{"product_id":"teaching-children-with-autism-to-mind-read-the-workbook-paperback-softback-9780470093245","title":"Teaching Children with Autism to Mind-Read; The Workbook (Paperback \/ softback) 9780470093245","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eTeaching Children with Autism to Mind-Read\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eThe Workbook\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003e‘Without being aware of it we all continuously attribute mental states, such as desires and beliefs, to other people, and in this way we predict what they are going to do next. This is what children and adults with autism cannot do spontaneously. But, years of painstaking research has shown that they can be taught to do it. Clearly, this does not turn them into spontaneous mentalisers, but it does benefit their understanding of the otherwise unpredictable social world.  \u003cp\u003e‘In their scholarly introduction to the book the authors review an impressive number of training studies using different types of teaching aids. Informed by scientific evidence, and without any hype, they offer the best of these in \u003ci\u003eThe Workbook\u003c\/i\u003e. It contains teaching aids in picture and story form that are bound to inspire teachers. The general approach is to build up a sequence of skills in line with the sequence observed in typical development; from joint attention, to pretend play, to perspective taking, to understanding emotions, desire and more complex informational mental states such as knowledge and ignorance, and finally complex second order beliefs (eg: “he thinks that she believes he is telling the truth”). It is with these complex mental states that the new workbook has expanded most over the previous one.\u003c\/p\u003e \u003cp\u003e‘This manual provides an invaluable source of ideas and techniques on how to teach children and adults with autism about mental states, and it never loses sight of the need to link this teaching to their social skills in everyday life.’\u003cbr\u003e —\u003cb\u003eProfessor Uta Frith, University College London, UK\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e“The \u003ci\u003eWorkbook\u003c\/i\u003e joins the authors’ seminal \u003ci\u003eTeaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents\u003c\/i\u003e in providing research-based protocols for developing and advancing mentalizing skills and social cognition in children with autism spectrum conditions. It extends the program provided in the book, offering scientifically validated, though clear and simple-to-use, principles for the understanding of informational states, as well as illuminating stories, examples and activities, promoting the generalization of the principles acquired.\u003c\/p\u003e \u003cp\u003e“The \u003ci\u003eWorkbook\u003c\/i\u003e is highly recommended for parents, teachers, and clinicians wishing to base their work on rigorous scientific knowledge of how the understanding of others’ minds works, and how this can be improved in children on the autistic spectrum.”\u003cbr\u003e —\u003cb\u003eDr Ofer Golan, Head of the Child Clinical Program, Bar-Ilan University, Israel\u003cbr\u003e \u003cbr\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn their scholarly introduction the authors review an impressive number of training studies using different types of teaching aids. Informed by scientific evidence, and without any hype, they offer the best of these in the workbook. It contains teaching aids in picture and story form that are bound to inspire teachers.\u003c\/p\u003e \u003cp\u003e‘This manual provides an invaluable source of ideas and techniques on how to teach children and adults with autism about mental states, and it never loses sight of the need to link this teaching to their social skills in everyday life.\u003cbr\u003e —\u003cb\u003e\u003ci\u003eProfessor Uta Frith\u003c\/i\u003e, University College London, UK\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThis is a much-awaited revision of Howlin, Baron-Cohen, and Hadwin's 1999 volume \u003ci\u003eTeaching Children with Autism to Mind-Read\u003c\/i\u003e that includes expanded lessons and concepts to teach high-functioning children with autism about mental states. The approach is importantly developmental – based on prior research and progressive sequences of concepts and stages of instruction.  It includes multiple foci, including teaching about differences in perspectives, about beliefs, about knowing, about emotions, and more. No one thinks that teaching mental-state understandings will address all the social-cognitive challenges faced by children with autism, but understanding the mental states of self and other is an acknowledged and crucial challenge for these children (and adults) and one that this workbook carefully and effectively addresses. It is a lively and practical book that will be a tremendous resource for parents as well as educators.