Preface -- Part 1: Overview Of Autism Spectrum Disorder (ASD) -- 1: What are ASD and autistic disorder? -- 2: Asperger syndrome (high-functioning autism) -- 3: Rett syndrome -- 4: Childhood disintegrative disorder -- 5: Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) -- 6: Statistics on ASD in the United States -- Section 6-1: ASD prevalence is increasing -- Section 6-2: Risk factors and economic costs of ASD -- Section 6-3: Diagnoses of ASD made at earlier ages -- Part 2: Causes And Risk Factors Associated With Autism Spectrum Disorder -- 7: Brain dysfunction in ASD -- Section 7-1: Mirror neuron system and autism -- Section 7-2: Environment and the developing brain -- Section 7-3: People with autism have trouble with the distinction between self and others -- Section 7-4: Autism is not a fundamental problem of attention -- Section 7-5: Brain proteins with links to nicotine addiction and autism -- 8: Genetics impact ASD -- Section 8-1: Genes involved with autism -- Section 8-2: Spontaneous gene mutations may boost ASD risk -- Section 8-3: Risk of autism tied to genes that influence brain cell connections -- Section 8-4: Silenced gene for social behavior found in autism -- Section 8-5: Gene linked to autism and gastrointestinal (GI) disorders -- Section 8-6: Facial recognition is a distinct genetic skill -- Section 8-7: Possible genetic overlap between Attention Deficit Hyperactivity Disorder (ADHD) and autism -- 9: Diseases, vaccines, and ASD -- Section 9-1: Can diseases and vaccines cause ASD? -- Section 9-2: Vaccines are not associated with ASD -- Section 9-3: Autism, asthma, inflammation, and the hygiene hypothesis -- Section 9-4: Autism and Fragile X syndrome feature immune signatures -- 10: Premature birth and autism -- 11: Early development risk factors for ASD -- Part 3: Identifying And Diagnosing Autism Spectrum Disorders -- 12: Symptoms of ASD -- Section 12-1: Range of symptoms -- Section 12-2: Autism symptoms emerge in infancy -- Section 12-3: Eye response to light a possible autism biomarker -- Section 12-4: Sensory sensitivity and ASD -- Section 12-5: Regression in autism -- Section 12-6: Challenging behaviors --
13: Developmental screening -- Section 13-1: Developmental milestones -- Section 13-2: Recommendations for routine health care developmental screening -- Section 13-3: Screening tools for early identification of children with ASD -- Section 13-4: Audiological screening -- 14: Getting help for developmental delay -- Section 14-1: If you are concerned, act early -- Section 14-2: Discussing concerns parent to parent -- Section 14-3: Sharing concerns with your child's physician -- 15: Parent's guide to assessment of ASD -- Section 15-1: Defining assessment -- Section 15-2: Types of ASD assessment -- Section 15-3: Assessment process -- 16: Diagnostic criteria for ASD -- 17: Medical tests and evaluations used to diagnose ASD -- 18: Genetic test for autism -- 19: Language in children with ASD -- 20: Measuring autistic intelligence -- 21: Moving forward after a child is diagnosed with ASD -- Part 4: Conditions That May Accompany Autism Spectrum Disorders -- 22: ASD and communication difficulties -- Section 22-1: Communication problems associated with autism -- Section 22-2: Auditory processing disorder in children -- Section 22-3: Autism spectrum disorders and stuttering -- 23: ASD, seizures, and epilepsy -- 24: Non-verbal learning disability and asperger syndrome -- 25: Co-occurring genetic disorders in people with ASD -- Section 25-1: Angelman syndrome -- Section 25-2: Fragile X syndrome -- Section 25-3: Landau-Kleffner syndrome -- Section 25-4: Mitochondrial disease -- Section 25-5: Moebius syndrome -- Section 25-6: Prader-Willi syndrome -- Section 25-7: Smith-Lemli-Optiz syndrome -- Section 25-8: Tourette syndrome -- Section 25-9: Tuberous sclerosis -- 26: Other conditions that may accompany ASD -- Section 26-1: Thin bones and ASD -- Section 26-2: High growth hormones in boys with ASD -- Part 5: Interventions And Treatments For Autism Spectrum Disorder -- 27: Choosing professionals and coordinating services -- 28: Evidence for ASD interventions -- Section 28-1: Treatment integrity -- Section 28-2: Review of ASD interventions -- Section 28-3: Recommendations for treatment selection -- Section 28-4: Fad treatments are unproven -- 29: Early intervention for children with developmental delays -- Section 29-1: Overview of early intervention -- Section 29-2: Early services for ASD -- Section 29-3: Autism intervention for toddlers improves developmental outcomes -- 30: Interventions for individuals with asperger syndrome -- 31: Behavior therapies often effective for ASD -- Section 31-1: Applied Behavior Analysis (ABA) therapy -- Section 31-2: ABA therapy at a younger age leads to faster learning -- Section 31-3: Verbal behavior therapy -- Section 31-4: Pivotal response treatment -- Section 31-5: Virtual games teach skills to students with ASD -- 32: Communication therapies for ASD -- Section 32-1: What a speech pathologist does -- Section 32-2: Speech and language therapy: a key intervention for persons with ASD -- Section 32-3: Language instruction for children with autism: learning words -- Section 32-4: Augmentative and Alternative Communication (AAC) -- 33: ASD medications -- Section 33-1: Parent training complements medication for treating behavioral problems in children with pervasive developmental disorders -- Section 33-2: Citalopram no better than placebo treatment for children with ASD -- Section 33-3: Bonding hormone might help some with autism -- 34: Treatments for biological and medical conditions associated with ASD -- 35: Research studies and ASD -- Section 35-1: Participating in ASD research studies -- Section 35-2: Why some research studies are flawed -- Part 6: Education And Autism Spectrum Disorder -- 36: Child's rights to public education -- 37: Understanding the special education process -- Section 37-1: Special education overview for parents -- Section 37-2: Individualized Education Plan (IEP) -- Section 37-3: Including children with ASD in regular classrooms -- Section 37-4: Individuals with Disabilities Education Act (IDEA) summary -- 38: Tips for teaching students with ASD -- Section 38-1: Instructional approaches to teaching students with ASD -- Section 38-2: Teaching high-functioning students with ASD -- 39: Managing challenging ASD behavior -- Section 39-1: What to do when positive reinforcement is not working -- Section 39-2: Practical strategies for responding to challenging behaviors --
40: Social interaction education for students with ASD
Section 40-1: Understanding special interests and social interactions of children with ASD
Section 40-2: Outcomes of school-based social skill interventions for children on the autism spectrum
Section 40-3: Computer-based training may improve social interactions
41: Teaching lifetime goals to children and adults with ASD
42: Secondary school experiences of students with ASD
43: Preparing for postsecondary education
Part 7: Living With Autism Spectrum Disorder And Transitioning To Adulthood
45: Ensuring support at home
Section 45-1: Family support models
Section 45-2: Grandparents play key role in lives of children with ASD
46: Depression, parenting, and ASD
47: Toilet training children with ASD
48: Transition to adulthood for individuals with ASD
Section 48-1: Transition plan
Section 48-2: Life skills
Section 48-3: Legal and financial planning and assistance
Section 48-4: Transition models for youth with mental health needs
49: Finding appropriate and affordable housing
50: Adult autism and employment
Section 50-1: Choosing vocation and employment
Section 50-2: Career planning issues
Section 50-3: Possible job accommodations
Part 8: Additional Help And Information
51: Glossary of ASD terms and acronyms
52: Directory of additional ASD resources
