search for books and compare prices
Tables of Contents for Adults With Autism
Chapter/Section Title
Page #
Page Count
List of contributors
xvii
Foreword
xix
Geraldine Peacock
Preface
xxi
Professor John Corbett
Hugh Morgan
Introduction
1
6
Hugh Morgan
Services for adults with autism: an international perspective
7
24
Hugh Morgan
Recurring themes
7
2
Parent of a young man with autism in Greece
9
1
Parent of a young man with autism living in England
9
1
Snapshots of developmental progress around the world
9
14
Chile
10
1
India
11
1
Japan
12
1
Australia
13
2
Iceland
15
2
Luxembourg
17
1
Co-operative Peter Pan
17
1
Ordinary employment
18
1
Residential
18
1
Adults not provided for by The Institute
18
2
Spain
20
2
Portugal
22
1
Profile: the Greek experience
23
5
Incidence of autism in Greece
23
1
Awareness of autism in Greece
24
1
Provision for adults with autism in Greece
24
1
Political backcloth
25
1
1992-The Greek Society for the Protection of Autistic People receives legal approval
26
1
The future
27
1
Chapter summary
28
1
Acknowledgements
29
1
Bibliography
29
2
Underpinning philosophy in the provision of services for adults with autism: a critique of global values related to specific practice
31
22
Hugh Morgan
Underpinning philosophy
32
1
The roots of humanistic theory: a historical perspective
32
2
Appraising normalisation
34
9
Normalisation and parents
35
1
Normalisation and practitioner training
36
1
Celebration of differences
36
1
Normalisation, the concept of `self' and autism
37
3
Interpreting normalisation: issues of service design
40
1
What do adults with autism themselves seek in service design?
41
1
Summary of findings
42
1
The quality of the relationship between care-giver and the person with autism
43
1
Independence and autism
44
2
Chapter summary
46
1
Acknowledgements
47
1
Appendix 2.1
48
3
Bibliography
51
2
Evaluating services for adults with autism: the Autism Quality Audit and Accreditation Programme
53
21
Hugh Morgan
Bob Reynolds
Setting the scene
53
1
Sharpening the concept of quality
54
2
Which characteristics determine the quality of a service?
54
1
What general factors need to be included in a quality audit programme evaluating social care provision?
55
1
What are the potential benefits to service-users?
55
1
What are the potential benefits to employees?
56
1
The accreditation model
56
2
Why have an accreditation system?
57
1
Application of an accreditation system to services for adults with autism
57
1
One example of service evaluation: the Autism Quality Audit and Accreditation Programme
58
4
Background
58
1
The accreditation team
59
1
The objectives of the accreditation team
59
1
How evidence was gathered
60
1
The evidence
60
2
Who makes the decision whether to accredit or defer an establishment?
62
1
Experiencing accreditation
62
3
A parent's perspective
62
1
A team member's perspective
63
1
A Service Manager's perspective
64
1
Findings from the first two years of the programme
65
5
Identified advantages
66
2
Concerns
68
2
How does the Autism Quality Audit and Accreditation Programme measure up to critical design features outlined by Richards and Heginbotham (1992)?
