Thursday, May 31, 2007

The Latest Research in One Book

The theme of this year's TEACCH conference, which we were attending as a vendor for most of last week, was Current Research Advances in Autism. Amy Wetherby was one of the featured speakers, and she also happens to be one of the contributors to the recent book Social & Communication Development in Autism Spectrum Disorders. Though we've actually had the book in stock since January, I wanted to highlight it now, because it is so relevant. Not to mention an excellent collection of chapters by leading researchers in the field.

The chapters are divided into four main sections: Assessment and Diagnosis; Screening and Surveillance; Evidence-Based Interventions; and Developmental and Neurobiological Issues. If you look at our full bookstore description, you can see who wrote what for which sections. Besides Amy Wetherby, authors include the co-editors Tony Charman and Wendy Stone, Simon Baron-Cohen, Catherine Lord, Pamela Wolfberg, Patricia Howlin, and many, many others. I have to admit, it took me a long time to read the whole book in order to write the description, because it is so full of information. The chapters offer great overviews of the state of current research in early diagnostic and screening procedures, early intervention, intervention methods in general, and what we actually know about social communication development and its neurological basis. They also cover some of the key issues researchers in the autism field must take into account when structuring new research studies.

Being on the inside track here at the bookstore, I admit I gave a copy of this book to my mother for Christmas, before we even had it up on the website, because I knew she'd find it useful for teaching her class on autism research. She says she's found it very useful, and also reports that when her colleagues discovered it in the vendor room at IMFAR last month, they ended up with so many extra copies amongst members of their department, they had to return some of them. (We weren't there, so I don't know who they bought them from; probably the publisher. Clearly, I think you should buy them from us. All of our sales go directly back to autism services, after all!)

Anyway, if you are at all interested in autism research, I highly recommend this book. There is far too much information in it for me to synthesize it all here, but I assure you, it's all exceedingly well-written.

If what you need is a book that focuses more on research-based direct care practices, though, see the entry below and check out Growing Up with Autism: Working with School-Age Children and Adolescents.

Monday, May 21, 2007

Bookstore Event News


The Autism Society of North Carolina Bookstore staff will be attending the 28th Annual TEACCH Conference on Wednesday through Friday of this week (May 23rd-25th). The event is being held at the Friday Center in Chapel Hill, North Carolina, and the topic of this year's conference is Current Research Advances in Autism.

This is one of our largest local bookstore events, and we bring a wide variety of titles to the conference each year. In conjunction with this conference, I would also like to announce a new book that features two Division TEACCH practitioners as chapter authors. The title is Growing Up With Autism: Working with School-Age Children and Adolescents, and it is edited by Robin L. Gabriels and Dina E. Hill.

This is a research-based volume that offers information and intervention strategies for professionals who work with older children, adolescents, and adults with autism spectrum disorder (ASD). This work addresses numerous relevant issues that are divided into three thematic sections: the individual with ASD; families and caregivers of the individual with ASD; and the community aspects of intervention.

Gary B. Mesibov, Ph.D., Division TEACCH Director, has co-authored the chapter Translating Early Intervention Into Positive Outcomes. According to Dr. Mesibov and co-author Laurie Sperry, Ph.D., it is imperative for professionals working with individuals with ASD who have more severe cognitive and language impairments to build upon early intervention strategies in the areas of communication, social skills, behavior, and adaptive functioning. The authors explain that impairments in these areas may continue into adolescence and impact independent functioning and a successful transition to adulthood. Dr. Mesibov and Dr. Sperry emphasize several key points, including: the importance of teaching persons with ASD how to make choices; life-long access to typically developing peers is the most effective way to teach appropriate social behaviors to individuals with ASD; and structured environments are highly effective in reducing challenging behaviors and increasing independence.

