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Book Details
Abstract
Covering everything from Anxiety to Fragile-X Syndrome, Stephen Heydt provides an alphabetical categorisation of the possible issues a child with autism spectrum disorder (ASD) may encounter.
Written by an experienced clinical psychologist, this book offers information for parents whose children have been diagnosed with ASD, and is presented in an easy-to-use A to Z format. In a return to core understandings of ASD, the author translates difficult behavioural issues into practical information and strategies. Designed for parents and carers in a methodical order, A Parent's ABC of the Autism Spectrum will help explain the challenges of living with childhood ASD.
Each child's different qualities enrich us all,' Stephen Heydt reminds readers in this brief but reassuring, wide-ranging guide. Practical and accessible, A Parents' ABC of the Autism Spectrum offers sympathetic, clear definitions, concise explanations, and thoughtful strategies for how we can best support our children with ASD.
Liane Kupferberg Carter, author of Ketchup Is My Favorite Vegetable: A Family Grows Up With Autism
Stephen Heydt's love, respect and understanding of children on the autism spectrum shines through in this easily accessible book. It is a veritable cornucopia of all things pertaining to autism. Scrupulously researched, it makes finding information on all aspects of autism as easy as ABC.
A book that is Accessible, Beneficial and Convenient, that should grace the shelves of all those who are eager to know more about this enigmatic condition.
K. I. Al-Ghani, specialist advisory teacher, university lecturer, autism trainer and international author of books on ASD
Stephen's book is a compendium of well and less known facts about children on the autism spectrum. It is written in a format to help parents understand their children's needs and obtain or provide the essential support to help them thrive. It is grounded in Stephen's decades of experience and current research with informative and scientifically based references explained so that anyone can understand. This A to Z, via synaesthesia and prosopagnosia, for example, includes information about autism that even some professionals may not know.
Cathy Pappalardo, M Ed St, BA, Dip Ed, Cert IV TAE, GAICD, Executive Director and Principal, Hubbard's School, Brisbane, Australia
Stephen Heydt has worked as a clinical psychologist since 1981 specialising in experiences of trauma as well as behavioural and cognitive difficulties. Having worked in conflict and post-conflict contexts, Stephen has also directed mental health services for 1.5 million refugees, some 140 mother and child health centres, covering six countries and some forty refugee camps for the United Nations. He now runs Healthy Minds, a specialist clinical practice in Brisbane, Australia.
I have long admired the work of Stephen Heydt, a clinical psychologist with over 30 years' experience with children on the autism spectrum. This A to Z of autism is perhaps the most helpful book for caregivers that I have read in my long history of working in the field.
Dr Lisa Brice D. Psych. M. Psych. M. Soc. Sci., Clinical Psychologist, Asperger Services Australia
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
A Parents’ ABC of the Autism Spectrum by Stephen Heydt | 5 | ||
For Parents | 15 | ||
Autism Spectrum Disorder including Asperger’s (ASD for short) | 19 | ||
A | 25 | ||
Animals | 25 | ||
Anxiety (see also Fight–flight) | 26 | ||
Applied Behaviour Analysis (ABA) (see also Early intervention, EIBI) | 28 | ||
Assessments | 29 | ||
Attention Deficit Hyperactivity Disorder (ADHD) | 32 | ||
Awareness and self‑awareness – see Insight | 34 | ||
B | 35 | ||
Behaviour | 35 | ||
Bolting | 37 | ||
Breathing | 39 | ||
Bullying | 40 | ||
