Learning and Cognition in Autism

1. Front Matter

   Pages i-xxi

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2. Introduction and General Issues

   1. Front Matter

      Pages 1-1

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   2. Introduction to Learning and Cognition in Autism

      • Eric Schopler, Gary B. Mesibov

      Pages 3-11

   3. Cognitive Functioning in Autism

      • Leeanne Green, Deborah Fein, Stephen Joy, Lynn Waterhouse

      Pages 13-31

   4. Verbal and Nonverbal Cognitive Processes

      • Helmer R. Myklebust

      Pages 33-55

   5. Relationship between Autism and Learning Disabilities

      • Roger D. Cox, Gary B. Mesibov

      Pages 57-70

3. Thinking and Learning

   1. Front Matter

      Pages 71-71

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   2. Motivating Communication in Children with Autism

      • Lynn Kern Koegel, Robert L. Koegel

      Pages 73-87

   3. The Assessment and Interpretation of Intellectual Abilities in People with Autism

      • Alan J. Lincoln, Mark H. Allen, Angela Kilman

      Pages 89-117

   4. A Fresh Look at Categorization Abilities in Persons with Autism

      • Laura G. Klinger, Geraldine Dawson

      Pages 119-136

   5. How People with Autism Think

      • Temple Grandin

      Pages 137-156

4. Social Cognition

   1. Front Matter

      Pages 157-157

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   2. Social and Cognitive Understanding in High-Functioning Children with Autism

      • Marian D. Sigman, Nurit Yirmiya, Lisa Capps

      Pages 159-176

   3. Theory of Mind in Autism

      • Francesca Happé, Uta Frith

      Pages 177-197

   4. Executive Functions in Autism

      • Sally Ozonoff

      Pages 199-219

   5. Facilitating Social Inclusion

      • Catherine Lord

      Pages 221-240

5. Education and Treatment

   1. Front Matter

      Pages 241-241

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   2. Structured Teaching in the TEACCH System

      • Eric Schopler, Gary B. Mesibov, Kathy Hearsey

      Pages 243-268

   3. Cognitive Education of Young Children with Autism

      • Gretchen Butera, H. Carl Haywood

      Pages 269-292

   4. Educational Strategies in Autism

      • Sandra L. Harris

      Pages 293-309

This volume, like the other eight in the Current Issues in Autism series, grew from our annual TEACCH conference. The book is not, however, simply a compilation of conference proceedings. Instead, selected con­ ference participants whose work has already achieved national and inter­ national recognition were asked to develop chapters around their pre­ sentations. Other recognized experts in areas relevant to the conference theme were also asked to contribute chapters. Although we were not able to include all of the workers who have contributed to the theme, this volume represents our best effort to pull together for our readers the most current knowledge and state of the art practices. Although aspects of cognition, learning, and behavioral motivation have been touched on for relevance to autism in other books in this series, the growing integration of behavioral and cognitive theories has greatly enriched our educational interventions on behalf of autism. While this volume does not include all the fascinating facets of this recent integration, we believe that it offers useful information to teachers, parents, and re­ searchers on some of the progress produced by their interaction.

• assessment
• autism
• intervention
• learning
• thinking

"This collection of works [...] will delight educators, parents, and other researchers who struggle to understand why and how thinking style affects behavior in people with autism [...]an interesting and useful read."
(Contemporary Psychology)
"The book provides an impressive overview of the recent advances in cognitive as well as educational and general treatment strategies based on this knowledge base for children with autism. It is recommended for all professionals in the field of autism and related disorders."
(European Child & Adolescent Psychiatry)
"This is the ninth book in the series [...] and it easily maintains the high standards of its predecessors [...] For anyone interested, or involved in the field of autism this book, like those that have gone before, should be considered essential reading."
(Journal of Applied Research in Intellectual Disabilities)

• University of North Carolina School of Medicine, Chapel Hill, USA

  Eric Schopler, Gary B. Mesibov

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