70
2
Chapter summary
72
1
Acknowledgements
73
1
Bibliography
73
1
Encouraging flexibility in adults with autism
74
15
Rita Jordan
Stuart Powell
Introduction
74
1
The problems
74
6
Difficulties with change
74
2
Lack of spontaneity and initiative
76
1
Difficulties with creativity and imagination
77
2
Stereotypical thought and behaviour
79
1
Practical implications
80
2
Creating anxiety-free situations
80
2
Teaching understanding and awareness
82
5
Attending to relevant meanings
82
1
Developing memory strategies
83
1
Developing choice
84
2
Teaching more flexible and creative behaviour
86
1
Conclusion
87
1
Bibliography
87
2
Attachment and loss: a focus on transition and bereavement
89
26
Hugh Morgan
Attachment
90
2
Introduction
90
1
Attachment and adults with autism
90
2
Loss
92
3
Security-fostering attachments
92
1
Loss of attachments
93
2
Transition: one example of attachment and loss in autism
95
8
Introduction
95
1
Defining adult status
95
1
Transition in autism
96
1
Theoretical framework
97
1
Maturational transition
98
3
Situational transition
101
2
Summary
103
1
Bereavement
103
7
Bereavement is individually experienced
105
1
Reactions to bereavement by adults with autism
105
1
Supporting adults through the bereavement process
106
1
The role that practitioners can play in bereavement
107
1
Tasks
108
1
Pitching the level of explanation
108
1
Funeral arrangements
108
1
Working through the process of bereavement
109
1
Understanding the carers
109
1
Bereavement support groups
109
1
Chapter summary
110
1
Acknowledgements
110
1
Appendix 5.1
111
1
Bibliography
112
3
The significance of age, status and gender to adults with autism
115
28
Eve Matthews
Introduction
115
1
Chapter outline
116
1
Different ways of explaining the Triad of Impairments in autism
117
2
Affective Theory
117
1
Conative or Motivational Theory
117
1
Theory of Mind
118
1
Case study one: Robert
119
1
Case study two: David
120
1
Case study three: Sam
121
1
Case study four: Rachel
121
2
What are the implications for the experimental research?
123
1
The Visual Clues Experiment
123
12
Who took part in the experiment?
124
1
How were these groups matched?
124
2
What materials were used in the Visual Clues Experiment?
126
3
What was the procedure used in the Visual Clues Experiment?
129
1
What was the method of scoring in the Visual Clues Experiment?
129
1
What were the findings of the Visual Clues Experiment?
130
5
Summary of the research
135
4
What are the implications of the findings from this research in relation to current psychological theories?
136
1
Do these results provide more evidence to support these theories, or does it show inherent weaknesses in them?
136
3
Some concluding thoughts
139
2
What are the practical implications of the results of the Visual Clues Experiment?
139
2
Bibliography
141
2
Developing a support model, within a further education college, for adults with autism
143
20
Hugh Morgan
Gwenn Edwards
Lynn Mason
Political backcloth
143
1
The value of education for adults with autism
144
1
Adults with autism in further education
145
1
Recent changes in funding of further education colleges
145
1
Why have colleges of further education failed adults with autism?
146
1
Formal agenda
147
1
Informal agenda
148
1
Approaches to further education for adults with autism
148
1
The Oakfield House/Matthew Boulton College Project
149
7
Background and method
149
1
Settings/location
149
1
Procedure
150
1
Participants
150
1
Introduction to the college
151
1
Beginning the project
152
1
Changes made
153
1
Findings
153
1
Discussion
154
1
Recommendations
155
1
Chapter summary
156
1
Acknowledgements
157
1
Appendix 7.1
158
3
Bibliography
161
2
Employment training and the development of a support model within employment for adults who experience Asperger syndrome and autism: the Gloucestershire Group Homes Model
163
22
Alison Matthews
Introduction
163
1
The Gloucestershire Group Homes Employment Training Model
164
1
Key elements of a specialist employment service
165
1
Outlining the pathway to employment
166
1
Basic skills training and personal development
166
3
Assessment
169
4
ETU individual assessment
169
1
PACT (Placing Assessment and Counselling Team) assessment
169
1
Adapting the PACT assessment to people who experience autism or Asperger syndrome
170
3
Career guidance
173
1
Enclave work
174
1
ETU business model
174
3
Mobile Crew Work experience
177
3
Work experience with a job coach
180
1
Role of job coach supporting an individual in employment
180
1
Supportive employment services in the UK
181
1
Chapter summary
181
1
Acknowledgements
182
1
Appendix 8.1
183
1
Appendix 8.2
183
1
Bibliography
184
1
Health care of adults with autism
185
12
Gillian Wainscott
John Corbett