\u003cbr\u003e —\u003cb\u003e\u003ci\u003eHenry Wellman, Harold W. Stevenson\u003c\/i\u003e Collegiate Professor of Psychology, University of Michigan\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eWorkbook\u003c\/i\u003e joins the authors’ seminal \u003ci\u003eTeaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents\u003c\/i\u003e in providing research-based protocols for developing and advancing mentalizing skills and social cognition in children with autism spectrum conditions. It extends the program provided in the book, offering scientifically validated, though clear and simple-to-use, principles for the understanding of informational states, as well as illuminating stories, examples and activities, promoting the generalization of the principles acquired.\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eWorkbook\u003c\/i\u003e is highly recommended for parents, teachers, and clinicians wishing to base their work on rigorous scientific knowledge of how the understanding of others’ minds works, and how it can be improved in children on the autistic spectrum.\u003cbr\u003e —\u003cb\u003e\u003ci\u003eDr Ofer Golan\u003c\/i\u003e, Head of the Child Clinical Program, Bar-Ilan University, Israel\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe difficulties faced by children with autism in understanding the workings of other minds are instinctive and pervade all aspects of social development. This practical workbook applies research that shows that such a developmental approach may be helpful in laying the foundations for reciprocal social understanding. It will be useful to parents and teachers and other professionals working with children with autism.\u003cbr\u003e —\u003cb\u003e\u003ci\u003eRichard Mills\u003c\/i\u003e, Research Director, Research Autism, UK\u003c\/b\u003e\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJulie A. Hadwin (Author), Patricia Howlin (Author), Simon Baron-Cohen (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470093245, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 30 January 2015\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e160 pages\u003cbr\u003e29.7 x 20.8 x 0.8 cm, 0.476 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e“Overall, I think this book would be helpful for any professional working with younger children (around 4-12 years) who are on the Autism Spectrum, in developing their social skills through using theory of mind.”  (\u003ci\u003eACAMH, \u003c\/i\u003e26 March2015)\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThis workbook expands upon the authors? \u003ci\u003eTeaching Children with Autism to Mind-Read: A Practical Guide\u003c\/i\u003e to present the most effective approaches, strategies, and practical guidelines to help alleviate social and communication problems in individuals with Autism Spectrum Disorders (ASD).  \u003cul\u003e \u003cli\u003eComplements the best-selling \u003ci\u003eTeaching Children with Autism to Mind-Read: A Practical Guide\u003c\/i\u003e for use in practical settings\u003c\/li\u003e \u003cli\u003eAnswers the need for more training of professionals in early interventions for children assessed with ASD called for by the National Plan for Autism\u003c\/li\u003e \u003cli\u003eWritten by a team of experts in the field\u003c\/li\u003e \u003cli\u003eCovers issues such as how to interpret facial expressions; how to recognize feelings of anger, sadness, fear and happiness; how to perceive how feelings are affected by what happens and what is expected to happen; how to see things from another person?s perspective; and how to understand another person?s knowledge and beliefs\u003c\/li\u003e \u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003e1 Introduction 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJulie A. Hadwin, Hanna Kovshoff, Simon Baron-Cohen and Patricia Howlin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Visual Perspective Taking 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLevel 1: Simple Perspective Taking 10\u003c\/p\u003e \u003cp\u003eLevel 2: Complex Perspective Taking 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Conceptual Perspective Taking 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLevel 3: Seeing Leads to Knowing 21\u003c\/p\u003e \u003cp\u003eLevel 4: True Belief 44\u003c\/p\u003e \u003cp\u003eLevel 5: False Belief 65\u003c\/p\u003e \u003cp\u003eLevel 6: Embedded Beliefs 106\u003c\/p\u003e \u003cp\u003eAppendix 128\u003c\/p\u003e \u003cp\u003eBibliography 137\u003c\/p\u003e \u003cp\u003ePostscript 140\u003c\/p\u003e \u003cp\u003eIndex 145\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Brand New","offer_id":52453437243672,"sku":"9780470093245","price":21.78,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780470093245.jpg?v=1785284416","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/teaching-children-with-autism-to-mind-read-the-workbook-paperback-softback-9780470093245","provider":"Freshly Printed Books","version":"1.0","type":"link"}