Стенли Гринспен - На ты с аутизмом
• Относительно силен в двигательном планировании и последовательной организации движений и действий (например, выполняет многошаговые последовательности действий — преодолевает полосы препятствий или строит сложные конструкции из кубиков).
• Относительно слаб в двигательном планировании и последовательной организации движений и действий (например, едва может совершать простые движения и склонен просто бросать кубики или производить другие одно- или двухшаговые комбинации действий).
Слуховая память• Относительно хорошая слуховая память (запоминает или повторяет длинные пассажи из книг, телепередач, аудиозаписей и т. д.).
• Относительно слабая слуховая память (с трудом запоминает даже простые звуки или слова).
Визуальная памятьОтносительно хорошая визуальная память (склонен запоминать то, что видит, например, обложки книг, картинки и, со временем, слова).
• Относительно слабая визуальная память (с трудом запоминает даже простые изображения или предметы).
Список литературы
Achenbach, Т. М. 1991. Integrative guide to the 1991 С В CL/4–18, YSR, and TRF Profiles. Burlington: University of Vermont, Department of Psychiatry.
Baranek, G. T. 1999. Autism during infancy: А retrospective video analysis of sensory-motor and social behaviors at 9–12 months of age. Journal of Autism and Developmental Disorders 29:213–224.
Baron-Cohen, S. 1989. The theory of mind hypothesis of autism: A reply to Boucher. British Journal of Disorders of Communication 24:199–200.
Baron-Cohen, S. 1994. Mindblindness: An essay on autism and theories of mind. Cambridge, MA: MIT Press.
Baron-Cohen, S., A. M. Leslie, and U. Frith. 1985. Does the autistic child have a «theory of mind»? Cognition 21:37–46.
Bayley, N. 2005. Bayley Scales of Infant and Toddler Development. 3rd ed. (Bayley III). Bulverde, TX: Psychological Corporation.
Bayley, P. J., J. C. Frascino, and L. R. Squire. 2005. Robust habit learning in the absence of awareness and independent of the medial temporal lobe. Nature 436:550–553.
Bertrand, J., A. Mars, C. Boyle, F. Bove, M. Yeargin-Allsop, and P. Decoufle. 2001. Prevalence of autism in a United States population: The Brick Township, New Jersey, Investigation. Pediatrics 108:1155–1161.
Bowler, D. M. 1992. Theory of mind in Asperger’s Syndrome. Journal of Child Psychology and Psychiatry 33:893.
Carper, R. A., and E. Courchesne. 2005. Localized enlargement of the frontal cortex in early autism. Biological Psychiatry 57(2): 126–133.
Courchesne, E., N. AkshoomofF, B. Egaas, A. J. Lincoln, O. Saitoh, L. Schreib man, et al. (1994). Role of cerebellar and parietal dysfunction in the social and cognitive deficits in patients with infantile autism. Rep. No. Paper presented at the Autism Society of America Annual Conference. Las Vegas, NV.
Dahlgren, S. O., and A. Trillingsgaard. 1996. Theory of mind in non-retarded children with autism and Asperger’s syndrome: A research note. Journal of Child Psychology and Psychiatry 37:763.
Dawson, G., and I. Galpert. 1990. Mother’s use of imitative play for facilitating social responsiveness and toy play in young autistic children. Development and Psychopathology 2:151–162.
Dawson, G., A. Meltzoff, J. Osterling, and J. Rinaldi. 1998. Neuropsychological correlates of early symptoms of autism. Child Development 69:1276–1285.
Diagnostic Classification Task Force, 1994. Diagnostic classification: 0–3: Diagnostic classification of mental health and developmental disorders of infancy and early childhood. Arlington, VA: ZERO TO THREE: National Center for Clinical Infant Programs.
Frith, U. 1989. Autism: Explaining the enigma. London: Blackwell.
Furth, H. G., and Wachs, H. 1974. Thinking goes to school: Piaget’s theory in practice. New York: Oxford University Press.
Greenspan, J., and S. I. Greenspan. 2002. Functional emotional developmental questionnaire (FEDQ) for childhood: A preliminary report on the questions and their clinical meaning .Journal of Developmental and Learning Disorders, 6:71–116.
Greenspan, S. I. 1979. Intelligence and adaptation: An integration of psychoanalytic and Piagelian developmental psychology. Psychological Issues Monograph Series, nos. 47–48. New York: International Universities Press.
Greenspan, S. I. 1989. The development of the ego: Implications for personality theory, psychopathology, and the psychotherapeutic process. New York: International Universities Press.
Greenspan, S. I. 1992. Infancy and early childhood: The practice of clinical assessment and in tervention with emotional and developmental challenges. Madison, CT: International Universities Press.
Greenspan, S. I. 1997a. Developmentally based psychotherapy. Madison, CT: International Universities Press.
Greenspan, S. I. 1997b. The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison Wesley Longman.
Greenspan, S. I. 2001. The Affect Diathesis Hypothesis: The role of emotions in the core deficit in autism and the development of intelligence and social skills. Journal of Developmental and Learning Disorders 5:1–45.
Greenspan, S. I. 2004. Greenspan Social-Emotional Growth Chart. Bulverde, TX: Psychological Corporation.
Greenspan, S. I., and C. Breinbauer. 2005. Short-term changes in emotional, social, and intellectual functioning in children with ASD with the DJR-Floottime approach. Working paper.
Greenspan, S. I., G. A. DeGangi, and S. Wieder. 2001. The functional emotional assessment scale (FEAS) for infancy and early childhood: Clinical & research applications. Bethesda, ML): ICDL (www. icdl.com).
