Autism in the early years : a practical guide by Val Cumine

By Val Cumine

1. Autism: an advent -- 2. evaluation and prognosis -- three. The function of oldsters and early years practitioners in aiding overview and analysis -- four. Implications of present theories for intervention -- five. A framework for tutorial intervention -- 6. Differentiating the components of studying -- 7. Intervention in the early years origin level -- eight. constructing play -- nine. Behavioural problems: from knowing to intervention -- 10. Behavioural problems: keys to prevention -- eleven. commentary profile -- Appendix 1: Diagnostic standards for autism -- Appendix 2: Early studying pursuits; six parts of studying and develpoment

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Executive-function deficits have been proposed to explain many of the experimental findings in autism. Russell et al. (1999) contend that difficulties with ‘theory of mind’ tasks can be explained by difficulties with the executive structure of the tasks. Ozonoff et al. (1991), finding that people with autism confuse fear and surprise when looking at an open-mouthed expression, suggest that this is due to an inability to retain a model of the emotional image. Other researchers have suggested that imitation difficulties stem from an inability to retain a mental model of the action to be copied, and that pretend-play deficits arise from a similar problem – that is, in responding to external rather than internal cues.

21 The role of parents and EYPs 3 Home corner What to look out for: ● Does he ever go to this area, or does he avoid it? g. putting a pan on the ‘cooker’? Or does he just treat the ‘cooker’ as a cupboard, piling toys into it? ● Does he engage in role play with others? ● Does he ever think the pretend ‘food’ is real and try to eat it? ● Does he have a particular fascination for the mirror? How to extend: ● Play alongside him. Pretend to cook/lay the table/wash up. Does he watch you? Can he be encouraged to take a turn?

One of the children exclaimed ‘Oh look! ’ Kanner (1943) commented on this fragmentary processing and its role in the child with autism’s resistance to change. ’ The ‘weak central coherence’ theory of autism attempts to explain and predict skills as well as impairments. Shah and Frith (1993) demonstrated that children with autism were unusually good at the block design sub-test of the Wechsler Intelligence Scale for Children (WISC). In this task, the child is presented with a number of blocks, the surfaces of which are either entirely red, entirely white, or half red, half white.

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