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

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"Covering all types of ASD, including Asperger's Syndrome, from the earlies signs in infancy through the school years -- and on into adulthood"--Cover.
Introduction: We can do better -- PART I: IMPROVING THE PROGNOSIS OF ASD: MYTHS, FACTS, SIGNS, AND A NEW FRAMEWORK: Redefining autism and the way we treat it -- Myths and misdiagnoses of ASD, including Asperger's Syndrome -- Early and ongoing signs of ASD: identifying and helping babies and children at risk -- New goals for children with ASD: the DIR/floortime model -- PART II: FAMILIES FIRST: HOW FAMILIES CAN USE DIR MODEL TO PROMOTE RELATING, COMMUNICATING, AND THINKING: The 'family first' initiative -- Fostering attention and engagement: bringing your child ino a shared world -- Encouraging two-way communication and social problem-solving -- Symbols, ideas, and words -- Logical thinking and the real world -- Higher levels of abstract and reflective thinking -- Unique biologies, I: experiencing the world through the senses -- Unique biologies, II: visual and auditory challenges -- PART III: FLOORTIME: Floortime as a family approach -- Floortime: what it is and what it isn't -- Floortime all the time everywhere: creating learning environments -- The hardest part of floortime; following the child's lead and challenging the child at the same time -- Working with older children, adolescents, and adults with ASD, I: a lifetime of learning written by Henry Mann, M.D. -- Working with older children, adolescents, and adults with ASD, II: creating learning communities -- PART IV: ASSESSMENT AND INTERVENTION: THE DIR MODEL: Assessment: the DIR/floortime approach -- A comprehensive intervention program using the DIR/floortime approach -- Educational approaches that promote thinking, communicating, and academic progress -- PART V: OVERCOMING DIFFICULT SYMPTOMS: Scripting and echolalia -- Self-stimulation, sensation craving, overactivity, and avoidant behavior -- Meal time, toilet training, getting dressed, and coping with new challenges -- Behavioral problems -- Coping with feelings -- Meltdowns and regressions -- Developing social skills -- Appendix A: Outcome studies of the DIR model -- Appendix B: How autism develops: the DIR theory -- Appendix C: Neurodevelopmental disorders of relating and communicating.
In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model. -Introd.

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