Mary E. Van Bourgondien, Ph.D., Clinical Director of the Raleigh TEACCH Center, is co-author of the chapter Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions. In this chapter, Dr. Van Bourgondien and co-author Robin L. Gabriels, PsyD, provide a general review of sexuality issues for those individuals with ASD who have more severe cognitive and language impairments. According to the authors, social and communication deficits, as well as behavior difficulties, can hinder the ability of older children with ASD to adequately meet the challenges of their developing sexuality. As a result, Dr. Van Bourgondien and Dr. Gabriels recommend the following strategies: identify sexuality needs and issues specific to the child and in reference to family values; proactively teach general issues related to appropriate social boundaries and hygiene before the child reaches puberty; and educate caregivers and other community providers about how to better understand and address the sexuality needs of adolescents with ASD.

Many individuals with ASD are currently making the transition to adulthood. We hope that those professionals working with older children and young adults with ASD will consider reading this important new work.

Monday, May 14, 2007

Wright & Wong Mystery Series Going Out of Print!

We have bad news! The Wright & Wong mystery series is going out of print. The authors, Laura J. Burns and Melinda Metz, are also the authors of the Roswell High books, and have therefore turned most of their attention and talents toward writing those books and the Roswell TV show scripts. (Read an interview with them about the show here.) We wish we could beg them not to abandon the Wright & Wong series!

For those that haven't heard of this 4-book series before, it features two best friends in middle school, Orville Wright and Agatha Wong, who keep finding themselves in the middle of mysteries that need to be solved. They make the perfect team: Orville, who has Asperger Syndrome (AS), has an amazing eye for detail, but sometimes sees so many details he can't put the clues together into a whole picture. Meanwhile, Agatha comes from a very large and colorful family, so she is highly trained in the arts of understanding interpersonal relationships and seeing the overall story. Together, they always break the case!

The other excellent thing about this series is the way Orville's AS is discussed. The books always mention the new things he is learning in his social skills class after school, usually one main new skill per book, and Agatha helps to make sure he practices those skills in real-life situations. The strengths he gains from his AS are emphasized many times throughout the case, as well. However, the books do deal with some of the realities of bullying in middle school, which brings out the protective side of Agatha and the analytical side of Orville.

But now the publisher is phasing these books out of print! We have ordered all the remaining copies of Books 1 and 2 from our supplier, but Books 3 and 4 are no longer available for us to order. Therefore, we encourage everyone to order these books while you still can! We have run out of Book 3 as of this morning, so we no longer have the full set, but these books are so good, you'll want the ones you can still get your hands on! (Each book can be read individually, independent of the series order.) You can read synopses of the three remaining cases at our website:

The Case of the Prank That Stank (Wright & Wong #1)
The Case of the Nana-Napper (Wright & Wong #2)
The Case of the Slippery Soap Star (Wright & Wong #4)

Friday, May 11, 2007

A Highly Recommend Book for Parents and Teachers

I have just reviewed School Success for Kids with Asperger's Syndrome, and it is packed with practical tips and strategies for parents, teachers, and other education professionals. The authors are leaders in the field of special education, and they have provided a treasure chest of tools and advice for improving the educational experiences and outcomes for students with Asperger Syndrome (AS).

The book is arranged in a concise format, which provides readers with key information on every page. The authors have summarized important research relevant to educating students with AS, and they address a broad scope of of essential topics, ranging from problem areas in the classroom and behavior challenges to advocating for appropriate services and life after high school.

The authors emphasize that it requires considerable expertise to make a diagnosis of AS, and to distinguish it from other disorders with similar symptom profiles. As a result, in the early chapters of the book they focus heavily on diagnostic criteria and differential diagnosis.

I would also like to note that Ann Palmer (our Director of Chapter Relations) is mentioned in a section on college planning, and her book, Realizing the College Dream with Autism or Asperger Syndrome, is also highlighted. In addition, the Autism Society of North Carolina is included in the book's "Resources" section (Appendix A). Our bookstore received a complimentary copy of the book from the authors, and the accompanying publisher letter states that the authors "extend their gratitude for the work that our organization does to promote understanding of Asperger's Syndrome and to provide help to students and to their parents and teachers."

Thursday, May 3, 2007

Reasonable People in an Unreasonable World

I just finished reading Ralph Savarese's Reasonable People, and I can't remember the last time I read a book that made me think about so many difficult things all at once. The book is told memoir-style, telling the story of what it has been like thus far for Savarese and his wife, Emily, an autism inclusion expert, to raise their adopted son, DJ. However, though the main tale is that of life with DJ, Savarese uses this as a platform for the discussion of many larger societal issues that affect us all, whether we know someone with autism or not, (though clearly pretty much anyone reading this blog does.)