Medical assessment
186
1
Preventive medical care
187
1
Preventive dental care
188
1
Epilepsy and autism
189
2
Autism and adolescence
191
2
Autism in later life
193
1
Emotional disorders
194
1
Depression
194
1
Anxiety
194
1
Tics and Tourette syndrome
194
1
Schizophrenia
195
1
Chapter summary
195
1
Bibliography
196
1
Psychiatric and behavioural problems and pharmacological treatments
197
34
David J. Clarke
The classification of psychiatric disorders and their clinical features
199
5
Delusions
200
1
Hallucinations
200
1
Dementias
200
1
Delirium
200
1
Schizophrenia
201
1
Delusional disorders
201
1
Acute and transient psychotic disorders
201
1
Mood disorders
201
1
Depressive disorders
202
1
Bipolar disorders
202
1
Neurotic, stress-related and somatoform disorders
202
1
Behavioural syndromes associated with physiological disturbances and physical factors
203
1
Personality disorder
203
1
Mental retardation/learning disability
203
1
Autistic disorders
204
1
Disorders with onset in childhood or adolescence
204
1
Pharmacological treatments
204
6
The efficacy of antipsychotics and antidepressants
204
1
Antipsychotics
205
2
Tricyclic antidepressants (TCAs)
207
1
Specific serotonin re-uptake inhibitors (SSRIs)
208
1
Carbamazepine
208
1
Lithium
208
1
Propranolol
209
1
Opiate antagonists
210
1
Behavioural disorders and autism
210
1
Pharmacological treatment of behavioural disorders
211
9
Aggressive behaviour
211
3
Inappropriate sexual behaviour
214
2
Self-injurious behaviour
216
3
Pica
219
1
Treatment of features of autism
220
4
Conclusions
224
1
Bibliography
224
7
Appreciating the style of perception and learning as a basis for anticipating and responding to the challenging behaviour of adults with autism
231
18
Hugh Morgan
Psychodynamic approaches to treatment
232
1
Pharmacological approaches to treatment
232
1
Educational approaches to treatment
233
1
Behavioural approaches to treatment
234
1
Other interventions
235
1
Achieving levels of understanding rather than responding to symptoms
236
1
Illustration
237
1
Visible tip of the iceberg
237
1
Symptoms
237
1
Invisible part of the iceberg
237
1
Causes
237
1
Signposting
238
2
Relating difficult behaviour to the Triad of Impairments
240
1
Practitioner stress
241
3
Responding to difficult situations-general guidelines for practitioners
244
2
Chapter summary
246
1
Acknowledgements
246
1
Bibliography
246
3
Working with adults with autism in residential settings: a strategy for practitioner training
249
22
Hugh Morgan
Introduction
249
1
Influences on training
249
2
The close relationship between generic care practice and autism-specific practice
251
1
Demonstrating the need
252
2
How well equipped are staff working with adults with autism in the underpinning knowledge of good residential care practice?
252
1
Care staff
253
1
Managerial staff
253
1
So what conclusions relevant to work with people with autism can be drawn?
254
1
Level one - training designed to develop an underpinning knowledge for practitioners working with adults with autism
254
5
Level-one training topics
255
1
Strategies for training
256
1
In-house training
257
1
External short course (day and short courses)
257
1
Secondment for attendance on generic, external courses leading to a professional qualification
258
1
Distance learning
259
1
Level two-autism-specific training
259
6
Philosophy and history of a service
262
1
Targeting the range of disabilities to be found within autism
262
1
Understanding the unconventional nature of learning by people with autism and the responses that are required
263
1
Autism-specific assessments
263
1
Uses and abuses of medication
263
1
Attachment and loss: transition and bereavement
264
1
Creating a stable anxiety-free environment, but also teaching more flexible behaviours
264
1
Self-determination
264
1
Non-aversive approaches to managing difficult behaviour
265
1
Specialist professional qualifications for work with adults with autism
265
3
European Educautisme training programme
265
1
Advanced Certificate of Education Autism (Adults)
265
1
Identifying the need for a course for practitioners working with adults with autism
266
1
Course content
266
1
Teaching methods
267
1
Future developments
268
1
Chapter summary
268
1
Acknowledgements
269
1
Bibliography
269
2
Epilogue Future trends in services for adults with autism within the United Kingdom
271
11
Hugh Morgan
Influencing the public sector
271
1
Respite care
272
1
Practice with high-functioning adults with autism/Asperger syndrome
273
1
Education for life
274
1
Impact of literature upon practice
274
1
Training of practitioners
275
1
`Miracle cures'
276
1
Making the world more understandable: new technologies
276
2
Appendix 1
278
2
Bibliography
280
2
Index
282