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The Passionate Mind : How People with Autism Learn - Wendy Lawson

The Passionate Mind

How People with Autism Learn

By: Wendy Lawson, Lisa Simone (Illustrator)

Paperback

Published: 15th September 2010
$43.50

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Published: 15th March 2011
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In her new book, Wendy Lawson examines traditional theories about the autism spectrum (AS) and reveals their gaps and shortcomings. Showing that a completely different way of thinking about AS is needed, she sets forward the theory of Single Attention and Associated Cognition in Autism (SAACA), an approach that explains autism in terms of the unique learning style of AS individuals.

The SAACA approach suggests that whereas neurotypical people can easily shift their attention from one task to another, those on the autism spectrum tend to use just one sense at a time, leading to a deep, intense attention. From the perspective of this new approach, Wendy describes practical outcomes for individuals, families, and places of education and employment, and shows that when the unique learning style of AS is understood, valued, and accommodated, AS individuals can be empowered to achieve their fullest potential.

This is a fascinating read for anyone with a personal or professional interest in the autism spectrum, including clinical practitioners, educators, researchers, individuals on the spectrum and their families, teachers, occupational therapists, and other professionals.

this book is a essential and accessible read for all interested in the field of autism studies, particularly psychologists, but also for other professionals, who are often presented with the theories so roundly criticised in this text. As an autistic researcher myself, this book is not only a welcome addition to the lexicon of work on the psychology of autism, but an inspiration for future research. -- GAP (Good Autism Practice)
The Passionate Mind: How People With Autism Learn offers a fine survey and the author's own theory of Single Attention and Associated Cognition in Autism, an approach that explains how individuals with autism learn and perceive... Educators, employers and families receive keys to using this unique learning style to help autistic learners achieve their fullest potential. Highly recommended! -- The Midwest Book Review

Acknowledgementsp. 9
Forewordp. 11
Introductionp. 15
The reasons for writing this bookp. 16
The power of wordsp. 17
Brain configurationp. 17
What to expect in the bookp. 18
The role of attention and interestp. 20
The Autism Spectrum: Where we Are Nowp. 29
Introductionp. 29
So what does the autism spectrum look like?p. 29
Genderp. 34
Autism spectrum strengthsp. 34
Learning stylep. 35
Sensory differencesp. 36
Summaryp. 38
cognitive Theories of the Autism Spectrump. 39
Introductionp. 39
Cognition and cognitive theoryp. 39
Considering theory in the autism spectrump. 40
Attention and interestp. 42
Summaryp. 43
Cognitive Theory: Theory of Mindp. 44
Introductionp. 44
Definitionp. 44
Foundations for theory of mindp. 45
Components of theory of mindp. 46
Application to child developmentp. 48
Development of theory of mindp. 50
Difficulties with a rigid view of theory of mind developmentp. 52
The most noted test for theory of mindp. 55
Theory of mind research over timep. 56
Questions concerning theory of mindp. 57
Other potential questionsp. 61
Summaryp. 64
Cognitive Theory: Executive Functioningp. 65
Introductionp. 65
Definitionp. 65
Foundations for executive functioning theoryp. 66
Components of executive functioning theoryp. 67
Application to child developmentp. 68
Research over timep. 70
Executive functioning and theory of mindp. 71
Questions concerning executive functioning and the autism spectrump. 71
Other questions and limitationsp. 74
Summaryp. 75
Cognitive Theory: Weak Central Coherencep. 77
Introductionp. 77
Definitionp. 77
Foundations for weak central coherence theoryp. 78
Components of weak central coherence theoryp. 81
Application in the neurotypical and autism spectrum populationsp. 83
Research over timep. 84
Limitations of weak central coherence theoryp. 85
Summaryp. 90
Cognitive Theory: Enhanced Perceptual Functioningp. 91
Introductionp. 91
Definitionp. 91
Foundations for enhanced perceptual functioning theoryp. 92
Components of enhanced perceptual functioning theoryp. 94
Application in the neurotypical and autism spectrum populationsp. 96
Research over timep. 96
Comparison with other cognitive theoriesp. 97
Limitations of enhanced perceptual functioning theoryp. 98
Summaryp. 98
An Alternative Cognitive Theory: Single Attention and Associated Cognition in Autismp. 100
Introductionp. 100
Definitionsp. 101
Monotropism as a foundation for SAACAp. 101
Attentionp. 104
Attention and brain configurationp. 107
Monotropism and the sensory systemp. 110
Monotropism and interestp. 112
Attention, motivation and interestp. 114
Triad of impairments or product of SAACA?p. 116
Processing stylep. 117
Monotropism and learning stylesp. 119
Complex cognitive skills coupled with interest and attentionp. 120
The cognitive components of SAACAp. 123
Monotropism and literalityp. 123
Monotropism and thinking in closed conceptsp. 125
Monotropism: context and scalep. 128
Monotropism: timing, sequencing and predictingp. 129
Monotropism and non-social prioritiesp. 131
Summaryp. 132
The Relevance of SAACAp. 133
Introductionp. 133
Everyday experiences for autism spectrum individualsp. 134
When things changep. 135
The concept of timep. 136
SAACA's explanation of why autism spectrum and neurotypical perceptions are differentp. 137
Case studiesp. 139
Autism spectrum comprehensionp. 148
Problems with autism spectrum comprehension (if using a neurotypical lens)p. 150
What might it mean when an expectation is not fulfilled?p. 152
Problem-solving ideas using SAACAp. 153
Tom's story - An extended case studyp. 155
Why does Tom have his difficulties?p. 160
Can we help Tom cope with change?p. 160
When and how do we execute an intervention for Tom?p. 160
What about generalising Tom's learning?p. 161
Reasoning behind using IT, visuals and structurep. 161
Neurotypical parentingp. 162
Summaryp. 164
Looking to the Futurep. 165
Introductionp. 165
A different learning stylep. 165
Completing tasksp. 167
Normalityp. 168
It's in everyone's interestp. 171
Experiments to refute or support SAACAp. 172
Limitations of SAACAp. 174
List Of Publicationsp. 175
Referencesp. 177
A Model Of Mind Presented As A Dynamical System Of Interests Competing For Attentionp. 197
Paraphrase Of Criteria For Autism Spectrum Disorderp. 201
Non-Cognitive Theories Of Autismp. 204
Paintings By An Autism Spectrum Adultp. 213
Summary Of Communication 'Obstacles'p. 215
Subject Indexp. 217
Author Indexp. 222
List of Figures
The development of theory of mind according to Baron-Cohen (1997), as adapted by Stagnitti (2004)p. 51
An alternative explanation to weak central coherencep. 88
Monotropic attention in autistic spectrum (AS) individuals and polytropic attention in neurologically typical (NT) individualsp. 105
Expected neurotypical development: Multiple connections between senses and interest states. Resulting from the ability to divide attention allowing for multi-tasking and social connectivityp. 121
Single Attention and Associated Cognition in Autism (SAACA)p. 122
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9781849051217
ISBN-10: 1849051216
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 224
Published: 15th September 2010
Publisher: JESSICA KINGSLEY PUBLISHERS
Country of Publication: GB
Dimensions (cm): 15.4 x 22.9  x 1.2
Weight (kg): 0.33