Engaging Autism Using the Floortime Approach

Grateful parents and professionals worldwide have welcomed this essential guide to the highly recommended Floortime approach for treating children with any of the autism spectrum disorders (ASD). Now available in paperback,Engaging Autismincludes new, exciting information on neuroscience research into the effects of this approach, plus guidance for parents navigating the controversies surrounding the treatment of autism.Unlike approaches that focus on changing specific behavior, Greenspan's program promotes the building blocks of healthy emotional and behavioral development. He shows that, remarkably, children with ASD do not have a fixed, limited potential, and may often join their peers to lead full, psychologically healthy lives. The Floortime approach can also be applied at any ageincluding early infancy, when the first signs of risk for ASD may appearso that preventing the full development of autism becomes a real possibility.

Stanley I. Greenspan, M.D., author of the widely used and praised books The Challenging Child and (with Serena Wieder, Ph.D.) Engaging Autism, is Clinical Professor of Psychiatry and Pediatrics at George Washington University Medical School and lives in Bethesda, Maryland. Serena Wieder, Ph.D., Associate Editor of the Journal of Developmental and Learning Disorders, is co-author with Dr. Greenspan of The Child with Special Needs and a close colleague of Dr. Greenspan's in all his work in the field of autism.

Introduction: We Can Do Better	p. xi
Improving the Prognosis of Asid: Myths, Facts, Early Signs, and a New Framework
Redefining Autism and the Way we Treat It	p. 3
Myths and Misdiagnoses of ASD, Including AspergerÆs Syndrome	p. 12
Early and Ongoing SignÆs of ASD Identifying and Helping Babies and Children at Risk	p. 28
New Goals Children with ASD: The DIR/Floortime Model	p. 36
Families First
The ôFamily Firstö Inititive	p. 57
Fostering Attention and Engagement: Bringing Your Child into a Shared World	p. 65
Encouraging Two-Way Communication and Social Problem-Solving	p. 78
Symbols, Ideas, and Words	p. 91
Logical Thinking and the Real World	p. 105
Higher Levels of Abstract and Reflective Thinking	p. 115
Unique Biologies, 1: Experencing the World Through the Senses	p. 130
Unique Biologies, II: Visual and Auditory Challenges	p. 149
Floortime
Floortime as a Family Approach	p. 163
Floortime: What It Is and What It IsnÆt	p. 177
Floortime: All the Time Everywhere: Creating Learning Environments	p. 186
The Hardest Part of Floortime: Following the ChildÆs Lead and Challenging the Child at the Same Time	p. 202
Working with Older Children, Adolescents, and Adults with ASD, I: A Lifetime of Learning, written with Henry Mann, M.D.	p. 212
Working with Older Children, Adolescents, and Adults with ASD, II: Creating Learning Communities	p. 229
Assessment and Intervention: The DIR Model
Assessment: The DIR/Floortime Approach	p. 241
A Comprehensive Intervention Program Using the DIR/Floortime Approach	p. 251
Educational Approaches That Promote Thinking, Communicating, and Academic Progress	p. 274
Overcoming Difficult Symptoms
Scripting and Echolalia	p. 301
Self-Stimulation, Sensation Craving, Overactivity, and Avoidant Behavior	p. 310
Meal time, Toilet Training, Getting Dresses, and Coping with New Challenges	p. 322
Behavior Problems	p. 334
Coping with Feelings	p. 348
Meltdowns and Regressions	p. 361
Developing Social Skills	p. 369
Outcome Studies of the DIR Model	p. 379
How Autism Develops: The DIR Theory	p. 395
Neurodevelopmental Disorders of Relating and Communicating	p. 409
References	p. 417
About the Authors	p. 423
Index	p. 425
Table of Contents provided by Ingram. All Rights Reserved.

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Engaging Autism Using the Floortime Approach to Help Children Relate, Communicate, and Think

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Author Biography

Table of Contents

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