Greenspan, S. I., and S. Shanker. 2004. The first idea: How symbols, language and intelligence evolved from our primate ancestors to modern humans. Cambridge, MA: Perseus Books.
Greenspan, S. I., and S. Shanker. 2006. The developmental pathways leading to pattern-recognition, joint attention, language and cognition. New Ideas in Psychology, February.
Greenspan, S. I., and S. Wieder. 1997. Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses Journal of Developmental and Learning Disorders 1:87–141.
Greenspan, S. I., and S. Wieder. 1998. The child with special needs: Encouraging intellectual and emotional growth. Cambridge, MA: Perseus Books.
Greenspan, S. I., and S. Wieder. 1999. A functional developmental approach to autism spectrum disorders. Journal of the Association for Persons with Severe Handicaps (JASH) 24:147–161.
Greenspan, S. I., and S. Wieder. 2005. Can Children with Autism Master the Core Deficits and Become Empathetic, Creative, and Reflective?
A Ten to Fifteen Year Follow-up of a Subgroup of Children with Autism Spectrum Disorders (ASD) Who Received a Comprehensive Developmental, Individual-Difference, Relationship-Based (DIR) Approach. The Journal of Developmental and Learning Disorders 9.
Greenspan, S. I., S. Wieder, A. Lieberman, R. Nover, R. Lourie, and M. Robinson. 1987. Infants in multirisk families: Case studies in preventative intervention. Clinical Infant Reports. New York: International Universities Press.
Herbert, M. R., D. A. Ziegler, N. Makris, P. A. Filipek, T. L. Kemper, J. J. Normandin, H. A. Sanders, D. N. Kennedy, and V. S. Caviness Jr. 2004. Localization of white matter volume increase in autism and developmental language disorder. Annals of Neurology 55:530–540.
ICDL-DMIC Diagnostic Classification Task Force. 2005. Interdisciplinary Council on Developmental and Learning Disorders Diagnostic manual for in-fancyand early childhood mental health disorders, developmental disorders regulatory-sensory processing disorders, language disorders, and learning challenges. Bethesda, MD: ICDL (www.icdl.com).
Interdisciplinary Council on Developmental and Learning Disorders Clinical Practice Guidelines Workgroup, SIGC. 2000. Interdisciplinary Council on Developmental and Learning Disorders’ clinical practice guidelines: Redefining the standards of care for infants, children, and families with special needs. Bethesda, MI): ICDL (www.icdl.com).
Just, М. A., V. L. Cherkassky, T. A. Keller, and N. J. Minshew. 2004. Cortical activation and synchronization during sentence comprehension in high-functioning autism: Evidence of underconnectivity. Brain 127:1811–1821.
Klin, A., F. R. Volkmar, and S. Sparrow. 1992. Autistic social dysfunction: Some limitations of the theory of mind hypothesis. Journal of Child Psychology and Psychiatry 33:861–876.
Koegel, J. К., S. M. Camarata, M. Valdez-Menchaca, and R. I. Koegel. 1998. Setting generalization of question-asking by children with autism. American Journal of Metal Retardation 102:346–357.
Lovaas, О. I. 1987. Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology 55:3–9.
Mahoney, G., and F. Perales. 2005. Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Developmental and Behavioral Pediatrics 26(2):77–85.
McEachin, J. J., T. Smith, and О. I. Lovaas. 1993. Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation 97:359–372.
McGee, G. C., P. J. Krantz, and L. E. McClannahan. 1985. The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis 18:17–31.
Minshew, N., and G. Goldstein. 1998. Autism as a disorder of complex information processing. Mental Retardation and Developmental Disabilities 4:129–236.
Mundy, P., M. Sigman, and C. Kasari. 1990. A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders 20:115–128.
National Academy of Sciences, Committee on Educational Interventions for Children with Autism, NRC. 2001. Educating Children with Autism. Washington, DC: National Academies Press.
Ozonoff, S. 1997. Causal mechanisms of autism: Unifying perspectives from an information-processing framework. In D.
Cohen and F. Volkmar, eds., Handbook of autism and pervasive developmental disorders, pp. 868–879. New York: Wiley.
Pennington, J., and S. Ozonoff. 1996. Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry 37:51–87.
Rogers, S., and D. DiLalla. 1991. A comparative study of the effects of a developmentally based instructional model on young children with autism and young children with other disorders of behavior and development. Topics in Early Childhood Special Education 11:29–47.
Rogers, S. J., T. Hall, D. Osaki, J. Reaven, and J. Herbison. 2000. The Denver model: A comprehensive, integrated educational approach to young children with autism and their families. In J. S. Handleman and S. L. Harris, eds., Preschool education programs for children with autism, 2nd ed, pp. 95–133. Austin, TX: Pro-Ed.
Shea, V. 2004. A perspective on the research literature related to early intensive behavioral intervention (Lovaas) for young children with autism. Autism 8:349–367.
Siller, М., and M. Sigman. 2002. The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders 32:77–89.
Simpson, G. A., L. Colpe, and S. I. Greenspan. 2003. Measuring functional developmental delay in infants and young children: Prevalence rates from the NH1S-D. Paediatric & Perinatal Epidemiology 17:68–80.
Smith, T. 2001. Discrete trial ABA approaches. In New approaches to help the most challenged children learn to communicate and talk. Tysons Corner, VA: ICDL.
Smith, Т., A. D. Groen, and J. W. Wynn. 2000. Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal of Mental Retardation 105:269–285.
Solomon, R., J. Necheles, D. Ferch, and D. Bruckman. In press. Program evaluation of a pilot parent training program for young children with autism: The PLAY Project Home Consultation Program. Autism.
