Download Autism and Joint Attention: Development, Neuroscience, and by Peter C. Mundy PhD PDF

April 5, 2017 | Developmental Psychology | By admin | 0 Comments

By Peter C. Mundy PhD

From a preeminent researcher, this e-book seems on the key position of joint recognition in either standard and bizarre improvement. Peter C. Mundy exhibits that no different symptom size is extra strongly associated with early id and remedy of autism spectrum disease (ASD). He synthesizes a wealth of data on how joint consciousness develops, its neurocognitive underpinnings, and the way it is helping to provide an explanation for the educational, language, and social-cognitive gains of ASD around the lifespan. medical implications are explored, together with stories of state of the art diagnostic tools and special therapy approaches.

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Additional resources for Autism and Joint Attention: Development, Neuroscience, and Clinical Fundamentals

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Historically, there has been a trend toward conceptualizing ASD as involving differences in the ability to orient to or process external, other-­ referenced information. However, both theory and data suggest that problems in self-­referenced processing and the cognitive coordination of self- and other-­referenced processing of information may be equally or more important in understanding the differences in joint attention development that characterize autism spectrum development (see Chapters 4, 5, and 7).

Sixteen of the children in this sample displayed relatively clear symptoms by 24 months, and 18 expressed clear symptom presentation later, at 36 months of age. One distinguishing characteristics of these two subgroups was that ASD was identified later in life for children with higher ratings of behavioral approach. Garon et al.  73) noted the striking parallel of this finding with elements of the moderator/modifier model of autism. The assumptions associated with the moderator model are significant for the study of ASD.

Different combination of measurements across dimensions may lead to the same degree of certainty or probability of a valid match between the characteristics of an individual and category membership (Martin & Caramazza, 1980). Moreover, in a developmental disorder, the set of dimensions measured as well as their criterion scores may be expected to change as a child’s age or levels of achievement change.  50), will be useful in the identification of ASD before age 3 is relatively low, but its value in the categorical diagnosis is likely to increase through subsequent years.

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