The first issue, or rather, the first set of issues, he talks about are those of poverty, foster care, and adoption. He discusses in detail his own initial desire to not have children, because doing so would limit his ability to take part in the wider world and would not allow him to devote his time to altruistic causes he believed in. When they first met DJ, he and his wife were devoted to getting DJ and his sister back into their biological mother's care. Throughout the narration of their prolonged relationship with Rhonda, in which they helped her both financially and in the court system, Savarese also discusses many of the thoughts he had about the cyclic nature of poverty and his desire to see it truly confronted as a societal problem in which everyone needs to take an interest, because it is everyone's responsibility as a whole. He continued this discussion in his description of the foster care system, in which many of the families providing foster care are poor families doing it for the childcare stipend. He notes that this draws an inadvertent, sometimes antagonistic divide, often along class lines, between prospective adoptive families and foster care families. His stark look at the foster care and state adoption systems reveal a need for change, but also a realistic look at how overtaxed the systems are, being a essentially stopgap measure for addressing much larger societal problems.

Once Savarese and his wife succeed in adopting DJ, they are determined to get him into an inclusive educational setting. Up to that point, he had attended a closed center school, in which he had made little progress. Thanks to Emily's own inclusion expertise and both of the determination of them both to prevail over the school system, they succeeded, and DJ began on the road to literacy and learning. The arguments presented between Emily and the schools, both the center school and the public elementary school, are classic, and powerful, examples of the argument over inclusion. As one can tell from the chapter at the end of the book, though, DJ is most definitely a proponent of inclusive environments, which he makes clear in a letter addressed to his old preschool teachers.

One of the most important things DJ gains from his new intensive educational experiences is literacy. As it turns out, literacy opens many avenues of communication for DJ, because he says he didn't learn to decode spoken language until he learned to read. Their efforts towards literacy also led to an inadvertent discovery of facilitated communication (FC), and Savarese spends some time defending the method in its legitimate form, discussing the controversy that surrounded it in the early '90s, but presenting powerful evidence of research done since then proving its efficacy when used appropriately. He also mentions numerous successful users of FC, who now lead quite rich lives and are able to advocate for themselves. DJ looks well on the way to becoming one of these vocal, or should we say, typing advocates. Indeed, DJ, as well as his parents, have discovered the world of disability/identity politics, and these play a strong role in their story.

However, one of the things that makes this book so unique amongst the available books on autism, aside from its focus on adoption, is its exploration of the relationship between trauma and autism. DJ was severely physically and sexually abused by another child in foster care, and it was only after he learned to communicate that he seemed able to assimilate and understand this part of his past. This led to many problems with anxiety, anger, confusion, and separation. Dealing with this through therapy was much more complicated when combined with autism and communicating via FC, and Savarese describes many of the issues they and their therapists faced in dealing with something relatively unknown. Many of the standard therapy techniques became problems in and of themselves, as DJ began to perseverate on his past trauma, rather than moving through the memories to the other side. In addition, the more anxious and upset he became, the more violent and less communicative he would become. The combination of trauma, in this case PTSD, and autism is not a field that has been widely explored, and this book can be considered a call for more attention and research. Savarese points out that the nonverbal in our population are far more likely to suffer abuse, and this problem is probably much more widespread than we would like to think.

Though Savarese also writes movingly about the meaning of family, particularly in relation to the bond between DJ and his biological sister; dealing with loss in many forms; the relationship between poetry and DJ's unique perceptions of the world; and numerous other things, I fear that I have run on for too long already, so I'll simply end here with a recommendation that everyone read this book. Truly, it is a moving, fascinating, and of course remarkably well-written book, and I am sad to have had to condense it this much.

(As an interesting exercise, people might like to compare this book to Portia Iverson's Strange Son, previously reviewed here, which has its own particular view of nonverbal autism and another presentation of a form of FC, though they'll vehemently deny that's what it is.)