Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) has received considerable educational, research, medical and media
attention the past ten years. Yet the condition was first described more than a hundred years ago. Due to the
disorder being confused with childhood schizophrenia, there was a lack of definitive attention by special
educators, medical professionals and mental health clinicians to advance parameters related to: causes;
prevalence; identification and diagnosis; education and treatment. Positively, this confusion changed
starting in the 1980s with the clarification of the differences between these disorders with the 1980
publication of the" Diagnostic and Statistical Manual of Mental Disorders" (DSM-III). Soon after, the
1990 federal legislation "Individuals with Disabilities Education Act" recognized the disorder as a disability category eligible for special education
services. Both of these events lead to an explosion of information related to: finding causes; accurate identification and diagnosis; best educational
practices; and social, emotional, and behavioral treatments.
Even with this explosion in the body of knowledge concerned with this disorder, much more needs to be learned and discovered. The successful use
of this body of knowledge requires that accurate information be provided to educators, parents, clinicians, medical professionals, and mental health
professionals to counter misinformation that exists among the general public, educators and clinical professionals. This is the primary purpose of
"Autism Spectrum Disorders: Inclusive Community for the 21st Century". It is accomplished by chapters on: the delineation of a blueprint for systems
of care for persons with ASD and their families; a model to assist professionals in tackling the challenge of developing employability for individuals
with high functioning ASD; best practice and research guidelines that lead to an affirmative ASD diagnosis; a comprehensive and current synopsis of
genetic factors associated with ASD; adjustment challenges that may be present for a sibling of an individual with ASD; a comprehensive description
of an innovative community-based clinic that provides services needed by Individuals with ASD to
meet their social, behavioral, educational and mental health needs; and effective treatment strategies
and techniques that can be utilized by parents and educators to work effectively with children who
have ASD. The chapters are written by researchers, clinicians, business professionals, and university
professors who have an extensive knowledge of ASD. The contents of the book are an excellent
reference for special education teachers, school psychologists, practicing mental health clinicians, and
parents and family members of children and adults with ASD.