?

This book may be fine for a four year old. Intolerable, I would think, to our older kids.

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