C | 43 | ||
Calm | 43 | ||
Care | 43 | ||
Celebration | 44 | ||
Clothes | 45 | ||
Cognitive Behavioural Therapy \n– see Therapies | 46 | ||
Communication | 46 | ||
Comorbidity | 48 | ||
Creativity and conceptual blindness | 48 | ||
D | 51 | ||
Death | 51 | ||
Decisions (see also Fluid reasoning) | 52 | ||
Defecating (involuntary, unintentional, voluntary, encopresis, faecal incontinence) (see also Toileting) | 54 | ||
Depression | 56 | ||
Development | 58 | ||
Distress (see also Anxiety and Calm) | 59 | ||
E | 60 | ||
Early intervention (EIBI) | 60 | ||
Echolalia | 68 | ||
Emotions and regulation | 69 | ||
Empathy | 72 | ||
Encopresis – see Defecating and Toileting | 74 | ||
Enuresis – see Urinating and Toileting | 74 | ||
Executive function | 74 | ||
Exposure and Response Prevention (ERP) | 76 | ||
Eye contact | 77 | ||
F | 78 | ||
Facial blindness | 78 | ||
Faecal smearing and other unwanted behaviour | 80 | ||
Fight–flight (and freeze) (see also Anxiety) | 81 | ||
Film (social skills development technique) – see Silent films | 84 | ||
Fluid reasoning | 84 | ||
Food | 86 | ||
Friends and friendship | 87 | ||
G | 90 | ||
Gait (see also Motor skills) | 90 | ||
Gender | 91 | ||
Gestures (Repetitive) (see also Stereotypies) | 94 | ||
Girls | 96 | ||
H | 99 | ||
Harm (self and other) | 99 | ||
Hearing (see also Language and Speech) | 101 | ||
Humour | 102 | ||
I | 104 | ||
Identity (and how it is developed) | 104 | ||
Idiosyncrasies (see also Quirky) | 107 | ||
Impulsivity | 108 | ||
Inappropriateness | 109 | ||
Inflexibility | 109 | ||
Insight | 110 | ||
Intelligence and IQ | 111 | ||
J | 113 | ||
Jumping, hopping or toe‑walking (see also Gait) | 113 | ||
L | 115 | ||
Labels – diagnostic (see also Assessments) | 115 | ||
Language (see also Speech and Hearing) | 116 | ||
Learning | 117 | ||
Lying | 119 | ||
M | 120 | ||
Medication | 120 | ||
Meditation and mindfulness | 121 | ||
Meltdowns | 122 | ||
Memory | 123 | ||
Moods | 126 | ||
Motor skills | 127 | ||
Mutism – see Selective mutism | 128 | ||
N | 129 | ||
Naughty | 129 | ||
Neurological | 130 | ||
O | 132 | ||
Obsessive Compulsive Disorder (OCD) | 132 | ||
Organisation | 133 | ||
P | 135 | ||
Pain | 135 | ||
Parenting | 137 | ||
Perfectionism (see also OCD) | 138 | ||
Perseverative – see Stereotypies | 139 | ||
Play (including imaginative and rough-and-tumble) | 139 | ||
Procrastination | 141 | ||
Professionals | 142 | ||
Q | 146 | ||
Questioning (for children) | 146 | ||
Questioning (for parents) | 147 | ||
Quirky (see also Idiosyncrasies) | 148 | ||
R | 150 | ||
Reading | 150 | ||
Refusal | 152 | ||
Regression | 154 | ||
Reinforcement | 155 | ||
Repetitive – see Stereotypies | 156 | ||
Restraining | 156 | ||
Rituals | 161 | ||
Routines | 162 | ||
S | 163 | ||
School | 163 | ||
Selective mutism | 164 | ||
Self-care – see Care | 167 | ||
Self-harm – see Harm and Pain | 167 | ||
Self-stimulatory – see Stereotypies | 167 | ||
Sensory sensitivities (see also Pain) | 167 | ||
Silent films | 169 | ||
Sleep | 169 | ||
Social skills | 171 | ||
Social StoriesTM | 174 | ||
Speech (see also Language) | 177 | ||
Special interests | 176 | ||
Stereotypies | 178 | ||
Synaesthesia – see Sensory sensitivities | 182 | ||
T | 183 | ||
Technology (assistive and entertainment) | 183 | ||
Theory of Mind | 184 | ||
Therapies | 186 | ||
Tics | 188 | ||
Toileting | 190 | ||
Token reward systems | 195 | ||
Transitions | 196 | ||
U | 199 | ||
Understanding | 199 | ||
Unusual (see also Idiosyncrasies and Quirky) | 200 | ||
Urinating (involuntary urination, urinary incontinence, enuresis) (see also Toileting and Defecating) | 201 | ||
V | 206 | ||
Victory – see Celebration | 206 | ||
W | 207 | ||
Writing | 207 | ||
X | 209 | ||
Fragile-X Syndrome (FXS) | 209 | ||
Y | 210 | ||
Why not? | 210 | ||
Z | 211 | ||
Zyzzyva | 211 | ||
Notes | 213 | ||
About the Author | 221 |